Investigation of the effect of movement training program, which is applied to preschool children, on children's creative behavior

The aim of this research was to examine the effect of the movement training program, which is applied to pre-school children aged 4-5 years, on the creative behavior of children. The samples of the research were 141 students in total aged 4-5 years, voluntarily participated in the research that studies in the kindergardens of Uşak City Center. The purpose of this study was to investigate whether or not it contributes to the creative thinking ability of children to play educational games supported by movement training with guidance of teacher for 14 weeks 2 days a week one hour per day in addition to pre-school education. 75 of the children to experiment group and 66 of children to control group were distributed randomly. Thinking Creatively in Action and Movement Test (TCAM) which was developed by Torrence (1981), and adapted to Turkish by Karabulut (2012), was used as the scale. This test, consisting of 4 activities, has a form that allows children to be assessed for fluency, originality and imagination. At the beginning of the test work, it was applied to all children as pre-test. For 14 weeks, while the control group did not participate any planned activity other than their normal training, the experimental group played educational games with guidance of teacher 2 days a week, one hour per day. At the end of the cycle, the TCAM test was readministered as a post-test and statistical analysis of the obtained data was made. This test, consisting of 4 activities, has a form that allows children to be assessed for fluency, originality and imagination. Three of the activities consist of tests that allow children to answer orally or by acting to the open-ended questions asked to the children. These 3 activities evaluate fluency as the number of responses of the children and the personal originality of the answers in terms of originality. Other activity was designed to measure children's imagination. The role given to the children (for example, the rabbit fleeing from the hunter) was required to respond with action. As a result, in this study, which is made by determining the effect of movement training on creative thinking behaviors; Yunus Emre School Control Group Fluency Pre-test and Post-test scores were not statistically significant (p = 0,762). Spearman Correlation Coefficient between Fluency Pre-test and Post-test scores of Yunus Emre School Experiment Group was statistically significant (p <0,001).There is a high positive correlation between Fluency Pre-Test and Fluency Post-Test scores (p = 0,659). Yunus Emre School Control Group Originality Pre-test and Post-test scores were not statistically significant (p = 0,221). Yunus Emre School Experiment Group Originality Pre-test and Post-test scores were not statistically significant (p = 0,108). Spearman Correlation Coefficient between Imagination Pre-test and Post-test scores of Yunus Emre School Control Group was statistically significant (p <0,001). The Imagination Pre-test and the Post-test scores are very significant (r = 0,864). Spearman Correlation Coefficient between Imagination Pre-test and Post-test scores of Yunus Emre School Experiment Group was statistically significant (p <0,001). There was a high positive correlation between Imagination Pre-test and Post-test Scores (r = 0,782). Hakkı Kabaklarlı School Control Group Fluency Pre-test and Post-test scores were statistically significant (p = 0,046). There is a low positive correlation between Fluency Pre-test and Fluency Post-test scores (r=0,355). Pearson correlation coefficient between Orjinality Pre-test and Post-test scores of Hakkı Kabaklarlı School Control Group was statistically significant (p=0,011).The originality Pre-test and Post-test scores are significant at the middle level (r = 0,445). The Spearman Correlation Coefficient between Imagination Pre-test and Post-test scores of Hakkı Kabaklarlı School Control Group was statistically significant (p <0.001). There is a positive correlation between the Imagination Pre-test and Post-test scores at high level (r = 0,759). The Spearman Correlation Coefficient between the Fluency Pre-test and the Post-test scores of the Hakkı Kabaklarlı School Experiment Group was statistically significant (p = 0,018). There is a positive correlation at middle level between the Fluency Pre-test and Post-test scores (r=0,405). There was no statistically significant correlation between Orjinality Pre-test and Post-test scores of the Hakkı Kabaklarlı School Experiment Group (p = 0,136). There was no statistically significant correlation between Imagination Pre-test and Post-test scores of the Hakkı Kabaklarlı School Experiment Group (p = 0,360). This Master's Thesis was supported as a project by Uşak University BAP Unit. Keywords: Movement Training, Creativity, Creative Thinking, Pre-School Educatio