SavedAdd your journal

Journals / Balıkesir Sağlık Bilimleri Dergisi / 2026 / Volume: 14 Issue: 2

Enhancing Resilience and Well-Being in Preschoolers with Mandala Art

Mandala Sanatı ile Okul Öncesi Çocuklarda Dayanıklılık ve İyi Olma Halinin Geliştirilmesi

Musa Özsavran(ZONGULDAK BÜLENT ECEVİT ÜNİVERSİTESİ)0000-0001-9008-900X
Edanur Hotan(ZONGULDAK BULENT ECEVİT UNIVERSITY)0009-0008-8297-4293
Pervin Orhan(ZONGULDAK BULENT ECEVİT UNIVERSITY)0009-0003-3357-9944
Tuğçe Karaoğlu(ZONGULDAK BULENT ECEVİT UNIVERSITY)0009-0000-4303-8875
Sinem Yılmaz(ZONGULDAK BULENT ECEVİT UNIVERSITY)0009-0008-5176-2415
Pages
—
Publication Date
2025-08-30
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

These findings support the need for more use of art-based practices in fields such as pediatric nursing and early childhood education.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Objective: The aim of the study was to reveal the effect of mandala art practices on the social-emotional well-being and psychological resilience of three-five-year-old children.
📊
Key Findings & Data:The participants of the study consisted of 54 children between the ages of three and five attending a kindergarten.
💡
Conclusion & Impact:These findings support the need for more use of art-based practices in fields such as pediatric nursing and early childhood education.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Social-Emotional Well-Being · Psychological Resilience · Mandala

Abstract

Objective: The aim of the study was to reveal the effect of mandala art practices on the social-emotional well-being and psychological resilience of three-five-year-old children. Materials and Methods: This study was conducted with an experimental research design with a pretest-posttest control group. The participants of the study consisted of 54 children between the ages of three and five attending a kindergarten. While mandala art activities were applied to the intervention group for eight weeks, no intervention was applied to the control group. For data collection, the Children's Descriptive Information Form and the Social Emotional Well-Being and Psychological Resilience Scale for Preschool Children were used. SPSS 25.0 program was used to analyze the data and nonparametric tests were applied. Results: In the study, it was determined that mandala art practices provided a significant increase in the psychological resilience levels of children in the intervention group. An increase was also achieved in all sub-dimension scores. Significant differences were observed especially in the sub-dimensions of Emotional Stability/Coping with Stress and Enjoying Exploration. In particular, these findings show that mandala art activities are effective in increasing children's emotional regulation skills and openness to new experiences. Conclusion: The results of the study revealed that mandala art practices are an effective method for strengthening the psychological resilience of children aged three to five years. These findings support the need for more use of art-based practices in fields such as pediatric nursing and early childhood education.

Özet

Amaç: Araştırmanın amacı, mandala sanat uygulamalarının üç-beş yaş grubundaki çocukların sosyal-duygusal iyi oluşları ve psikolojik sağlamlıkları üzerindeki etkisini ortaya koymaktır. Yöntem:Bu çalışma, ön test-son test kontrol gruplu deneysel bir araştırma tasarımıyla yürütülmüştür. Araştırmanın katılımcılarını bir anaokulda eğitim gören üç-beş yaş arası 54 çocuk oluşturmuştur. Deney grubuna sekiz hafta boyunca mandala sanat etkinlikleri uygulanırken, kontrol grubuna herhangi bir müdahalede bulunulmamıştır. Veri toplamada Çocuklar için Tanıtıcı Bilgi Formu ve Okul Öncesi Çocuklar İçin Sosyal Duygusal İyi Oluş ve Psikolojik Sağlamlık Ölçeği kullanılmıştır.Verilerin analizinde SPSS 25.0 programı kullanılmış ve nonparametrik testler uygulanmıştır. Bulgular: Araştırmada, mandala sanat uygulamalarının deney grubundaki çocukların psikolojik sağlamlık düzeylerinde anlamlı bir artış sağladığı belirlenmiştir. Tüm alt boyut puanlarında da artış sağlanmıştır. Özellikle Duygusal İstikrar/Stresle Başa Çıkma ve Keşfetmekten Hoşlanma alt boyutlarında anlamlı farklılıklar gözlemlenmiştir. Özellikle bu bulgular, mandala sanat etkinliklerinin çocukların duygusal düzenleme becerilerini ve yeni deneyimlere açıklıklarını artırmada etkili olduğunu göstermektedir. Sonuç: Araştırma sonuçları, mandala sanat uygulamalarının üç-beş yaş grubu çocukların psikolojik sağlamlıklarını güçlendirmede etkili bir yöntem olduğunu ortaya koymaktadır. Bu bulgular, çocuk hemşireliği ve erken çocukluk eğitimi gibi alanlarda sanat temelli uygulamaların daha fazla kullanılması gerektiğini desteklemektedir.

