Investigation of the effect of traditional street games as a recreational activity on social skills psychological resilience and hope levels of foreign children
1
Yalova University, Faculty of Sport Sciences, Department of Recreation, Yalova, Turkiye
2
Yayladagi Atatürk Secondary School, Hatay, Turkiye
3
Alanya Alaaddin Keykubat University, Faculty of Sport Sciences, Department of Recreation, Antalya, Turkiye
Abstract
This research was carried out to examine the effect of playing traditional street games as a recreational activity on foreign children's social skills, psychological resilience and hope levels. The sample group of the study consists of 51 foreign children, 25 males and 26 females, who were selected by the purposive sampling method, one of the non-probability techniques. The units for the purpose of the study were included in the sample as control (n=26) and experimental group (n=25). A protocol was prepared for the children in the experimental group to play traditional street games for 8 weeks as a recreational activity, at least 2 days a week. There was no activity performed on the control group. Before and after the game protocol, pre-test and post-test results were obtained from the groups. Demographic information form, Children’s Self-Report Social Skills Scale (CS4), Child and Youth Resilience Measure (CYRM) and Children’s Hope Scale (CHS) were used as data collection tools. According to the findings, it was determined that the scores obtained from the experimental group and the control group before the game protocol did not differ statistically, but the scores after the game protocol showed a significant difference in favor of the children in the experimental group. As a result, it was seen that the recreational activities applied for foreign children were significantly effective on social skills, psychological resilience and hope levels.
Keywords
Traditional games,recreation,foreign children
How to Cite
Satilmis, S. E., Bilgin, T., & Odemis, M. (2023). Investigation of the effect of traditional street games as a recreational activity on social skills psychological resilience and hope levels of foreign children. Journal of ROL Sport Sciences, 4(3), 1080–1097. https://doi.org/10.5281/zenodo.8346352
📄Aksoy, A.B., & Çiftçi, H. D. (2014). Erken çocukluk döneminde oyun. Pegem Akademi Yayıncılık.
📄Alıncak, F. (2016). Evaluation of opinions of primary school teachers on the method of education with game. European Journal of Physical Education and Sport Science. 2(3), 81-96.
📄Anderson, P. (2001). You don't belong here in Germany on the social situation of refugee children in Germany. Journal of Refugee Studies, 14(2), 187-199.
📄Arslan, G. (2015). Çocuk ve genç psikolojik sağlamlık ölçeğinin (ÇGPSÖ-12) psikometrik özellikleri: Geçerlilik ve güvenirlik çalışması. Ege Eğitim Dergisi, 16(1), 1-12.
📄Aslan, T., & Yamak, B. (2021). Okul öncesi çocuklar için hareket eğitiminin motor beceri gelişimine etkisinin analizi. ROL Spor Bilimleri Dergisi, 2(1), 60-72.
📄Atik, G., & Kemer, G. (2009). Çocuklarda Umut Ölçeğinin psikometrik özellikleri: Geçerlik ve güvenirlik çalışması. İlköğretim Online, 8(2), 379-390.
📄Ayan, S., & Memiş, A. U. (2012). Erken çocukluk döneminde oyun. Selçuk Üniversitesi Beden Eğitimi ve Spor Bilim Dergisi, 14(2), 143–149.
📄Bozdağ, F. (2021). Mülteci çocukların psikolojik sağlamlıkları ve kültürlenme stratejileri [Doktora tezi, Hacettepe Üniversitesi]. Eğitim Bilimleri Enstitüsü.
📄Bronstein, I., & Montgomery, P. (2011). Psychological distress in refugee children: A systematic review. Clinical Child and Family Psychology Review, 14(1), 44-56.
📄Büyüköztürk, Ş., Çakmak-Kılıç, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2023). Eğitimde bilimsel araştırma yöntemleri. Pegem Akademi.
📄Canlı, U., Taşkın, C., & Kurt, C. (2021). Çoklu beceri hareket eğitimi programı: Okul öncesi çocuklarda vücut kompozisyonu ve motor performans değişimleri. Uluslararası Bozok Spor Bilimleri Dergisi, 2(1), 156-167.
📄Cowart, B. L., Saylor, C. F., Dingle, A., & Mainor, M. (2004). Social skills and recreational preferences of children with and without disabilities. North American Journal of Psychology, 6(1), 27-42.
📄Cowling, M. M., & Anderson, J. R. (2023). The effectiveness of therapeutic interventions on psychological distress in refugee children: A systematic review. Journal of Clinical Psychology, 79(8), 1857-1874.
📄Çelik, Ç., & İçduygu, A. (2019). Schools and refugee children: The case of Syrians in Turkey. International Migration, 57(2), 253-267.
