Investigation of Educational Game-Playing Skills of Preschool Teachers

Abstract

This study aims to assess the educational game-playing skill levels of preschool teachers. The survey method, a quantitative research approach, was employed in this study. The study involved 61 preschool teachers from official kindergartens and kindergartens affiliated with the Diyarbakır Provincial Directorate of National Education during the 2022-2023 education period. As the data collection tool, the "Educational Game Playing Skill Observation Scale" was used. The data were analyzed using the SPSS statistical software. Independent Samples T-Test and One-Way ANOVA were utilized for the analyses while the LSD test, a Post-Hoc test, was employed to identify which group contributed to significant differences. It was discovered that preschool teachers' educational game-playing skill levels (x̄=100.47) were at satisfactory levels. In terms of the subscales of the observation scale, preschool teachers demonstrated very good skills in the preparation (x̄=3.60) and game phases (x̄=3.41), while their skills in the evaluation phase (x̄=2.66) were sufficient. There was no significant difference in the game skill levels of preschool teachers based on gender and educational level (p>0.05). The significant difference in skill levels among preschool teachers in the preparation phase, game phase, subscales, and evaluation phase subscale arises from participants with service periods between 21-31 years (p<0.05). In the study, the educational game-playing skills of preschool teachers are considered sufficient. The "preparation phase" and "game phase" exhibit very good levels of skill, while the "evaluation phase" is at satisfactory levels.