Dramatic Play and Bullying Behaviors in Preschool Children

NCT07371884 | Completed

• 1 other identifier: ATATURKU-HF-DAÖ-01
• Study Type: interventional
• Target: 45
• Locations: 1 country
• Sites: 1

Brief Summary

This study aims to examine the effect of dramatic play-based activities on bullying behaviors in preschool children; and to evaluate the effects of these activities on empathy levels and social interaction skills, thereby revealing the moderating role of individual and environmental factors in this relationship. The hypothesis of the research is as follows. H1: Dramatic play has an effect on bullying behaviors in preschool children.

Conditions

Bullying Behavior; Aggressive Behavior

Keywords

peer bullying; dramatic play; preschool children

Outcome Measures

Primary Outcomes (3)

• Identification Information Form

  The form was prepared based on the researchers' previous experiences and the literature to determine the demographic characteristics of the children who constitute the sample of the study. The form contains a total of 11 items to determine information such as the child's age, gender, parental status, family structure, number of siblings, parental education and father's occupation, and duration of preschool education.

  1 Week

• Preschool Peer Bullying Scale Teacher Form

  The scale, prepared by Besnili (2019) to investigate peer bullying behaviors among students, is a 14-item, 5-point Likert scale. This scale is completed by the classroom teacher, considering all students in the class. The draft form, initially prepared with 28 items, was reduced to 14 items as a result of the analyses. Scale development was carried out using exploratory and confirmatory factor analyses. For the Exploratory Factor Analysis, data were collected from 279 preschool teachers. In the exploratory factor analysis, Cronbach's Alpha internal consistency coefficients were calculated as .85 for the physical/relational bullying dimension, .79 for the verbal bullying dimension, and .88 for the entire scale. In the Confirmatory Factor Analysis, the other stage of the scale development study, data were collected from 247 different preschool teachers, and in this analysis, the Cronbach's Alpha internal consistency coefficients were calculated as .83 for the physical/relational bullyin

  1 Week

• Bully and Victim Child Behavior Assessment Form

  The scale is a measurement tool developed by Özyürek and Kurnaz (2019) to identify bullying, victimizing, and passive bullying behaviors in children in early childhood, based on teachers' observations of children. The scale consists of 32 items in total, with 3 separate dimensions and 13, 14, and 15 items in each dimension. For each item, the teacher must mark one of the "yes" and "no" options that best suit the child they are observing. Answers are scored as (1) for yes and (0) for no. The scale consists of three sub-dimensions: bullying child behaviors, victimizing child behaviors, and passive bullying child behaviors. The internal consistency coefficients of the scale are 0.86 for bullying child behaviors, 0.88 for victimizing child behaviors, and 0.71 for passive bullying child behaviors (Özyürek and Kurnaz, 2019). The sub-dimensions are expressed in the findings section as Bully Child (BCC), Victim Child (VC), and Passive Bully Child (PCC) Behaviors.

  1 Week

Secondary Outcomes (2)

• Preschool Peer Bullying Scale Teacher Form

  10 Week

• Bully and Victim Child Behavior Assessment Form

  10 Week

Study Arms (1)

dramatic play application

EXPERIMENTAL

In this group, dramatic play activities aimed at reducing bullying behaviors will be implemented for preschool children.

Behavioral: dramatic play intervention

Interventions

dramatic play intervention BEHAVIORAL

A dramatic play program will be implemented to reduce bullying behaviors in preschool children. The intervention will consist of structured dramatic play activities aimed at developing social interaction, empathy, and problem-solving skills, and will be implemented over a period of 10 weeks.

dramatic play application

Eligibility Criteria

• Age: 3 Years - 6 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Being in the 3-6 age group
• No learning difficulties
• No communication problems
• Speaking Turkish
• No chronic illnesses
• Suitable/willing to work in a group

You may not qualify if:

• Child receiving a chronic diagnosis
• Child leaving school
• Desire to leave work
• Child not adapting to group work

Sponsors & Collaborators

• Ataturk University: lead

Study Sites (1)

Atatürk University

Erzurum, Turkey (Türkiye)

Location

MeSH Terms

Conditions

Aggression

Condition Hierarchy (Ancestors)

Aberrant Motor Behavior in Dementia; Behavioral Symptoms; Behavior; Social Behavior

Study Officials

• Fatma Güdücü Tüfekci

  Ataturk University

  STUDY DIRECTOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Masking Details: Data collection tools will be collected by an interviewer independent of the research.
• Purpose: HEALTH SERVICES RESEARCH
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator

Model Details: All students will be accepted.

Study Record Dates

• First Submitted: January 7, 2026
• First Posted: January 28, 2026
• Study Start: October 20, 2025
• Primary Completion: December 29, 2025
• Study Completion: March 31, 2026
• Last Updated: April 23, 2026

Record last verified: 2026-04

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)