📄Danielson, C. K., & Phelps, C. R. (2003). The assessment of children’s social skills through selfreport: A potential screening instrument for classroom use. Measurement and Evaluation in Counseling and Development, (35), 218-229.
📄Davies, M., & Webb, E. (2000). Promoting the psychological well-being of refugee children. Clinical Child Psychology and Psychiatry, 5(4), 541-554.
📄Doherty, A., & Taylor, T. (2007) Sport and physical recreation in the settlement of immigrant youth, Leisure/Loisir, 31(1), 27-55.
📄Egemen, A., Yılmaz, Ö. & Akil, İ. (2004). Oyun, oyuncak ve çocuk. Aydın Adnan Menderes Üniversitesi Tıp Fakültesi Dergisi, 5(2), 39-42.
📄Eisenbruch, M. (1988). The mental health of refugee children and their cultural development. International Migration Review, 22(2), 282-300.
📄Er, Ö. (2018). Otizmli çocuklarda hareket eğitimi ve eğitsel oyun ile yaşam kalitesi ilişkisinin incelenmesi [Yüksek lisans tezi, Hitit Üniversitesi]. Sağlık Bilimleri Enstitüsü, Çorum, Türkiye.
📄Erden, G., & Gürdil, G. (2009). Savaş yaşantılarının ardından çocuk ve ergenlerde gözlenen travma tepkileri ve psiko-sosyal yardım önerileri. Türk Psikoloji Yazıları, 12(24), 1-13.
📄Fazel, M., & Stein, A. (2002). The mental health of refugee children. Archives of Disease in Childhood, 87(5), 366-370.
📄Fazel, M., Doll, H., & Stein, A. (2009). A school-based mental health intervention for refugee children: An exploratory study. Clinical Child Psychology and Psychiatry, 14(2), 297-309.
📄Fenton, L., White, C., Gallant, K., Hutchinson, S., & Hamilton-Hinch, B. (2016). Recreation for mental health recovery. Leisure/loisir, 40(3), 345-365.
📄Gençdoğan, B. (2008). Psychometric properties of the Turkish version of the children’s self-report social skills scale. Social Behavior & Personality, 36(7), 955-964.
📄Guo, Y., Maitra, S., & Guo, S. (2019). I belong to nowhere: Syrian refugee children’s perspectives on school integration. Journal of Contemporary Issues in Education, 14(1), 89-105.
📄Gültekin, P., Özdede, S., Korkut, C., Esentürk, A., Gül, H., & Topçu, K. (2018). Rekreasyonel aktivitelere katılımın mental sağlığa etkilerinin değerlendirilmesi: Düzce kenti örneği. Türkiye Peyzaj Araştırmaları Dergisi, 1(1), 26-41.
📄Gündüz, M., Aktepe, V., Uzunoğlu, H., & Gündüz, D. D. (2017). Okul öncesi dönemdeki çocuklara eğitsel oyunlar yoluyla kazandırılan değerler. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 4(1), 62-70.
📄Haley, H. L., Walsh, M., Tin Maung, N. H., Savage, C. P., & Cashman, S. (2014). Primary prevention for resettled refugees from Burma: where to begin?. Journal of Community Health, 39(1), 1-10.
📄Hodes, M. (2000). Psychologically distressed refugee children in the United Kingdom. Child Psychology and Psychiatry Review, 5(2), 57-68.
📄Kaçır, O. (2015). Okul öncesi 60-72 aylık dönem çocuğunun sosyal duygusal uyumda eğitsel oyunun etkisi [Yüksek lisans tezi, Çanakkale Onsekiz Mart Üniversitesi]. Sağlık Bilimleri Enstitüsü.
📄Kağnıcı, D. Y. (2017). Suriyeli mülteci çocukların kültürel uyum sürecinde okul psikolojik danışmanlarına düşen rol ve sorumluluklar. Elementary Education Online, 16(4), 1768-1776.
📄Kargın, İ. A. (2021). A study of the socıal acceptance of Syrian refugee children in Turkey. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(39), 548-581.
📄Kaya, S., & Elgün, A. (2015). Eğitsel oyunlar ile desteklenmiş fen öğretiminin ilkokul öğrencilerinin akademik başarısına etkisi. Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, 23(1), 329-342.
📄Keklik, H. D. (2022). Examining the psychology of Syrian refugee students and the guidance and psychological support given: The case of Turkey. Psychology Research on Education and Social Sciences, 3(1), 13-17.
📄Liebenberg, L., Ungar, M., & LeBlanc, J.C. (2013). The CYRM-12: A brief measure of resilience. Canadian Journal of Public Health, 104(2), 131-135.
