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Attention skill development program’s effects on children in terms of attention skill acquisition during preschool term

This research is carried out to reveal the effects of ‘‘Attention Skill Development Program During Preschool Term’’ on attention skill of 60-72 months of children. In this way, efficiency of ‘‘Education Program for Supporting Attention Skill’’ was revealed trough quantitative data collected according to Solomon Quadruple Group Model, which was chosen among experimental designs. Qualitative data were collected to support quantitative data. Within this scope, exploratory design was used as one of the research models. Study group of the research consisted of randomly and voluntarily selected 60-72 months of 80 children attending independent pre-primary schools tied to Ministry of National Education in Kars City Centre during 2016-2017 academic year. In the research, for gathering personal information about children and their families, ‘Personal Information Form’ was used as a data collecting tool, and for evaluating attention skill of children, ‘‘Attention Gathering Test of Five Years old Children’’(Frankfurter Test Für Funjahrige Konzentration –FTF-K) was used, whose reliability studies were already done by the researcher. When the scores of experiment and control groups were compared in terms of attention gathering skill, a meaningful difference to the advantage of Experiment groups was found. For assessing development of attention gathering skills of the children, Frankfurter Concentration Test for Five Years Old Children (Frankfurter Tests für Fünfjährige - Konzentration: FTF-K), which was developed by Raatz and Möhling (1971) was applied. Frankfurter Concentration Test for Five Years Old Children is a neuro-psychometric test. Children were asked to mark pears within 90 seconds among mixed shapes of apple and pear. The test was conducted on 266 children aged 5.00-6.30 in 1968. In 1969, it was applied to 100 children. In 1970, 1170 children were reapplied. In the validity and reliability study conducted in 1971, age, gender, and socioeconomic status were standardized, test retest method was applied with 29 children in 3 weeks gaps and correlation coefficient was found r=0.85. While the scores obtained from the data collection tool are calculated, adjusted scores were calculated because they would affect the age and gender measurement process. Data collection tool has been used in many researches (Erbay, 2013; Gözalan, 2013; Gözalan Alkan &Koçak, 2018; Kaymak, 1995; Kılıçkaya, Yurtsever Kılıçgün & Battal, 2017; Koçyiğit et al., 2010; Krombholz, 2013; Kuşçu, 2010) For Frankfurter Concentration Test for Five Years Old Children validity and reliability studies were carried out by Kaymak (1995) on Turkey Sample. This was applied to 30 children between the ages of 5 and 6 in three weeks of gaps within the scope of Clinical Psychology course by 4 th grade students from Ankara University Faculty of Education. The reliability coefficient of the test was found to be above 70 in practice applied by test re-test method. between these two practices according to Pearson Moments Product Coefficient was examined. Within validity and reliability studies, standardization values were regarded as criteria, created by Raatz and Möhling (1971). Genders and socio-economic situations of the children were taken into account as criteria. For the reliability studies, the study group consisted of 173 children aged 5-6 from four kindergartens, whose socio-economic level was lower, middle and upper according to data obtained from Turkish Statistical Institution. The Frankfurter Concentration Test for Five-Year-Old Children was administered individually to 173 children. Application period was 90 seconds for each participant. Distracting stimulants were taken under control for children in the application area.


Introduction
Early childhood period constitutes the basis for being a successful, productive, healthy and happy individual in the later years of the child's life. In early childhood period, the development of children are faster than in other periods of life. Early childhood is a critical period for the development of children's skills. Supporting children's development in this period and committing early intervention would have a permanent effect on cognitive capacity, personality and social behaviour (Bredekamp, 2015).
