Oyunun Beyin Gelişimi Üzerindeki Etkileri

Adıgüzel, Ö.(2015). Eğitimde yaratıcı drama. Pegem Akademi

Akdağ, F. (2015). Çocukta Beyin Gelişimi ve Erken Müdahale. Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 1, 97-100.

Andersen, M. M., Kiverstein, J., Miller, M., & Roepstorff, A. (2023). Play in predictive minds: A cognitive theory of play. Psychological Review, 130(2), 462.

Andrews, N. (2015). Building Curriculum during Block Play, Dimensions of Early Childhood. 11 (1) 168–308.

Angier, N. (1992). The purpose of playful frolics: Training for adulthood. New York Times, 20, B5.

Aral, N. (2014). Yaratıcı Deneyimler. Neriman Aral, Gökhan Duman (Çev. Ed.), Çocuklarda Sanat ve Yaratıcılığın Gelişimi (s. 32-63). Nobel Akademik.

Aslan, A.E. (2012). İlk Çocuklukta Sosyal-Duygusal Gelişim. Galip Yüksel (Çev. Ed.), Yaşam Boyu Gelişim: Gelişim Psikolojisi (s. 241-272). Nobel Akademik.

Atchley, R. A., Strayer, D. L., & Atchley, P. (2012). Creativity in the wild: Improving creative reasoning through immersion in natural settings. PloS one, 7(12), e51474.

Baldwin, D. A., & Moses, L. J. (2014). Early understanding of referential intent and attentional focus: Evidence from language and emotion. In Children's early understanding of mind (pp. 133-156). Psychology Press.

Bales, D., Roberson, S., Dart, L., Graves, R., Roles, L., & Scredon, K. (2018). Better Brains for Babies Educator's Guide, (3rd ed.).

Balfanz, R., Ginsburg, H. P., & Greenes, C. (2003). The big math for little kids early childhood mathematics program.(Early Childhood Corner). Teaching Children Mathematics, 9(5), 264-269.

Begley, S., & Murr, A.(1997). How to build a baby's brain. Newsweek, 129(9), 28-32.

Berger, K. (2005). The developing person. Worth Publishers.

Berk, L. E., Mann, T. D., & Ogan, A. T. (2006). Make-believe play: Wellspring for development of self-regulation. Play= learning: How play motivates and enhances children’s cognitive and social-emotional growth, 74-100.

Biter, M. (2019). Sosyal bilgiler dersinde eğitsel oyunlarla değerler eğitimi: bir eylem araştırması [Doktora Tezi], Sakarya Üniversitesi.

Bjorklund, D. F., & Gardiner, A. K. (2010). Object play and tool use: Developmental and evolutionary perspectives.

Blair, C., & Ursache, A. (2011). A bidirectional model of executive functions and self-regulation. Handbook of self-regulation: Research, theory, and applications, 2, 300-320.

Brewer, J.A. (2004). Introduction to Early Childhood Education: Preschool Through Primary Grades (5. Edition). Pearson Education.

Brown, S., & Vaughan, C. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. NY: Avery.

Brussoni, M., Ishikawa, T., Brunelle, S. & Herrington, S. (2017). Landscapes for play: Effects of an intervention to promote nature-based risky play in early childhood centres, Journal of Environmental Psychology, 54, 139-150. http://dx.doi.org/10.1016/j.jenvp.2017.11.001

Burgaz-Uskan, S., & Bozkuş, T. (2019). Eğitimde oyunun yeri. Uluslararası Güncel Eğitim Araştırmaları Dergisi, 5(2), 123-131. https://dergipark.org.tr/en/pub/intjces/issue/51237/667992

Caldera, Y. M., Culp, A. M., O’Brien, M., Truglio, R. T., Alvarez, M., & Huston, A. C. (1999). Children’s play preferences, construction play with blocks, and visual-spatial skills: Are they related?. International Journal of Behavioral Development, 23(4), 855-872.

Campitelli, G., & Gobet, F. (2004). Adaptive expert decision making: Skilled chess players search more and deeper. ICGA Journal, 27(4), 209-216.

Carlson, S. M., & White, R. E. (2013). Executive function, pretend play, and imagination. The Oxford handbook of the development of imagination, 161-174.

Caviola, S., Mammarella, I. C., Lucangeli, D., & Cornoldi, C. (2014). Working memory and domain-specific precursors predicting success in learning written subtraction problems. Learning and Individual Differences, 36, 92-100.

