The effect of wooden toy differences on the perceptions of children with special education needs over time

Abstract

Children who need special education have some characteristics different from those with normal development in the postnatal period. One of the common features with normal children is that they also need to play. The game has an important role in draining their inner energies, gaining experience and supporting their development in general. Among the many factors that will affect children's preferences, the largest share generally belongs to the features that determine the appearance of the toy. The most important criterion that determines the appearance characteristics of toys is the material. The dynamics of this study are that the mentally handicapped have the highest number among the educable disability groups, toys are also used as educational materials in this target group, and academic studies on the type of intellectual disability are quite limited. In this study, it was tried to determine whether the different wooden toy preferences of children with educable special education needs changed over time. From the data obtained by multiplying the number of people in the groups with the number of repetitions, it was tried to determine whether there is a relationship between the gender, age and disability ratio differences of the individuals and the number of wooden toy preferences. As a result, it has been determined that wooden toy preferences have changed more in girls than boys over time, and the number of preferences is inversely proportional to both age levels and disability rates.