Attention gathering skill is one of the most significant skills to be supported for children's being happy and healthy individuals in the coming years. Attention gathering in early childhood is the conscious focusing of children on a particular stimulant with their own will. All cognitive skills are active for those using attention gathering skill (Özdoğan, 1999). Attention gathering skill is affected by children's motivation and concern level, learning experiences and needs. The development of cognitive representations of children who are effectively using attention-gathering skill and those focus level is limited or inadequate also varies. This developmental difference affects children's academic success and social relations (Armbruster &Anderson, 1988). Attention gathering skill is not fledged enough during the first years of early childhood. Children behave according to their interest, emotions and likings instead of acting with a conscious awareness by interpreting outsider stimulants. Therefore, it is harsh for children to focus on a specific activity for a long time. Attention span gets longer as children grow older and they can focus on specific stimulants consciously (Plude, Enns & Brodeur, 1994).
It is natural to observe carelessness, impulsivity and mobility during early childhood. However, observation of the symptoms beyond the expectations and the occurrence of the disorders are indicative of developmental problems (MEGEP, 2015). According to Ramsay (2007), diagnosis is not an easy process, even if the behaviour of the child has been observed according to the attention deficit disorder criteria. Attention gathering skills of children can be badly affected because of death, divorce, abuse, depression, etc. Although attention deficit disorder symptoms begin to be observed at the age of three, attention deficit is being diagnosed in primary school years (Öncü & Şenol, 2002). Attention gathering problem is a neuro-developmental disorder and commonly seen in childhood with an effect that can last for a lifetime if not intervened (Biederman &Faraone, 2002;Onnink et al., 2014;Pliska, 2007). Children's attention deficit disorder is defined as not being able to show the necessary effort to fulfil the responsibilities they have undertaken according to their own developmental periods, to get bored easily and not to go till the end (Ettrich, 1998). Signs and effects on cognitive, emotional and social development of attention deficit disorder can be observed at a significant level after early childhood. In a research carried out by Faraone, Biederman, Friedman (2000), it has been found that in the attention deficit disorder, important problems such as developmental, cognitive, emotional, social and academic failures are observed in many areas in addition to the decrease of the quality of life of the children. It can be observed that the health of children with attention-gathering problems are deteriorating and the substance use habit is increasing (Perwien et al., 2004).
When the relationship between attention deficit disorder frequency and other developmental disorders are examined, according to the research of Mayes, Calhoun and Crowell (2000), at the end of the clinical and intervention program which is applied to 119 children aged 8-16 years, 70.00% of the children were found to have a learning disability due to attention-gathering problem. It has been found that these children show academic failure in terms of reading, writing and math. In the research made by Pastor & Reuben (2008) during 2004-2006 in the United Nations of America, when the clinical evaluation of 23051 children between the ages of 6-17 was examined, it was observed that in 5.00% of children without learning difficulties have attention gathering problem and 5.00 % of those without attention gathering problem have learning problems. Prevalence studies carried out in international field towards attention gathering problem have shown that the prevalence of attention deficit and hyperactivity disorder varies between 3.00-12.00 %, with an average prevalence of 5.29 % (Polanczyk, Willcutt, Salum, Kieling, & Rohde, 2014).
According to the studies carried out by Mukaddes, Zoroğlu, Kora, Aydoğmuş (1998), when increasing in the number of children with attention deficit in Turkey is analysed, it has been found that attention gathering problem was 6.20 % in İstanbul sample in the dimensional study carried out by 7-9 years old of 620 primary school students and their parents, 5.00 % with the clinical study carried out with teachers and 10.60 % according to DMS-III-R criteria of teachers. When studies of Erşan, Doğan and Sümer (2004) are analysed, it has been found that 8.10 % of 1425 children between 6-15 years old have attention gathering problem in Sivas sample. The study carried out by Gül, Tirkayi, Cengel Kultur, Topbaş (2010) has shown that 8.60 % of 6-12 years old 1126 children have attention gathering problem in Trabzon sample. The study carried out by Ercan et al. (2013) has shown in İzmir sample that at the end of 4-year-of longitudinal study made with 1500 children beginning from second grade primary school students between , attention gathering problems are 13.38 % in 2008, 12.53 % in 2009, 12.22 % in 2010and 12.55 in 2011. According to Ettrich (1998, 12.00-13.00% of school-age children and also 10.00-15.00 % of 3-6 years of preschool children have attention gathering problem. A large number of studies have been carried out to determine the cause of attention-gathering problems in children. Despite the possibility that there are many factors such as prenatal, natal, postnatal risk factors, circumference effect, genetic characteristic, neurobiological change for the problem of attention collecting in children, the ethology is not completely determined (Lahat, Heyman, Livne, Goldman, Berkovitch, & Zachor, 2011). Due to the differentiation in the causes of attention problems in children, this problem has been subject for many different disciplines such as medicine, psychology and education. According to Barkley (2014) children with attention deficit problem and without hyperactivity are ignored as long as learning difficulties and academic failures do not occur and the diagnostic process is prolonged. If there is attention gathering problem in preschool children, this problem can only be intervened when they start primary school. Therefore, attention gathering education has vital significance during preschool term.