Coelho, L. A., Amatto, A. N., Gonzalez, C. L., & Gibb, R. L. (2020). Building executive function in pre-school children through play: a curriculum. International journal of play, 9(1), 128-142.

Cohen, L., & Uhry, J. (2007). Young children's discourse strategies during block play: A Bakhtinian approach. Journal of Research in Childhood Education, 21(3), 302.

Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children. 1313 L Street NW Suite 500, 22205-4101.

Dadakoğlu-Kahveci, E. (2023). Kutu oyunlarının 60-66 aylık çocukların bilişsel gelişim alanlarına ve oyun davranışlarına katkısı. [Yüksek Lisans Tezi]. Bahçeşehir Üniversitesi.

Diamond, A., & Whitington, V. (2015). Studying early brain development: Educators' reports about their learning and its applications to early childhood policies and practices. Australasian Journal of Early Childhood, 40(3), 11-19. https://doi.org/10.1177/183693911504000303

Donovan, G., Michael, Y., Gatziolis, D. & Hoyer, R. (2018). The relationship between the natural environment and individual-level academic performance in Portland, Oregon, Environment and Behavior, 52(2), 1-23. http://dx.doi.org/10.1177/0013916518796885

Elias, C. L., & Berk, L. E. (2002). Self-regulation in young children: Is there a role for sociodramatic play?. Early childhood research quarterly, 17(2), 216-238.

Else, P. (2009). The Value of Play. Continuum International Publishing Group.

Engelen L., Wyver S. & Perry G. (2018) Spying on children during a school playground intervention using a novel method for direct observation of activities during outdoor play. Journal of Adventure Education and Outdoor Learning, 18, 86–95. http://dx.doi.org/10.1080/14729679.2017.1347048

Erden, F. (2019). Oyun kuramları. M. Ören (Ed.) Çocuk ve oyun. Anadolu Üniversitesi Yayınları.

Ernst, J. & Burçak, F. (2019). Young children’s contributions to sustainability: the influence of nature play on curiosity, executive function skills, creative thinking, and resilience, Sustainability, 11 (15), 4212 (1-22). http://dx.doi.org/10.3390/su11154212

Ernst, J. A. (2008). Early childhood nature play: A needs assessment of minnesota licensed childcare providers. Journal of Interpretation Research, 17(1), 7-24. http://dx.doi.org/10.1177/109258721201700102

Fanari, R., Meloni, C., & Massidda, D. (2019). Visual and spatial working memory abilities predict early math skills: A longitudinal study. Frontiers in Psychology, 10, 2460.

Fedewa, A. L. & Ahn, S. (2011). The effects of physical activity and physical fitness on children’s achievement and cognitive outcomes: A meta-analysis. Research Quarterly for Exercise and Sports, 82(3), 521-535. http://dx.doi.org/10.1080/02701367.2011.10599785

Fisher, A., Boyle, J. M., Paton, J. Y., Tomporowski, P., Watson, C., McColl, J. H., & Reilly, J. J. (2011). Effects of a physical education intervention on cognitive function in young children: randomized controlled pilot study. BMC pediatrics, 11, 1-9.

Flewelling, G. (2002). Sense making: changing the game played in the typical classroom. Australian Mathematics Teacher, 58(1), 8-16.

Freud, S. (2015). Beyond the pleasure principle. Psychoanalysis and History, 17(2), 151-204.

Frost, J. L. (1992). Play and playscapes. Delmar. https://doi.org/10.4324/9780203868652

Frost, J. L. (2010). A history of children's play and play environments: Toward a contemporary child-saving movement. Routledge.

Frost, J. L., Wortham, S. C., & Reifel, R. S. (2012). Play and child development. (4th ed.) by Pearson Education Inc.,

Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: a review using an integrative framework. Psychological bulletin, 134(1), 31.

Germeroth, C., Bodrova, E., Day-Hess, C., Barker, J., Sarama, J., Clements, D. H., & Layzer, C. (2019). Play It High, Play It Low: Examining the Reliability and Validity of a New Observation Tool to Measure Children's Make-Believe Play. American Journal of Play, 11(2), 183-221.

Goldhawk, S. (1998). Making Creative Connections. Carol Bruce (Ed.). Young Children and the Arts: The Task Force on Children’s Learning and the Arts: Birth to Age (s.s1-26). Arts Education Partnership.

Gull, C., Goldstein, S. L., & Rosengarten, T. (2020). Seven Loose Parts Myths Busted. Exchange.

