The aim this research is to examine the effects of drama and relaxation studies on creativeness of six year old pupilis or children

IV SUMMARY The aim of this research is to examine the effects of drama and relaxation studies on creativeness of six-year-old pupils or children. The sample of this research consists of 6-year-old kindergarten children from Battalgazi Primary School (children who attend the morning session of a school and chilren who attend the afternoon session of school) and Abdullah Tokur Primary School (children who attend afternoon session of school) lin Altındağ, Ankara. Some of these kindergarten students took drama and relaxation courses, some of them not. 20 kindergarten children from Battalgazi Primary School formed first experimental group, 20 kindergarten children who did not take drama and relaxation courses from same school formed second experimental group and 20 kindergarten children from Abdullah Tokur Primary School formed control group of this research. The research is done with 60 kindergarten children who took or not drama and relaxation courses. During research, drama and relaxation courses are given twice a week for students in first experimental group and once a week for children in second experimental group. Thus, drama and relaxation courses are given totally 12 hours. In this research, to collect information about children and their families "Personal Information Form", and to identify creativeness of children, two verbal and figural subscale forms (A & B) of "Torrance Creative Thinking Test" were administered. The data were analyzed by "Mann Whitney-U Test", "Wilcoxon Signed Rank Test" and "Kruskal Wallis-H Test". As a result of this research, it was found that there is significant difference between pretest results of first experimental group and pretest results of control group in verbal fluency subscale (p<.05) and synthesis of figural lines subscale (p>.01). It was also found that there is no statistically significant difference between pretest results of II. experimental group and pretest result of control group (p <.05). Moreover, statistically significant difference was found between pretest results of I. experimental group and pretest result of II. experimental group on verbal fluency sub-dimension ( p <.01) and on subscale of figural richness and of figural-linear syntheses (p <.05), in favor of I. experimental group. Between "Torrance Creative Thinking Test" subscales pre and post test results of I.experimental group, significant difference was found in favor of posttest (p <.05). For other subscales, no statistically significant differences were found (p >.05). Between Torrance subscales' (verbal fluency, verbal originality, figural borders) pretest and posttest results of II. experimental group, the statistically significant differences were found on the side of posttest (p <.001). Moreover, the statistically significant differences were found on figural richness subscale in favor of posttest result (p<.01) and on abstraction of figural titles subscale (p<.05). The statistical differences for other subscales were not significant (p <.05). Between Torrance subscales' (verbal fluency, verbal originality) pretest and posttest results of control group, significant differences were found in favor of posttest (p <.001); between pretest and posttest results of Torrance figural story and figural covariance, significant differences were found in favor of posttest (p <.05); between pretest and posttest results of figural borders subscale, significant difference was found in favor of posttest (p <.01), and between pretest and posttest results of figural-imagination and figural-fantasy subscales, significant differences were found in favor of posttest (p <. 05). The statistical differences for other subscales were not found significant (p >.05). The results show that there is significant difference (p <.05) on Torrance subscales (figural movement, figural explanation, figural-borders) according to parent education variable. Test scores of children whose mothers graduated from university are more than the ones of other children. The significant difference was found (p <.001) on figural-imagination and figural fantasy subscales on the side of children whose mother graduated from university. It was also found that variables like number of brothers or sisters, grandparents living at the same home, occupation of parents and gender do not have significant effects on creativeness.