🔖

Cite This Article

Özsavran, M., Hotan, E., Orhan, P., Karaoğlu, T., Yılmaz, S. (2025). Enhancing Resilience and Well-Being in Preschoolers with Mandala Art. Balıkesir Sağlık Bilimleri Dergisi, Volume: 14 Issue: 2. https://doi.org/10.53424/balikesirsbd.1688633

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (28)

  1. Bethell, C., Gombojav, N., Solloway, M., & Wissow, L. (2016). Adverse childhood experiences, resilience and mindfulness-based approaches: common denominator issues for children with emotional, mental, or behavioral problems. Child and Adolescent Psychiatric Clinics, 25(2),139-156. https://doi.org/10.1016/j.chc.2015.12.001
  2. Bi̇ngöl, T., Özkök, Z., & Gürhan, N. (2025). The relationship between childhood trauma and psychological resilience. Nursing and Health Sciences Journal,5(1),130-41. https://doi.org/10.53713/nhsj.v5i1.440
  3. Buser, M., Brännlund, E., Holt, N. J., Leeson, L., & Mytton, J. (2024). Creating a difference–a role for the arts in addressing child wellbeing in conflict-affected areas. Arts & Health,16(1), 32-47. https://doi.org/10.1080/17533015.2023.2168710
  4. Cömert, S., & Özbey, S. (2021). Psychological resilience program assisted by turkish music: the effect on the psychological resilience level of preschool children. IBAD Journal of Social Sciences, 11, 366-393. https://doi.org/10.21733/ibad.947566
  5. Ding, X., Zhou, Q., Yuan, Y., Yang, F., Zhou, R. R., & Yang, Y. (2021). Effects of psychological nursing intervention based on management by objectives on health behavior and family satisfaction of pediatric inpatients. Indian Journal of Pharmaceutical Sciences, 83, 109-113. https://doi.org/10.36468/pharmaceutical-sciences.spl.261.
  6. Eaude, T. (2009). Happiness, emotional well‐being and mental health–what has children’s spirituality to offer?. International Journal of Children's Spirituality,14(3),185-196. https://doi.org/10.1080/13644360903086455
  7. Ergür, İ., Ergür, E., & Ergür, E. (2021). Mandala ve sanat terapisine tarihsel ve klinik bakış. Türkiye Bütüncül Psikoterapi Dergisi, 4(7), 36–48.
  8. Fernando, F., & Safitri, I. (2025). Art therapy for early childhood (enhancing emotional well-being through creativity). In Proceeding Al Ghazali International Conference (Vol. 2, pp. 31-46). https://doi.org/10.52802/aicp.v1i1.1220
  9. Halle, T. G., & Darling-Churchill, K. E. (2016). Review of measures of social and emotional development. Journal of Applied Developmental Psychology,45,8-18. https://doi.org/10.1016/j.appdev.2016.02.003
  10. Jung, C. G. (2016). Kırmızı kitap:Liber Novus. Kaknüs Yayınları. Khanna, A., & Rawat, O. (2024). The Art Circle: a group experience using arts-based therapy with children. Journal of Indian Association for Child and Adolescent Mental Health,20(2), 161-166. https://doi.org/10.1177/09731342241239853
  11. Kostyunina, N. Y., & Drozdikova-Zaripova, A. R. (2016). Adolescents' school anxiety correction by means of mandala art therapy. International Journal of Environmental and Science Education, 11(6), 1105-1116. https://doi.org/10.12973/ijese.2016.380a
  12. Kuru, N. (2020). Tamamlayıcı erken müdahale programının mülteci çocukların benlik saygısına, sosyal becerilerine ve psikolojik sağlamlığına etkisi. Hacettepe Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  13. Markman, E. (2020). Art therapy in the correction of emotional disturbances in preschool children. Psychology in Education, 2(3), 277-287. https://doi.org/10.33910/2686-9527-2020-2-3-277-287.
