ABSTRACT

As an inseparable part of art education, ceramic training is an important element in language development, muscle development, emotional development and acquisition of the ability to produce together for children. In this context, this study aims at examining the effectiveness of ceramic training given to preschool children with and without mental disability. Study group consists of 36 children attending kindergarten of İzzet Baysal University. Children were divided randomly to groups with 18 in the experimental group and 18 in the control group and both groups each included 2 children with special needs. Quantitative data was collected in the study, which was designed with the mixed method, with Personal Information Form, Descoeudres Dictionary Test (DDT) and Peabody Picture Word Test (PPWT). Qualitative data was collected with the semistructured interview from the families of children included into the study and two trainers giving ceramic training. The tests used in the study to analyze the data included TwoFactor ANOVA for Repeated Measures on One Factor to test the influence of ceramic training on language skills, Dependent Samples T-Test to test the permanence of experimental processes, Independent Measures T-Test or Independent Measures Man Whitney U-Test to test the relationship between language skills and the class/sex/age variable of children in the experimental group and the control group. Data was interpreted with content analysis upon evaluation of the interview records for social validity data were evaluated. It was concluded in the study that ceramic training resulted in a partial increase in the language skills of the children in the experimental group but a significant difference was not observed between the experimental group and the control group. Families stated in the focus group interviews that they were very happy with the program, that they wanted continuation of the program, that the program contributed greatly to both their children with and without deficiency, that they were very happy with the exhibition at the end of the program and the work in the scope of inclusion, and that they wanted activities in new art branches in the scope of inclusion again. Trainers stated that it was the first time that they participated in this kind of an activity, that all children socialized easily, that children with and without disabilities demonstrated their creativity and successful results were achieved in both groups.