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Journals / Ergoterapi ve Rehabilitasyon Dergisi / 2026 / Cilt: 14 Sayı: 3

Relationship Between Play Skills and Functional School Readiness Skills in Typically Developing Kindergarten-Aged Children

Tipik Gelişim Gösteren Anaokulu Çocuklarında Oyun Becerileri ve Fonksiyonel Okula Hazır Bulunuşluk Becerileri Arasındaki İlişki

Selen Aydöner Bektaş(FENERBAHÇE ÜNİVERSİTESİ)0000-0002-0663-1802
Gonca Bumin(HACETTEPE ÜNİVERSİTESİ)0000-0002-8241-2206
Pages
172–182
Publication Date
2026-09-17
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Pretense/symbolic play was moderately associated with cognitive/behavioral task support (r=0.415) and cognitive/behavioral task performance (r=0.413), while participation in play was moderately related to overall school participation (r=0.471).

📌 3 Key Takeaways

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Objective & Hypothesis:Purpose: This study examined the relationship between play skills and functional school readiness, including school participation, task support, and school performance, in typically developing kindergarten-aged children.
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Key Findings & Data:Material and Methods: A total of 97 children aged 57–71 months were observed using the Revised Knox Preschool Play Scale and the School Function Assessment.
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Conclusion & Impact:Pretense/symbolic play was moderately associated with cognitive/behavioral task support (r=0.415) and cognitive/behavioral task performance (r=0.413), while participation in play was moderately related to overall school participation (r=0.471).
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:ergoterapi · oyun · Erken Çocukluk Çağı

Abstract

Purpose: This study examined the relationship between play skills and functional school readiness, including school participation, task support, and school performance, in typically developing kindergarten-aged children. Material and Methods: A total of 97 children aged 57–71 months were observed using the Revised Knox Preschool Play Scale and the School Function Assessment. Relationships between play skills and functional school readiness were analyzed using Spearman’s rank correlation coefficient. Results: Moderate correlations were found between specific play dimensions and functional school readiness indicators (p<0.05). Space management, including gross motor play, was moderately associated with physical task support (r=0.428) and performance (r=0.471). Material management was moderately correlated with cognitive/behavioral task support (r=0.412) and cognitive/behavioral task performance (r=0.450). Pretense/symbolic play was moderately associated with cognitive/behavioral task support (r=0.415) and cognitive/behavioral task performance (r=0.413), while participation in play was moderately related to overall school participation (r=0.471). Conclusion: The findings emphasize the importance of different play experiences in supporting physical, cognitive, and social aspects of functional school readiness, including school participation, task support, and school-related performance. The study highlights the value of play-based approaches in early education and underscores the role of occupational therapy in supporting children’s participation and functional engagement in school environments.

Özet

Amaç: Bu çalışma, tipik gelişim gösteren anaokulu çağındaki çocuklarda oyun becerileri ile okul katılımı, görev desteği ve okul performansı da dahil olmak üzere işlevsel okula hazırbulunuşluğu arasındaki ilişkiyi incelemiştir. Gereç ve Yöntem: 57-71 aylık toplam 97 çocuk, Revize Edilmiş Knox Okul Öncesi Oyun Ölçeği ve Okul Fonksiyon Değerlendirmesi kullanılarak gözlemlenmiştir. Oyun becerileri ile işlevsel okula hazırbulunuşluk arasındaki ilişkiler Spearman sıra korelasyon katsayısı kullanılarak analiz edilmiştir. Sonuçlar: Belirli oyun boyutları ile işlevsel okula hazırbulunuşluk göstergeleri arasında orta düzeyde korelasyonlar bulunmuştur (p<0,05). Kaba motor oyun da dahil olmak üzere alan yönetimi, fiziksel görev desteği (r=0,428) ve performans (r=0,471) ile orta düzeyde ilişkili bulunmuştur. Materyal yönetimi, bilişsel/davranışsal görev desteği (r=0,412) ve bilişsel/davranışsal görev performansı (r=0,450) ile orta düzeyde korelasyon göstermiştir. Taklit/sembolik oyun, bilişsel/davranışsal görev desteği (r=0,415) ve bilişsel/davranışsal görev performansı (r=0,413) ile orta düzeyde ilişkili iken, oyuna katılım genel okul katılımıyla orta düzeyde ilişkiliydi (r=0,471). Tartışma: Bulgular, okul katılımı, görev desteği ve okul performansı da dahil olmak üzere işlevsel okula hazır bulunuşluğun fiziksel, bilişsel ve sosyal yönlerini desteklemede farklı oyun deneyimlerinin önemini vurgulamaktadır. Çalışma, erken eğitimde oyun temelli yaklaşımların değerini ortaya koymakta ve çocukların okul ortamlarında katılımını ve işlevsel etkileşimini desteklemede ergoterapinin rolünün altını çizmektedir.

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Cite This Article

Bektaş, S. A., Bumin, G. (2026). Relationship Between Play Skills and Functional School Readiness Skills in Typically Developing Kindergarten-Aged Children. Ergoterapi ve Rehabilitasyon Dergisi, Cilt: 14 Sayı: 3, 172–182. https://doi.org/10.30720/ered.1885948

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