Evaluation of physical education and play facilities in state kindergartens

Abstract

This study was conducted to investigate and evaluate the physical activity and play opportunities in state preschools in TR83 Region (Amasya, Çorum, Samsun, Tokat). The research group consisted of 216 volunteer teachers working in state preschools in the region. Data were collected online through a pre-developed information form consisting of 22 questions. Teachers were asked to fill in this form virtually and the answers were collected back in the same way. The data were collected online through the Preschool Information Form, which was previously developed and administered to the teachers. Data were analyzed using frequency and percentage distributions, and the Chi-Square Test (X²) was used for the two variables by combining positive and partially positive responses. In cases where the expected frequency was less than 5, Fisher's Exact Chi-Square Test was applied. The results showed that 55.6% of public kindergarten students had undergone health checks and more than 70% of schools had more than three kindergartens. However, only 35.6% of the schools had a playroom and 41.2% had a playground. While 77.8% of preschools have play materials for developing cognition, 78.7% for developing rhythm and 64.3% for developing imitation, less than 50% have a variety of physical education and play materials. Of the materials available, only 24.6% were sufficient to be used simultaneously by all students. It was reported that 30.5% of kindergartens were adequate in terms of physical education and play activities, while this rate increased to 66.7% with the individual efforts of teachers. In addition, it was found that there were significant differences between provinces in terms of the number of kindergartens, play halls, distribution of materials and health controls (p<0.05, p<0.01). As a result, it was found that physical activity and play opportunities in state preschools in TR83 provinces are limited and these opportunities vary between provinces. Teachers' devoted efforts ensure that the activities partially achieve their goals.