Southeast Asia Early Childhood Journal, Vol. 10 (1), 2021 (28-36)
ISSN 2289-3156 /eISSN 2550-1763
http://ejournal.upsi.edu.my/index.php/SAECJ
28
EXAMINING THE EFFECT OF MERAKLI MINIK ACTIVITIES ON
PRESCHOOL CHILDREN’S SOCIAL SKILLS
Gizem Ergin
1
, Banu Özkan
2*
1
Preschool Teacher, Balikesir, Turkey
2
Department of Preschool Education, Faculty of Education, Kütahya Dumlupınar University,
Kütahya, Turkey
1
,
2
*Corresponding Author
Received: 23 December 2020; Accepted: 02 February 2021; Published: 02 March 2021
To cite this article (APA): Ergin, G., & Özkan, B. (2021). Examining the effect of merakli minik activities on
preschool children’s social skills. Southeast Asia Early Childhood Journal, 10(1), 28-36.
https://doi.org/10.37134/saecj.vol10.1.3.2021
To link to this article: https://doi.org/10.37134/saecj.vol10.1.3.2021
ABSTRACT
The aim of this study is to examine the effects of activities in TUBITAK Meraklı Minik Magazine on social
skill levels of preschool children (48-60 months).The research was carried out with a total of 40 children; 20
children in experiment, 20 children in control group who were studying in 2 different classes of Bengi Main
School in Balıkesir province district. A semi-experimental design with pre-test-post test control groups was used
in the research. The social skill assessment scale developed by Avcioglu (2007) used to determine the social
skill levels of preschool children. SPSS 20.0 package program was used for data analysis. Mann Whitney U and
Wilcoxon test were made to see the difference between the groups. These tests used because the data were not
normally distribute.According to the findings; it was observed that the final test scores from the social skill
scales of children in experiment group increased significantly compared to the final test scores of children in the
control group.
Keywords: Merakli Minik Magazine, preschool, social skills
INTRODUCTION
Social emotional development is an important aspect that should be given attention in early
childhood development. Many studies had been conducted to prove the existence of a
positive relationship between children’s socio emotional development at an early age
with the establishment of their personality and personal character in the future (Zakaria et
al., 2021). If a child’s social and emotional development is healty, he can develop positive
social behaviours.
Social skills can be defined as behaviors used in interpersonal relationships. Social
skills contribute to the development of established relationships and play an effective role in
the development of positive reinforcements as a return. These behaviors occur, can be
observed and objectively evaluated in interpersonal relationships. Social skills are behavioral
patterns that positively affect social relationships and interactions at any age and
environment, regardless of whether they are children or adults. Individuals with high skill
Southeast Asia Early Childhood Journal, Vol. 10 (1), 2021 (28-36)
ISSN 2289-3156 /eISSN 2550-1763
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29
levels develop good relationships with others throughout their lives, can resist in tense
environments, cope with negative situations by controlling themselves in difficult conditions
(Kelly,1982; Sevinç, 2005). It has been observed that children who acquire social skills in
early childhood and find a field of practice are more successful in initiating and maintaining
social relationships. It is predicted that individuals will have high social cohesion and self-
expressing personalities in the adulthood period through the social skills gained in childhood
(Gülay & ve Akman 2009). Development of social skills should begin at preschool period.
Intervention programs that will be implemented during this period contribute to the
acquisition and development of communication skills and important behaviors in terms of
adaptation to social life. In addition, social skills training plays a major role in eliminating or
abandoning inappropriate or negative behaviors in social life (De Haas-Warner, 1991).
It can be said that the fact that as the effective communicative skills of children
increase, so do tehir social acceptance and social independence levels results from the
increase in children’s starting and maintaining communication (Atabey, 2018).
According to Bakken et al. (2017); social and academic activities provide early
intervention and long -term benefits for the minds, bodies, and emotions of preschool
children. Also, it has been observed that skills offer long term benef its for young children
(Ahi & Tabak, 2020). Meraklı Minik magazine, prepared for preschool children by
TUBİTAK, is also attracted by teachers and the educational community, as well as parents.
The activities in the magazine considered to support cognitive, verbal and emotional
development, which makes the magazine stand out. In this study, the study of a magazine that
attracts great attention and brings expectations from the point of view of the preschool age
group will make a great contribution to the literature and many people. In this context, the
aim of the research is to examine in depth whether the Meraklı Minik has an impact on social
skills of preschool children.