Güney, M., & Baran, G. (2022). 48-60 aylık çocuklarda sembolik oyun ve bilişsel işlevler “Oyun ve Biliş”. Erken Çocukluk Çalışmaları Dergisi, 6(1), 132-150.

Han, S. H. & Park, J. H. (2010). Rediscovering the value of block play. Korean Journal of Child Education and Care, 10(2), 187-202.

Happaney, K., & Zelazo, P. D. (2022). 19 Development of Executive Function Skills in Childhood. The Cambridge Handbook of Cognitive Development, 427.

Hirsh-Pasek, K., Hadani, H. S., Blinkoff, E., & Golinkoff, R. M. (2020). A new path to education reform: Playful learning promotes 21st-century skills in schools and beyond.

Hirsh-Pasek, K.,Golinkoff, R.M., Berk, L.A. ve Singer, D.A. (2009). A Mandate for Playful Learning in Preschool. Presenting the Evidence. Oxford University Press.

Hughes, F. P. (2021). Children, play, and development. SAGE publications.

Huizinga, J. (2006). Homo Ludens: oyunun toplumsal işlevi üzerine bir deneme, Çev: Mehmet Ali Kılıçbay, Ayrıntı Yayınları.

Izgar, G. (2020). Eğitsel oyunların öğrencilerin değer kazanımlarına etkisi: Bir durum çalışması. Değerler Eğitimi Dergisi, 18(40), 207-241.

Johnson, J. E., Christie, J. F., & Wardle, F. (2005). Play, development, and early education. Pearson/Allyn and Bacon.

Johnson, J., Christie, J., & Wardle, F. (2010). The importance of outdoor play for children. Retrieved October, 17, 2017.

Karaman, S. (2012). Okul Öncesi Eğitim Kurumuna Devam Eden 6 Yaş Çocuklarının Matematik Becerileri İle Sosyo-dramatik Oyunun Boyutları Arasındaki İlişkinin İncelenmesi. [Yüksek Lisans Tezi], Pamukkale Üniversitesi.

Karren, J. (2018). Die Bedeutung von Bewegung für die kindliche Entwicklung und deren Förderung am praktischen Beispiel einer Mutter-Kind-AG in der Hardtstiftung.

Karslı, E. (2019). Çocuk, oyun ve eğitim. M. Ören (Ed.) Çocuk ve oyun. Anadolu Üniversitesi Yayınları.

Kelly, R., Dissanayake, C., Ihsen, E., & Hammond, S. (2011). The relationship between symbolic play and executive function in young children. Australasian Journal of Early Childhood, 36(2), 21-27.

Kılıçaslan, H. (2021). İlkokul 4. sınıf sosyal bilgiler dersinde oyunla kavram öğretimine yönelik bir eylem araştırması [Yüksek Lisans Tezi] Osmangazi Üniversitesi.

Kieff, J.E. ve Casbergue, R.M. (2000). Playful Learning and Teaching: Integration Play into Preschool And Primary Programs. Allynand Bacon.

Kiewra, C. & Veselack, E. (2016). Playing with nature, supporting preschoolers’ creativity in natural outdoor classrooms, The International Journal of Early Childhood Environmental Education, 4(1), 71. https://files.eric.ed.gov/fulltext/EJ1120194.pdf

Koçyiğit, S., Tuğluk, M. N., & Mehmet, K. Ö. K. (2007). Çocuğun gelişim sürecinde eğitsel bir etkinlik olarak oyun. Kazım Karabekir Eğitim Fakültesi Dergisi, (16), 324-342.

Koerber, S., Sodian, B., Thoermer, C., & Nett, U. (2005). Scientific reasoning in young children: Preschoolers’ ability to evaluate covariation evidence. Swiss Journal of Psychology, 64(3), 141-152.

Lakoff, G. & Nunez, R.E. (2000). Where mathematics come from: How the embodied mind brings mathematics into being. Basics Books.

Lane, S. J., Mailloux, Z., Schoen, S., Bundy, A., May-Benson, T. A., Parham, L. D., ... & Schaaf, R. C. (2019). Neural foundations of ayres sensory integration®. Brain sciences, 9(7), 153.

Lifter, K., Foster-Sanda, S., Arzamarski, C., Briesch, J., & McClure, E. (2011). Overview of play: Its uses and importance in early intervention/early childhood special education. Infants & Young Children, 24(3), 225-245.

Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children's development: a review of the evidence. Psychological bulletin, 139(1), 1.