📄Magielse, R., & Markopoulos, P. (2009, April 9-10). HeartBeat: An outdoor pervasive game for children [In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems] Boston.
📄Mahamid, F., & Berte, D. Z. (2020). Happiness, sadness, and hope for the future in narratives of Palestinian refugee children. International Journal of Mental Health and Addiction, 18(6), 1638-1651.
📄Mahamid, F., & Veronese, G. (2021). Psychosocial interventions for third-generation Palestinian refugee children: Current challenges and hope for the future. International Journal of Mental Health and Addiction, (19), 2056-2073.
📄Measham, T., Guzder, J., Rousseau, C., Pacione, L., Blais-McPherson, M., & Nadeau, L. (2014). Refugee children and their families: Supporting psychological well-being and positive adaptation following migration. Current Problems in Pediatric and Adolescent Health Care, 44(7), 208-215.
📄Murphy, N. A., & Carbone, P. S. (2008). Promoting the participation of children with disabilities in sports, recreation, and physical activities. Pediatrics, 121(5), 1057-1061.
📄Özer, A., Gürkan, A. C., & Ramazanoğlu, O. (2006). Oyunun çocuk gelişimi üzerine etkileri. Fırat Üniversitesi Doğu Araştırmaları Dergisi, 4(3), 54-57.
📄Park, M. H., & Riley, J. (2015). Play in natural outdoor environments: A healthy choice. Dimensions of Early Childhood, 43(2), 22-28.
📄Popov, O., & Sturesson, E. (2015). Facing the pedagogical challenge of teaching unaccompanied refugee children in the Swedish school system. Problems of Education in the 21st Century, 64(1), 66-74.
📄Reynolds, A. D., & Bacon, R. (2018). Interventions supporting the social integration of refugee children and youth in school communities: A review of the literature. Advances in Social Work, 18(3), 745-766.
📄Sims, M., Hayden, J., Palmer, G., & Hutchins, T. (2002). Young children who have experienced refugee or war-related trauma. European Early Childhood Education Research Journal, 10(1), 99-110.
📄Sirin, S., Plass, J. L., Homer, B. D., Vatanartiran, S., & Tsai, T. (2018). Digital game-based education for Syrian refugee children: Project Hope. Vulnerable Children and Youth Studies, 13(1), 7-18.
📄Snyder, C. R., Sympson, S. C., Ybasco, F. C., Borders, T. F., Babyak, M. A., & Higgins, T. F. (1996). Development and validation of the state hope scale. Journal of Personality and Social Psychology, 70(2), 321-335.
📄Soylu, A., Kaysılı, A., & Sever, M. (2020). Refugee children and adaptation to school: An analysis through cultural responsivities of the teachers. Education & Science, 45(201), 313-334.
📄Süngü, B. (2012). Eğitilebilir zihinsel kısıtlılığı olan çocuklar için uyarlanmış eğitsel oyun uygulamaları ve sosyal beceri gelişimi. İksad Yayınevi.
📄Şeker, B., & Sirkeci, I. (2015). Challenges for refugee children at school in Eastern Turkey. Economics & Sociology, 8(4), 122-133.
📄Tandoğan, O. (2014). Çocuk için daha yaşanılır bir kentsel mekan: Dünyada gerçekleştirilen uygulamalar. Megaron, 9(1), 19-33.
📄Umaç, H. H. (2021). Rekreasyon etkinliklerine katılan bireylerin liderlik davranışlarını ve sosyal becerilerini tespit etmeye yönelik bir araştırma. Yüksek Lisans Tezi, Hitit Necmettin Erbakan Üniversitesi Sosyal Bilimler Enstitüsü.
📄Yağcı, E. (2018). Türkiye’de mülteci problemi ve hukuki boyutları. [Yüksek lisans tezi, Bilecik Şeyh Edebali Üniversitesi]. Sosyal Bilimler Enstitüsü.
📄Yıldız, E., Şimşek, Ü., & Ağdaş, H. (2017). Eğitsel oyun entegre edilmiş işbirlikli öğrenme modelinin öğrencilerin fen öğrenimi motivasyonları ve sosyal becerileri üzerine etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(2), 37-54.
📄Yohani, S. (2010). Nurturing hope in refugee children during early years of post-war adjustment. Children and Youth Services Review, 32(6), 865-873.
📄Yohani, S. C., & Larsen, D. J. (2009). Hope lives in the heart: refugee and ımmigrant children's perceptions of hope and hope-engendering sources during Early Years of Adjustment. Canadian Journal of Counselling, 43(4), 246-264.
,
Tuba Bilgin
2