According to Barkley (2014), 90.00% improvement has been seen when children with attention deficit disorder are diagnosed early. There are positive and negative aspects of medications that children use for attention problems. The duration of the attention period, adherence to the rules can be observed after the drug use, but the behaviour change is not permanent. Children cannot learn to control their emotions and behaviours as they are not motivated. According to Klonoff (2010), development of attention gathering of children can be supported with attention education programs.
As a result of regular and systematic application of attention program, it has been stated that effective and positive results can be obtained on the development of children's attention skills. It has been determined in the literature that the application of a specific attention training program in early childhood has an improving effect of pre-school children's attention-gathering skill (Çetin & Özözen Danacı, 2015;Gözalan, 2013;Gözalan Alkan & Koçak, 2018;Kaymak, 1995;Koçyiğit, Kayılı &Erbay, 2010;Malkoç & Ceylan, 2011;Seçer & Özmen, 2015). According to Wagner (1991), the turning point of development of children's attention is early childhood period.
In the early years of this period, children direct their attention to their surroundings, as they began to explore their surroundings. Children can use their attention in the coming years for purposeful, systematic, active, planned and continuous purposes. Children can systematically organize their attention at the age of 5 to 7 years. When investigations on attention collecting ability in the literature are examined, it has been found that the target group are those who were sent from hospitals or training centers, diagnosed with attention deficit, hyperactivity or learning disorder or those with attention deficit through various diseases (Butler & Copeland 2002;Kerns, Eso & Thomson, 1999;Niemann, 1989;Ruff, Mahaffety, Engel, Farrow, Cox & Karzmark, 1994;Sohlberg & Mateer 1987;Thomson, 1995).
Research on the issue of attention gathering usually focuses on school-age and adolescence period. There are a limited number of studies on the problem of attention collection in preschool period (Tandon ve Pergjika, 2017). The prevalence and effects of attention deficit disorder can be better observed during schooling, this is because of the need for the implementation of the attention training program for all children are determined when intervention in early childhood has been taken into account. The development of attention-gathering is important not only for children under risk, but also for children with accurate development.
It is thought that the development of attention skills of children will affect both their academic success and life quality in a positive way in the following years by applying attention education program to children with accurate development, who have not been diagnosed with attention-gathering problem in their preschool period. Today, children without attention gathering problem are also exposed to digital culture. Therefore, the need for attention skill's supporting should also be taken into account in a world with rapidly changing stimulants.
Attention skill is prior condition of beginning of learning process. Children with undeveloped attention gathering skill may have undesired behaviours if targeted behaviour is not gained. Therefore, teachers are expected to be more eager and devoted to develop attention gathering skill of children (Selçuk, 2000). The moments when attention deficit disorders are best observed in children are the moments when parents or teachers ask to do an activity. Children may behave in an intuitive and hyperactive manner during the activity they are doing (Bonney, 2000;Ettrich, 1998). Within this scope, during bringing in desired behaviours 'attention education programs' has a significant place. This research is conducted to examine the effects of ''Attention Skill Development Program during Preschool Term'' on attention skill of 60-72 months of children.