Little, H. & Wyver, S. (2008). Outdoor play: Does avoiding the risks reduce the benefits? Australian Journal of Early Childhood, 33, 33-40. https://doi.org/10.1177/183693910803300206

Little, H., Wyver, S. & Gibson, F. (2011). The influence of play context and adult attitudes on young children's physical risk‐taking during outdoor play. European Early Childhood Education Researh Journal, 19(1), 113-131. https://doi.org/10.1080/1350293X.2011.548959

Louv, R. (2017). Doğadaki son çocuk, çocuklarımızdaki doğa yoksunluğu ve doğanın sağaltıcı gücü. Tübitak Yayınları.

Mavilidi, M. F., Okely, A. D., Chandler, P., & Paas, F. (2017). Effects of integrating physical activities into a science lesson on preschool children's learning and enjoyment. Applied Cognitive Psychology, 31(3), 281-290.

Mavilidi, M. F., Okely, A. D., Chandler, P., Cliff, D. P., & Paas, F. (2015). Effects of integrated physical exercises and gestures on preschool children’s foreign language vocabulary learning. Educational Psychology Review, 27, 413-426.

Mayesky, M. (2011). Creative Activities for Young Children (10. Edition). Wads worth Cengage Learning.

Mellou, E. (1994). Play theories: A contemporary review. Early Child Development and Care, 102(1), 91-100.

Meltzer, L. (2010). Promoting executive function in the classroom. Guilford Press.

Muentener, P., Herrig, E., & Schulz, L. (2018). The efficiency of infants' exploratory play is related to longer-term cognitive development. Frontiers in Psychology, 9, 635.

Ness, D., & Farenga, S. J. (2016). Blocks, Bricks, and Planks: Relationships between Affordance and Visuo-Spatial Constructive Play Objects. American Journal of Play, 8(2), 201-227.

Nielsen, M. (2012). Imitation, pretend play, and childhood: Essential elements in the evolution of human culture?. Journal of Comparative Psychology, 126(2), 170.

Otsuka, K. & Jay, T. (2016). Understanding and supporting block play: Video observation research on preschoolers’ block play to identify features associated with the development of abstract thinking. Early Chilh Development and Care. 187 (5-6), 990-1003. doi:10.1080/03004430.2016.1234466

Park, J. (2019). A Comparison of the Pretending Elements between Constructive Play and Pretend Play. Turkish Online Journal of Educational Technology-TOJET, 18(4), 1-6.

Parks, A. N. (2015). Exploring mathematics through play in the early childhood classroom. Teachers College Press.

Pellis, S., & Pellis, V. (2013). The playful brain: venturing to the limits of neuroscience. Simon and Schuster.

Penn, A. & Shatz, C. (1999). Brain waves and brain wiring: The role of endogenous and sensory-driven neural activity in development. Pediatric Research, 45, 447–458.

Perry, J. (2001). Outdoor play, teaching strategies with young children. Columbia University, Teachers College Press.

Ramani, G. B., Zippert, E., Schweitzer, S., & Pan, S. (2014). Preschool children's joint block building during a guided play activity. Journal of Applied Developmental Psychology, 35(4), 326-336.

Ratey, J. J., with Hagerman, E. (2008). Spark: The revolutionary new science of exercise and the brain. Little,Brown & Co.

Riede, F., Walsh, M. J., Nowell, A., Langley, M. C., & Johannsen, N. N. (2021). Children and innovation: Play, play objects and object play in cultural evolution. Evolutionary Human Sciences, 3, e11.

Rivkin, M. S. (2000). Outdoor experiences for young children. Early Years: Play, Leaning and the Brain, 1-5.

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Saleschke, C. (2018). Kinder in Bewegung: Warum Sport so wichtig ist.

Savina, E. (2014). Does play promote self-regulation in children?. Early Child Development and Care, 184(11), 1692-1705.

Schaefer, R. (2016). Teacher inquiry on the influence of materials on children’s learning. Young Children, 71(5), 64-73.

Schmitt, S. A., Korucu, I., Napoli, A. R., Bryant, L. M., & Purpura, D. J. (2018). Using block play to enhance preschool children’s mathematics and executive functioning: A randomized controlled trial. Early Childhood Research Quarterly, 44, 181-191.

Schulz, L. E., & Bonawitz, E. B. (2007). Serious fun: preschoolers engage in more exploratory play when evidence is confounded. Developmental Psychology, 43(4), 1045.

Schwarz, R. (2014). Frühe Bewegungserziehung. Ernst Reinhardt Verlag.

