CE  Vol.6 No.21 , December 2015
The Effect of Art Education on the Selective Attention Skills and Development of Preschoolers at 4 - 5 Years
ABSTRACT
Art allows children to express their feelings and thoughts in a most convenient way, and enhance their intellectual and physical skills. This research discusses mixed-mode art education programs in preschool institutions under the auspices of the Ministry of National Education, and determines their effect on the selective attention skills of 4 - 5 years old children. The research sample included 90 children, male and female, between the ages of four and five years, who were attending preschool institutions under the auspices of the Ministry of National Education in the 2013-2014 academic year. A personal information form concerning demographic data was prepared by the researcher. Quantitative research methods were used. Pre-tests and post-tests were administered to the experimental and control groups. The experimental group was also taught about the pre-test. The Frankfurter Test, developed by Raatz and Möhling (1971), was used to measure the children’s selective attention levels. Pre-test training for the experimental group included eight sessions. Each training session was 30 minutes long. The training was four weeks long with two sessions a week. The research found a significant difference between the experimental group and the control group. Art education needs to be included in formal education in order to develop the selective attention skills of 4 - 5 years old children.

Cite this paper
Cetin, Z. and Danacı, M. (2015) The Effect of Art Education on the Selective Attention Skills and Development of Preschoolers at 4 - 5 Years. Creative Education, 6, 2250-2255. doi: 10.4236/ce.2015.621232.
References
[1]   Alakus, A. O., & Mercin, L. (2005). The Determination of Methods about Critique, Art Critique and Pedagogical Critique. Journal of Dicle University Faculty of Ziya Gokalp Education, 6, 17-23.
http://www.zgefdergi.com/Makaleler/164714972_05_02_Mercin-Alakus.pdf

[2]   Ari, M. (2003). The Importance of Early Childhood Education and Quality in Turkey, Development on Early Childhood Term and New Approaches in Education. In M. Sevinç, Ed., Istanbul: Morpa Culture Publishing.

[3]   Aydemir, B. (2010). The Museum’s Role of on Art Education (p. 23). Master Thesis, Ministry of Culture and Tourism, Fine Arts General Management.
http://aregem.kulturturizm.gov.tr/Eklenti/31139,berrakaydemirpdf.pdf?0

[4]   Bozkurt, N. (1995). The Institute of Art and Aesthetic (pp. 5-15). Istanbul: Sarmal Publisher.

[5]   Brewer, J. A. (2001). Introduction to Early Childhood Education (Chapter 11). USA: Allynand Bacon.

[6]   Dickie, G. (2005). The New Institutional Theory of Art. Aesthetics and the Philosophy of Art. The Analytic Tradition. An Anthology içinde. Peter Lamarque and Stein Haugom Olsen (Editörler). Oxford: Blackwell Publishing.

[7]   Dizdar, T. C. (2010). The Clay’s Position as a Material on Preschool Art Education (pp. 1-112). Ankara University Rectorate Publishings.

[8]   Eliason, C., & Jenkins, L. (1994). A Practical Guide to Early Childhood Curriculum (pp. 289-294). USA: Merril, an Imprint of Macmillan College Publishing Company.

[9]   Erkal, M., Güven, Ö., & Ayan, D. (1998). The Sports in Sociological Respects (pp. 10-21). Istanbul Der Publishing.

[10]   Jensen, E. (2006). The Learning of Brain-Congruent (pp. 98-101). Tra: A. Doganay, Adana: Nobel Publisher.

[11]   Gültekin, T. (2010). Child and Intercommunication in the Process of Development of Aesthetic Value on Art Education. International Social Sciences with Peer-Review, E-Journal, 24, 1-14.
http://asosindex.com/journal-article-fulltext?id=17407&part=1

[12]   Goldhawk, S. (1998). Children and the Arts: Making Creative Connections. Washington DC: Arts Education Partnership Council of Chief State School Officers.

[13]   Karaduman, B. D. (2004). The Programme of Take Attention’s Effect on Fourth and Fifth Class of Student’s Taking Attention, Self-Perception and Success Levels (pp. 1-20). Unpublished PhD Thesis, Ankara: Ankara University, Institute of Education Sciences.

[14]   Ture, N. (2007). The Contributions of Visual Art Learning as a Tool of Education for Students (pp. 1-55). Master’s Thesis, Konya: Selçuk University, Institute of Social Sciences, Güzel Art Education Department.
http://acikerisim.selcuk.edu.tr:8080/xmlui/handle/123456789/366

[15]   Kayili, G., & Ari, R. (2011). The Determination of Effect of Montesssori Method Onpreschool Children’s Primary School Readiness. Journal of Theory and Practise in Education, Educational Sciences: Theory & Practice, 11, 2091-2109.
https://www.edam.com.tr/kuyeb/pdf/tr/4ceddd3fb92c37d80d3f43a7439b41a3iTAM1.pdf

[16]   Kehnemuyi, Z. (1995). The Children’s Education of Visual Art. Istanbul: Yapi Kredi Publishing.

[17]   Lindenbergerne, & Kardos, E. (2005). Zeneterapia Szöveggyüjtemeny. Pecs: Kulcs a Muzsikahoz Kiado.

[18]   Parker, H. (1988). The Attention Deficit Disorder Workshop for Parents, Teachers and Kids. Plantation, FL: Impact Publications.

[19]   Raatz, U., & Möhling, R. (1971). Frankfurter tests für Fünfjährige-Konzentration (FTF-K). Weinheim: Beltz.

[20]   Salderay, B. (2014). The Transformation of Family Thoughts Scturctures about Visual Art Assesments That Appyly in the Process of Special Education. Journal of Manas Social Researches, 3, 87-101.
http://journals.manas.edu.kg/mjsr/archives/Y2014_V03_I11/7daa3a2cc6c1b26e62d11b21c7c9415d.pdf

[21]   Seckin, N. (1998). A New Approach to Supervision: Supervision of Art, Education Management in Turkey. Edt: H. Taymaz ve M. Hesapçioglu. Istanbul Culture College Foundation, lE Publishing.

[22]   Sergiovanni, T. J., & Starratt, R. J. (1993). Supervision a Redefinition. New York: Mcgraw-Hill Inc.

[23]   Silverstone, L. (1993). Art Therapy the Person Centred Way: Art and the Development of the Person. London: Autonomy Books,

[24]   Tuna, S. (2007). The Teaching of Art Criticism in the Primary School in Relation to the Development of Aesthetics Perception and Taste. Ankara University Journal of Faculty of Educational Sciences, 40, 121-133.

[25]   Miller, R. (1996). The Developmentally Appropriate Inclusive Classroom in Early Education (pp. 117-140). Albany, NY: Delmar Publishers.

[26]   Onan, B. (2010). The Researches about Brain Cognitive Functions and It’s Reflection on Native Language. Tübar-xxvii, 521-561.
http://tubar.com.tr/tubar%20dosya/pdf/2010bahar/onan_bilginer%20521-561.pdf

[27]   Webster, P. R. (1990). Creativity as Creative Thinking. Music Educators Journal (Special Focus), 76, 22-28.
http://www.peterrwebster.com/pubs/websterMEJ.pdf
http://dx.doi.org/10.2307/3401073


[28]   Zessoules, R., Wolf, D. P., & Gardner, H. (1993). A Better Balance: Arts Propel as an Alternative to Discipline-Based Art Education. Discipline-Based Art Education and Cultural Diversity, Printed in USA.

 
 
Top