This study investigated the impact of an empathy training program developed by the researchers to promote perspective-taking abilities of preschool children. Participants were 34 children from two different kindergartens. Children in the treatment group attended an empathy training program that consisted of 30 activities and lasted for 10 weeks, whereas those in the nonintervention group attend the regular preschool program. Data were obtained through individual interviews with children. Perspective-Taking Test for Children, designed by the researchers, was used to assess children’s perspective-taking abilities. The results of the study demonstrated that the training program significantly improved perspective-taking performance of children in the treatment group compared to their peers in the nonintervention group, and this effect persisted one month after the intervention.

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This study, which has a correlational survey design, aims to investigate creativity among children in kindergartens, primary, middle and high schools. The population of this study is comprised of all children attending kindergartens, primary, middle and high schools in the 2011-2012 academic years. The sample of the study consisted of a total of 1200 students, 100 of whom were randomly selected from each level of education. For some reasons, some cases were omitted, and analyses were done using the data of 1085 students. As a result of the study, it was observed that gender caused major differences regarding fluency in children attending kindergartens, elaboration and resistance to premature closure in children middle schools, and regarding originality, abstractness of titles, and elaboration and total creativity in children attending to high schools. It was found out that the average creativity score of girls were higher than those of boys (p<0.05). Besides, the scores for fluency, elaboration, and resistance to premature closure and total creativity differed on the level of education (p<0.05).