There are previous studies in the literature conducted on the effect of play-based math activities on the mathematical skills, language, and cognitive development of preschool children. However, the number of studies conducted to determine the effect of play-based math activities on different areas of development in preschool children was too few. The purpose of this study is to investigate the effect of play-based math activities on different developmental areas (personal-social, fine motor, language, and gross motor development) of children 48 to 60 months of age. The pretest/posttest quasi-experimental research design with control and experimental groups was employed in this study. The research group of this study is composed of 45 children 22 of whom (10 girls and 12 boys) were in the experimental group and 23 (10 girls and 13 boys) in the control group. Denver II Developmental Screening Test was used as the data collection tool. As a result, it was determined that there was a significant difference between the subscales and pretest-posttest total scores concerning personal-social, fine motor, and language areas in the experimental group, while there was no statistically significant difference in the gross motor subscale. In addition, it was observed that there was statistically no significant difference between pretest–posttest scores concerning personal-social, fine motor, language, gross motor subscales and total scores of the control group. The result revealed that play-based math activities have a positive effect on personal-social, fine motor, language, and gross motor developments of children. Further studies can be planned to investigate the effects of play-based mathematics education integrated with different activities where children can have fun and be physically active on children’s developmental areas.

Bu araştırma, Türkçe etkinliklerinin anasınıfına devam eden çocukların gelişim alanlarına etkisini incelemek amacı ile yapılmıştır. Araştırmanın çalışma grubunu, 2013-2014 eğitim öğretim yılında Ankara il merkezinde bulunan, Ankara İl Milli Eğitim Müdürlüğü'ne bağlı resmi ilköğretim okullarının anasınıflarına devam eden ve normal gelişim gösteren 52 çocuk oluşturmuştur. Araştırmada, "Kişisel Bilgi Formu" ve çocukların motor, alıcı ve ifade edici, akademik/bilişsel, sosyal/duygusal ve günlük yaşam becerilerini değerlendirmek için "Brigance Erken Gelişim Envanteri II" kullanılmıştır. Deney ve kontrol grubundaki çocuklara ön testleri yapıldıktan sonra deney grubundaki çocuklara araştırmacılar tarafından hazırlanan "Türkçe Etkinlikleri" üç ay süre ile uygulanmıştır. Eğitim programının bitiminde son testler yapılmıştır. Son testin uygulanmasından bir ay sonra deney grubuna kalıcılık testi uygulanmıştır. Elde edilen veriler, normal dağılım gösterdiği için "t testi" ve "Anova" ile değerlendirilmiştir. Araştırma sonucunda grup*ölçüm ortak etkisinin önemli olduğu görülmüştür.

The aim of this study is to examine the effect of the activities enhanced concerning time concept on time concept acquisition of children. The research is a quantitative study in experimental model with pretestposttest control group aiming to examine the effect of the activities enhanced concerning time concept on time concept acquisition of children. The study group of the research consists of 60 months old and older children who attend nursery schools within Uludağ University in Nilüfer County in the city centre of Bursa in 2016-2017 education year. 13 children in the experimental group and 16 children in the control group totally 29 children consist the study group of the research. The experimental and the control groups were performed pre-test and post-test. Within the research a pictorial form including 29 questions that were prepared by the researchers, was used as data gathering tool in order to measure the knowledge of the children about time concept. In order to see the difference between the experimental and the control group, Mann Whitney U Test was applied. It was determined that the activities enhanced regarding time concept affected the perception of the children about time concept in a positive way.