The effects of an early childhood sensory development support program on children between the ages of 60 and 72 months in terms of their development, sensory characteristics, and learning behaviors

This research aims to examine the effects of an early childhood sensory development support program on the development, sensory characteristics, and learning behaviors of children aged 60-72 months. The study utilized a semi-experimental design with matched control groups from quantitative research methods. The study group consists of children aged 60-72 months attending a preschool institution affiliated with the Ministry of National Education (MEB) and demonstrating normal development. Easy accessibility sampling was used alongside matched sampling. The data for the research were collected using the "LAP-3 Development Assessment Scale" developed by Anne R. Sanford and Janet G. Zelman (1981), adapted by Tunçeli (2017), the "Sensory Assessment Form" developed by Tezcan (2020), and the "Preschool Learning Behaviors Scale" developed by McDermott, Green, Stott, and Francis (2000), adapted by Veziroglu-Çelik and Acar (2018). The Early Childhood Sensory Development Support Program (EÇDuGeD-P) developed by the researcher is designed as a three-stage module that requires repeated and active participation aimed at enhancing the internal and external senses of children aged 60-72 months. The modules consist of sequential initial, developmental, and supplementary levels. The program was implemented for a total of 12 weeks with five sessions a week, each lasting 50 minutes. The quantitative data of the research were analyzed using the SPSS. Independent Samples T-Test, Mann Whitney U, and ANCOVA were employed in data analysis, and Cohen's d effect sizes were calculated. As a result of the research, it was determined that the program had a significant effect on the development, sensory characteristics, and learning behaviors of children in the experimental group. A significant increase in developmental scores and a significant decrease in sensory problems were identified among participating children. Additionally, significant differences favoring the experimental group were found in learning behaviors such as attention and motivation. These findings were discussed in the literature, and recommendations for the dissemination of the program were presented.