The examination of visual perspective taking skills in children (48-72 months)

The aim of this study is to determine the visual perspective-taking skill levels of children in the 48-72 month group who continue their pre-school education. The visual perspective-taking skills of children in the determined age group were investigated in terms of various variables. The research was designed with the scanning model. The study group of the research consists of a total of 238 children attending public kindergartens and kindergartens in the 2019-2020 academic year in the Kilimli district of Zonguldak province. The data of the research were obtained with the "Visual Perspective-Taking Skill Test" developed by the researcher. First of all, the validity and reliability of the test were tested using the data obtained, and then non-parametric tests were used to determine the effect of the variables. As a result of the analysis, the content validity of the "Visual Perspective-Taking Skills Test" was found to be .99. As a result of the item analysis, it was found that the item difficulty indexes ranged between .21 and .87, and the discrimination indexes ranged between .43 and .95. As a result of the analyzes for reliability, the Sperman Brown reliability coefficient was .76; The KR20 (Alpha) value was determined as .89. Then, in the light of the findings of the study, it was concluded that the age and gender of the children were not the variables affecting the perspective-taking skills, on the contrary, the educational status of the parents, the duration of the children's pre-school education and the type of school they attended were the variables that affected these skills. The results of the research were discussed in the light of the relevant literature and various suggestions were made. KEYWORDS: Perspective Taking, Early Mathematics, 48-72 Months Old Children, Preschool Education.