Sear, M. (2016). Why loose parts? Their relationship with sustainable practice, children's agency, creative thinking and learning outcomes. Educating Young Children: Learning and Teaching in the Early Childhood Years, 22(2), 16-19.

Slot, P. L., Mulder, H., Verhagen, J., & Leseman, P. P. (2017). Preschoolers' cognitive and emotional self‐regulation in pretend play: Relations with executive functions and quality of play. Infant and Child Development, 26(6), e2038.

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Solis, S. L., Curtis, K. N., & Hayes-Messinger, A. (2017). Children’s exploration of physical phenomena during object play. Journal of Research in Childhood Education, 31(1), 122-140.

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Sözer, Y. & Oral, B. (2016). Sınıf içi öğrenmeleri destekleyen okul dışı aktif öğrenme süreci: Bir meta sentez çalışması. Uluslararası Avrasya Sosyal Bilimler Dergisi, 7 (22), 278-310.

Stannard, L. , Wolfgang, C. H., Jones, I. ve Phelps, P. (2001) A longitudinal study of the predictive relations among construction play and mathematical achievement, Early Child Development and Care, 167(1), 115-125, https://doi.org/10.1080/0300443011670110

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Thibodeau, R. B., Gilpin, A. T., Brown, M. M., & Meyer, B. A. (2016). The effects of fantastical pretend-play on the development of executive functions: An intervention study. Journal of Experimental Child Psychology, 145, 120-138.

Trawick-Smith, J., Wolff, J., Koschel, M., & Vallarelli, J. (2014). Which toys promote high-quality play? Reflections on the five-year anniversary of the TIMPANI study. YC Young Children, 69(2), 40.

Trawick-Smith, J., Wolff, J., Koschel, M., & Vallarelli, J. (2015). Effects of toys on the play quality of preschool children: Influence of gender, ethnicity, and socioeconomic status. Early Childhood Education Journal, 43, 249-256.

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Turhan, B., & Özbay, Y. (2016). Erken çocukluk eğitimi ve nöroplastisite. Uluslararası Erken Çocukluk Eğitimi Çalışmaları Dergisi, 1(2), 54-63.

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Adıgüzel, Ö.(2015). Eğitimde yaratıcı drama. Pegem Akademi

Akdağ, F. (2015). Çocukta Beyin Gelişimi ve Erken Müdahale. Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 1, 97-100.

Andersen, M. M., Kiverstein, J., Miller, M., & Roepstorff, A. (2023). Play in predictive minds: A cognitive theory of play. Psychological Review, 130(2), 462.

Andrews, N. (2015). Building Curriculum during Block Play, Dimensions of Early Childhood. 11 (1) 168–308.

Angier, N. (1992). The purpose of playful frolics: Training for adulthood. New York Times, 20, B5.

Aral, N. (2014). Yaratıcı Deneyimler. Neriman Aral, Gökhan Duman (Çev. Ed.), Çocuklarda Sanat ve Yaratıcılığın Gelişimi (s. 32-63). Nobel Akademik.

Aslan, A.E. (2012). İlk Çocuklukta Sosyal-Duygusal Gelişim. Galip Yüksel (Çev. Ed.), Yaşam Boyu Gelişim: Gelişim Psikolojisi (s. 241-272). Nobel Akademik.

Atchley, R. A., Strayer, D. L., & Atchley, P. (2012). Creativity in the wild: Improving creative reasoning through immersion in natural settings. PloS one, 7(12), e51474.

Baldwin, D. A., & Moses, L. J. (2014). Early understanding of referential intent and attentional focus: Evidence from language and emotion. In Children's early understanding of mind (pp. 133-156). Psychology Press.

Bales, D., Roberson, S., Dart, L., Graves, R., Roles, L., & Scredon, K. (2018). Better Brains for Babies Educator's Guide, (3rd ed.).

Balfanz, R., Ginsburg, H. P., & Greenes, C. (2003). The big math for little kids early childhood mathematics program.(Early Childhood Corner). Teaching Children Mathematics, 9(5), 264-269.

Begley, S., & Murr, A.(1997). How to build a baby's brain. Newsweek, 129(9), 28-32.

Berger, K. (2005). The developing person. Worth Publishers.

Berk, L. E., Mann, T. D., & Ogan, A. T. (2006). Make-believe play: Wellspring for development of self-regulation. Play= learning: How play motivates and enhances children’s cognitive and social-emotional growth, 74-100.

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