The answers were sought to the following questions according to the aim of the research: 1. Is there a meaningful difference between pre-test scores in terms of attention skill of experiment I and control I group? 2. Is there a meaningful difference between pre-test and post-test scores in terms of attention skill of experiment I group? 3. Is there a meaningful difference between pre-test and post-test scores in terms of attention skill of control I group? 4. Is there a meaningful difference between post-test scores in terms of attention skill of experiment I and control I groups? 5. Is there a meaningful difference between post-test scores in terms of attention skill of experiment II and control II groups? 6. Is there a meaningful difference between post-test scores in terms of attention skill of experiment I and experiment II groups? 7. Is there a meaningful difference between post-test scores in terms of attention skill of control I and control II groups? 8. Is there a meaningful difference between pre-test and post-test scores in terms of attention skill of Experiment I group? 9. Is there a meaningful difference between post-test and retention test scores in terms of attention skill of Experiment II group? 10. Is there a meaningful difference between retention test scores in terms of attention skill of experiment I and experiment II groups? 11. What are the opinions of teachers and parents on the effectiveness of the "Attention Skill Development Program"?

Method
In the research, qualitative and quantitative data were used for testing effects of ''Attention Skill Development Program during Preschool Term'' on attention skill of 60-72 months of children. Design of the research was determined as mix design (mix research) by using both an experimental research appropriate for quantitative research method and observation and interview techniques appropriate for qualitative method.

Research Design
Experimental research is the research for testing effects of differences created by researcher him/herself on dependent variable. The main aim of experimental design is to test cause-result relationship between variables. Experimental designs are classified as true experimental designs, quasi experimental designs and weak experimental designs (Büyüköztürk, 2001, p.3;Büyüköztürk et al., 2012, pp.195-208). In this research, without using impartial assignment, two of the groups are matched in terms of attention gathering skill. True experimental design has been used as groups with equal attention gathering skill will be determined impartial experiment or control group. Among true experimental designs, Solomon's quadrature group model was chosen. Experimental design of the research is shown below.
Solomon Quadruple Group Model was chosen among experimental designs and quantitative data was obtained from pre-and post-retention tests. In this way, efficiency of ''Education Program for Supporting Attention Skill'' was revealed trough quantitative data and qualitative data collected for completing and detailing. Within this scope, exploratory design was used among the research models for Mix research model (Creswell & Plano Clark, 2010).
Findings related to research questions have been revealed for comparing pre-test/post-test retention test measurements by taking research designs into account between experiment I and Control I groups matched with pre-test and experiment II and control II groups unmatched with pre-test. Following this step, the main question of the research ''What is the effect of Attention Skill Development Program during Preschool Term on 60-72 months of children's attention gathering skills?'' was tried to be answered.

Study Group
The population of this study was formed by 60-72 months of children with a healthy growing progress and attending independent pre-primary schools tied to Ministry of National Education in Kars city centre during 2016-2017 academic year. Study group of the research was formed by 80 children randomly chosen among students of research's population, attending pre-primary schools in Kars city centre tied to Ministry of National Education and without having an experience of attention skill program before. 80 students in total were included to the study somehow like for experiment 1 (n: 20), control I (n: 20) experiment II (n: 20), control II (n: 20). When the average age of children in the study group was examined, it was found 5.40 years in experiment I group, 5.60 years in control II group, 5.50 years in experiment II and 5.40 years in control II groups.
According to Demographic Features of Study Group, personal information of children was obtained and it was revealed that 40 percent of children from experiment I group were females (n=8) and 60 percent of them were males (n=12). It was also revealed that 40 percent of children in experiment II group were females (n=8), and 60 percent of them were males (n=12). Sexes of children in control groups are as such: 45 percent of children of Control I Group were females (n=9), 55 percent of them were males (n=11), 35 percent of children from Control II Group were females (n=7) and 65 percent of them were males.