METHODOLOGY
Research Model
The research was conducted in an experimental model with a control group. Children in the
experimental group were given Merakli Minik activities, including 1 issue every week during
the year. In the control group, only the curriculum in accordance with the curriculum of the
Ministry of Education was given. Meraklı Minik Magazine includes (Table 1);
Table 1
Meraklı Minik Magazine
Contents
Aims
Informative articles.
These articles contain information about the topic of that month
and questions that will focus children's attention on the relevant
topic. These activities are important for children's skills, such as
increasing their knowledge of the subject, improving their
listening skills, and the ability to express themselves
/socialize/gain self-confidence.
Finding a certain number
It is aimed to find the objects contained in the picture belonging
Southeast Asia Early Childhood Journal, Vol. 10 (1), 2021 (28-36)
ISSN 2289-3156 /eISSN 2550-1763
http://ejournal.upsi.edu.my/index.php/SAECJ
30
of objects contained in the
picture.
to the subject of the relevant month by children.
Sequence determination.
These are activities aimed at finding which objects/images will
come to empty places.
Finding a certain number
of objects contained in the
picture:
It is aimed to find the objects contained in the picture belonging
to the subject of the relevant month by children.
Matching events.
These are events that aim to select objects in two or more
groups according to their properties.
Labyrinth / path-finding
activities.
In a picture with the start and end points specified (related to the
subject of the month), children are guided to find the path in a
way that supports their skills such as transportation to the
destination/hand-eye coordination/attention collection.
“Let's go to the kitchen”
activities.
using various vegetables/fruits, children are provided to prepare
foods/plates related to the topic of the month. At these events,
children were gathered at the class table and children worked
jointly (working and collaborating in the form of a team) in the
form of a small project. They are therefore important activities
for children's social skills.
Working Group
The research was carried out with a total of 40 children (4-6 years old) who were studying in
two different classes of Bengi Main School in Balıkesir province district.
Table 2
Distribution of children taken into the experimental and control group according to general
information.
Experimental Group
Control Group
Total
n
%
n
%
n
%
Girl
12
60.0
10
50.0
22
55.0
Boy
8
40.0
10
50.0
18
45.0
Total
20
100.0
20
100.0
40
100.0
When the table is examined, it is seen that 12 of the children in the experimental group are
girls, 8 of them are boys and 10 of the children in the control group are girls and 10 of them
are boys.
Data Collection Tool
The social skills assessment scale (SBDÖ) was used in the research. The sacel administered
to children individually by the researcher before and after the application. This scale was
developed by Avcioglu (2007) in order to determine the social skill levels of preschool
children. There are 62 items on the scale, which are evaluated by the phrases “always does”,
“does too often”, “usually does”, “does too little” and “never does”. The internal consistency
coefficient for the entire scale was determined as 0.98. The scale includes nine sub-scales
(Table 3).
Southeast Asia Early Childhood Journal, Vol. 10 (1), 2021 (28-36)
ISSN 2289-3156 /eISSN 2550-1763
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31
Table 3
Subscales of SBDO
Subscales
Code
Interpersonal skills.
KB
Listening skills.
DB
Verbal disclosure skills.
SAB
Ability to control anger behavior and adapt to changes.
KDKEDUSB
Ability to cope with peer pressure.
ABBÇB
Ability to Self-Control.
KKEB
Skills to complete tasks.
GTB
Ability to accept results.
SKEB
Goal building skills.
AOB
Analysis of Data
SPSS 20.0 package program was used for data analysis. Mann Whitney U and Wilcoxon test
were made to see the difference between the groups. These tests used because the data were
not normally distribute.
RESULTS
When the results in the table were examined (Table 4), it was determined that there were no
significant differences between the experimental group and control group in the total scores
and nine sub-scales on the Social Skills Assessment Scale of children (p>0.05).
Table 4
Mann Whitney U results showing the difference between the pre-test scores of social skills of
the children in the experimental and control groups.