  14. Masten, A. S. (2019). Resilience from a developmental systems perspective. World Psychiatry, 18(1), 101–102. https://doi.org/10.1002/wps.20591
  15. Masten, A. S., & Barnes, A. J. (2018). Resilience in children: Developmental perspectives. Children, 5(7), 98. https://doi.org/10.3390/children5070098
  16. Masten, A. S., Gewirtz, A. H., & Sapienza, J. K. (2024). Resilience in development: The importance of early childhood. In R. E.
  17. Tremblay, R. G. Barr, & R. D. Peters (Eds.), Encyclopedia on early childhood development (pp. 1–6). Centre of Excellence for Early Childhood Development. http://www.child-encyclopedia.com/documents/Masten-GewirtzANGxp.pdf
  18. Moula, Z. (2021). “I didn't know I have the capacity to be creative”: Children's experiences of how creativity promoted their sense of well-being. A pilot randomised controlled study in school arts therapies. Public Health, 197, 19-25. https://doi.org/10.1016/j.puhe.2021.06.004
  19. Moula, Z., Powell, J., & Karkou, V. (2022). Qualitative and arts-based evidence from children participating in a pilot randomised controlled study of school-based arts therapies. Children, 9(6), 890. https://doi.org/10.3390/children9060890
  20. Oades-Sese, G. V., Cohen, D., Allen, J. W. P., & Lewis, M. (2014). Building resilience in young children the Sesame Street way. In S. Prince-Embury & D. H. Saklofske (Eds.), Resilience interventions for youth in diverse populations (pp. 181–201). Springer.
  21. Özsavran, M., & Seval, M. (2020). Evaluation of the effect of an art activity in improving emotional resilience of adolescents: mandala. Pearson Journal of Social Sciences and Humanities, 5(8), 192-203. https://doi.org/10.46872/pj.165
  22. Sezince, M. (2018). 3-6 yaş çocuklarda müzik ve dans eğitiminin psikolojik etkileri. (Yüksek lisans tezi). İstanbul Aydın Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  23. Stinley, N., Norris, D., & Hinds, P. (2015). Creating mandalas for the management of acute pain symptoms in pediatric patients. Art Therapy, 32, 46 - 53. https://doi.org/10.1080/07421656.2015.1028871
  24. Teksöz, E., & Ocakçı, A. F. (2014). Çocuk hemşireliği’nde sanat uygulamaları. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 7(2), 119-123.
  25. Thomson, K., Richardson, C., Samji, H., Dove, N., Olsson, C., Schonert-Reichl, K., Shoveller, J., Gadermann, A., & Guhn, M. (2021). Early childhood social-emotional profiles associated with middle childhood internalizing and wellbeing. Journal of Applied Developmental Psychology, 76, 101301. https://doi.org/10.1016/j.appdev.2021.101301
  26. Wong, W., Zhang, D., Hu, J., & U, C. (2024). Improving emotional and social development in preschool children: exploring the effects of mindfulness‐based mandala intervention in social work practice in macao. Child & Family Social Work,0,1-14. https://doi.org/10.1111/cfs.13223
  27. Xu, Q., Liu, S., Zhu, Z., Xu, J., Shen, Y., Liu, H., Zhou, Y., & Xu, L. (2024). Social-emotional problems in 3-to 5-year-old children: a cross-sectional study of highly educated migrants in a Chinese urban area. Frontiers in Public Health,12,1357784. https://doi.org/10.3389/fpubh.2024.1357784
  28. Zins, J. E. (Ed.). (2004). Building academic success on social and emotional learning: What does the research say? Teachers College Press.