MOTIVATION IN PRESCHOOL CHILDREN: THE EFFECT OF THE SUPPORTIVE EDUCATION PROGRAM

Abstract

The aim of the study is to examine the effect of the Intrinsic Motivation Supportive Education Program on the motivation levels of preschool children. The study model has been planned as a mixed model. Quantitative dimension included the use of pretest-posttest experimental design with control group; qualitative dimension included the use of basic qualitative study design. The work group of the study consists of f 48-72 months old children the kindergartens of the schools affiliated to the Ministry of National Education, selected by random sampling method, located in a district with a low socioeconomic level in the city centre of Erzurum. Data were obtained by using "Motivation Scale for Preschool Children (DMQ18)" and Teacher Interview Form. Intrinsic Motivation Supportive Education Program consists of 4 subscales Attention and Problem Solving, Self Perception and Association, Independence and Self Discipline and Emotion Regulation and 72 integrated activities, with six activities from each dimension. Program was implemented 5 days a week and for 5 weeks. As a result of the analysis of the posttests taken after the program, the difference between the posttest scores of the experimental and control groups was statistically significant in favor of the experimental group (p <0.05); In the retention test regarding the permanence of the training program, it was determined that the effect of the training program increased in the experimental group (p <0.05).