Group
Sub-scale
N
Rank
Average
Sum of
Sequence
U
z
P
Experimental
ABBÇB
20
21.90
438.00
172.000
-.75
.46
Control
20
19.10
382.00
Experimental
AOB
20
22.83
456.50
153.500
-1.26
.21
Control
20
18.18
363.50
Experimental
DB
20
19.75
395.00
185.000
-.40
.69
Control
20
21.25
425.00
Experimental
GTB
20
19.63
392.50
182.500
-.47
.64
Control
20
21.38
427.50
Experimental
KB
20
20.68
413.50
196.500
-.09
.92
Control
20
20.33
406.50
Experimental
KDKEDUSB
20
20.93
418.50
191.500
-.23
.82
Control
20
20.08
401.50
Experimental
KKEB
20
20.55
411.00
199.000
-.02
.98
Control
20
20.45
409.00
Experimental
SAB
20
20.73
414.50
195.500
-.12
.90
Southeast Asia Early Childhood Journal, Vol. 10 (1), 2021 (28-36)
ISSN 2289-3156 /eISSN 2550-1763
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32
Control
20
20.28
405.50
Experimental
SKEB
20
22.23
444.50
165.500
-.93
.35
Control
20
18.78
375.50
Experimental
Total
20
20.98
419.50
190.500
-.25
.79
Control
20
20.03
400.50
A statistically significant difference was found between the experimental group and
the control group scores of the Social Skills Assessment Scale and seven of the nine sub-
scales (ABBCHB; AOB; DB; GTB; KDKEDUSB; KKEB; SKEB) in terms of post-test
scores (p<0.05) (Table 5).
Table 5
Mann Whitney U test results showing the difference between post-test scores of social skills
of the children in the experimental and control groups.
Group
Sub-scale
N
Rank
Average
Sum of
Sequence
U
z
P
Experimental
ABBÇB
20
26.45
529.00
81.000
-3.226
.001*
Control
20
14.55
291.00
Experimental
AOB
20
25.43
508.50
101.500
-2.69
.007*
Control
20
15.58
311.50
Experimental
DB
20
24.45
489.00
121.000
-2.15
.033*
Control
20
16.55
331.00
Experimental
GTB
20
25.55
511.00
99.000
-2.78
.006*
Control
20
15.45
309.00
Experimental
KB
20
23.73
474.50
135.500
-1.74
.081
Control
20
17.28
345.50
Experimental
KDKEDUSB
20
24.63
492.50
117.500
-2.23
.024*
Control
20
16.38
327.50
Experimental
KKEB
20
24.95
499.00
111.000
-2.44
.015*
Control
20
16.05
321.00
Experimental
SAB
20
23.85
477.00
133.000
-1.81
.072
Control
20
17.15
343.00
Experimental
SKEB
20
25.68
513.50
96.500
-2.82
.004*
Control
20
15.33
306.50
Experimental
Total
20
24.93
498.50
111.500
-2.39
.015
Control
20
16.08
321.50
When the data in Table 6 were examined, it was determined that the pre-test and post-
test results contained statistically significant differences in both the total score for the
experimental group and the total scores for the nine subscales (p<0.05). This explains that
Merakli Minik activities applied to children in the experimental group contribute positively
to children's social skills.
Southeast Asia Early Childhood Journal, Vol. 10 (1), 2021 (28-36)
ISSN 2289-3156 /eISSN 2550-1763
http://ejournal.upsi.edu.my/index.php/SAECJ
33
Table 6
Wilcoxon test results of the difference between the Pre-test and Post- test scores of the
Experimental Group for social skill level.
Sub-scales
Ranks
N
Rank Average
Sum of
Sequences
z
P
ABBÇB
Negative
2
4.00
8.00
Positive
17
10.71
182.00
-3.51
.000*
Equal
1
Total
20
AOB
Negative
3
5.00
15.00
Positive
15
10.40
156.00
-3.11
.002*
Equal
2
Total
20
DBS
Negative
1
2.00
2.00
Positive
19
10.95
208.00
-3.85
.000*
Equal
0
Total
20
GTB
Negative
0
0.00
0.00
Positive
17
9.00
153.00
-3.63
.000*
Equal
3
Total
20
KB
Negative
1
1.00
1.00
Positive
19
11.00
209.00
-3.88
.000*
Equal
0
Total
20
KDKEDUSB
Negative
1
1.00
1.00
Positive
18
10.50
189.00
-3.78
.000*
Equal
1
Total
20
KKEB
Negative
3
5.33
16.00
Positive
15
10.33
155.00
-3.05
.002*
Equal
2
Total
20
SAB
Negative
1
1.50
1.50
Positive
17
9.97
169.50
-3.66
.000*
Equal
2
Total
20
SKEB
Negative
4
6.25
25.00
Positive
14
10.43
146.00
-2.65
.008*
Equal
2
Total
20
Total Score
Negative
1
3.00
3.00
Positive
19
10.89
207.00
-3.80
.000*
Equal
0
Total
20
When the results of comparing the pretest and post test scores of the control group in
Table 7 were examined, it was determined that there was a significant difference between
Southeast Asia Early Childhood Journal, Vol. 10 (1), 2021 (28-36)
ISSN 2289-3156 /eISSN 2550-1763
http://ejournal.upsi.edu.my/index.php/SAECJ
34
pretest and post- test scores only on the KB - interpersonal skills scale from the subscales
(p<0.05). It was found that there was no statistically significant difference between pretest
and post-test scores for the control group in other subscales and in total scores taken from the
social skills assessment scale (p>0.05).
Table 7
Wilcoxon test results of the difference between the Pre-test and Post- test scores of the
Control Group for social skill level.
Sub-scales
Ranks
N
Rank
Average
Sum of
Sequences
Z
P
ABBÇB
Negative
7
5.36
37.50
Positive
10
11.55
115.50
-1.85
.064
Equal
3
Total
20
AOB
Negative
5
5.10
25.50
Positive
9
8.83
79.50
-1.71
.087
Equal
6
Total
20
DBS
Negative
7
5.36
37.50
Positive
8
10.31
82.50
-1.30
.193
Equal
5
Total
20
GTB
Negative
8
8.94
71.50
Positive
10
9.95
99.50
-.61
.537
Equal
2
Total
20
KB
Negative
4
10.13
40.50
Positive
14
9.32
130.50
1.96
.050*
Equal
2
Total
20
KDKEDUSB
Negative
5
7.10
35.50
Positive
12
9.79
117.50
-1.94
.052
Equal
3
Total
20
KKEB
Negative
8
7.44
59.50
Positive
7
8.64
60.50
-.029
.977
Equal
5
Total
20
SAB
Negative
7
8.79
61.50
Positive
10
9.15
91.50
-.71
.476
Equal
3
Total
20
SKEB
Negative
7
6.71
47.00
Positive
9
9.89
89.00
-1.09
.274
Equal
4
Total
20
Total Score
Negative
7
5.86
41.00
Positive
10
11.20
112.00
-1.68
.093
Equal
3
Total
20
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35
DISCUSSION
There is no significant difference in the social skill levels of children in the experimental and
control group when looking at the pre-test results. This indicates that children are at a close
level in terms of their social skills. Activities in Merakli Minik were carried out weekly to the
experimental group. Social skill levels in the experiment and control group were compared
with post-test conducted at the end of the year. A significant difference was found in favor of
the experimental group in seven of the nine sub-scales and between the overall scale scores.
Dereli (2008) applied a Social Skills Training Program to those in the experimental group in
a study conducted with the participation of 81 children in preschool. As a result of the
research, there was an increase in the frequency of children receiving education using social
behavior in solving social problems. This results are similiar to our research.
Compared to the pretest and posttest score averages of the control group, there is only
a significant difference in the lower size of interpersonal skills, and there is no significant
difference between the overall score averages of other sizes and scales. Durualp (2009)
observed significant increases in social adaptation and social skills scores in children in his
study, in which he conducted eight weeks of social skills training with 96 pre-school students.
The results, are important to show that the education given to children is successful. In his
study with 34 children, Aslan (2008) applied drama-based social skills training consisting of
40 activities for 12 weeks to 6-year-olds in the experimental group. As a result of the
application, a significant difference was found in the scores of children's social relations and
cooperation behavior in favor of the experimental group. In another research, (Loukatari et
al., 2019), applied “Structured Playfulness” program to 5-6 years old children, results
demonstrated that there was statistically significant difference between the degree of
development in students’ social skills during breaks and their participation in a structured
programme of playful activities in the schoolyard. The acquisition of social skills at preschool
period and the different educational programs applied for it seem to have positive effects on
social skills.
CONCLUSION
In the research, no significant difference was found between the social skill levels of children
in the experimental and control group at the pre-test results. This indicates that children are at
a close level in terms of their social skills. Activities in Merakli Minik Magazine were
carried out weekly to the experimental group. Social skill levels in the experiment and control
group were compared with post-test at the end of the year. A significant difference was found
in favor of the experimental group in seven of the nine sub-scales and between the overall
scale scores. It can be said that, Merakli Minik is an effective child magazine that develops
social skillsnand the program applied to the experimental group, is effective in developing
children’s social skills. Social skills are important and must be gained in preschool period,
researhers should prepare education programmes for preschool children that improve social
skills. Educators are recommended to use childrens’ magazines in classroom activities.
Southeast Asia Early Childhood Journal, Vol. 10 (1), 2021 (28-36)
ISSN 2289-3156 /eISSN 2550-1763
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