Data Collection Tools
As a data collecting tool, ''Personal Information Form'' was used in the research. This form was aimed to gather information about the children and their families as well as finding answers to some question such as gender, number of brothers/sisters, and time period of attending preschool education, academic manners and professions of parents.
For assessing development of attention gathering skills of the children, Frankfurter Concentration Test for Five Years Old Children (Frankfurter Tests für Fünfjährige -Konzentration: FTF-K), which was developed by Raatz and Möhling (1971)

was applied. Frankfurter Concentration Test for Five Years Old
Children is a neuro-psychometric test. Children were asked to mark pears within 90 seconds among mixed shapes of apple and pear. The test was conducted on 266 children aged 5. 00-6.30 in 1968. In 1969, it was applied to 100 children. In 1970, 1170 children were reapplied. In the validity and reliability study conducted in 1971, age, gender, and socioeconomic status were standardized, test retest method was applied with 29 children in 3 weeks gaps and correlation coefficient was found r=0.85. While the scores obtained from the data collection tool are calculated, adjusted scores were calculated because they would affect the age and gender measurement process. Data collection tool has been used in many researches (Erbay, 2013;Gözalan, 2013;Gözalan Alkan &Koçak, 2018;Kaymak, 1995;Kılıçkaya, Yurtsever Kılıçgün & Battal, 2017;Koçyiğit et al., 2010;Krombholz, 2013;Kuşçu, 2010) For Frankfurter Concentration Test for Five Years Old Children validity and reliability studies were carried out by Kaymak (1995) on Turkey Sample. This was applied to 30 children between the ages of 5 and 6 in three weeks of gaps within the scope of Clinical Psychology course by 4 th grade students from Ankara University Faculty of Education. The reliability coefficient of the test was found to be above 70 in practice applied by test re-test method.
During 2015-2016 academic year, Attention Gathering Test for Five Year Old Children was re-studied within the scope of reliability by the researchers. Accordingly, within Reliability Study of Attention Gathering Test for Five Years Old Children (FTF-K), test-retest method was used. Two practices were carried out by test-retest method and relation level between these two practices according to Pearson Moments Product Coefficient was examined. Within validity and reliability studies, standardization values were regarded as criteria, created by Raatz and Möhling (1971). Genders and socio-economic situations of the children were taken into account as criteria. For the reliability studies, the study group consisted of 173 children aged 5-6 from four kindergartens, whose socio-economic level was lower, middle and upper according to data obtained from Turkish Statistical Institution.
The Frankfurter Concentration Test for Five-Year-Old Children was administered individually to 173 children. Application period was 90 seconds for each participant. Distracting stimulants were taken under control for children in the application area.
When first and second practice were examined in terms of relationship level by using of Attention Gathering Test for Five Year Old Children (FTF-K), test-retest reliability method, the results are found like (r =.74) and (p= .00). According to Guilford (1956), reliability coefficient must be at least 70. Reliability coefficient's being under 70 will be likely to increase standard mistake, therefore it would not be proper to be used (Kline, 1986). Within this scope, Attention Gathering Test for Five Year Old Children (FTF-K) can be a reliable assessment tool.
Attention Skill Development Program, which was developed by Gözüm (2017), aims to support attention skills of 60-72 months of children. This education program aims to support attention skill's development and create an atmosphere where children are far away from prejudices and volunteer to learning. It also tries to submit an environment through which children improve their cognitive skills such as problem solving and reasoning by prompting the five senses like seeing, sniffing, tasting, touching and hearing and also support attention skill development toward outside stimulants.
Subfields of ''Education program for supporting attention skill'' are explained according to dimensions of attention in Table 1. Planning: Planning includes the period of time which is needed for an individual to choose the best option among many. Auto control: It means evaluating an act after it is organized and later observing and testing of the person him/herself tied to the exhibited behaviour. Satisfaction: There is a satisfaction level, which enables individual to feel comfortable for focusing on a subject. According to satisfaction factors, activity levels emerge.
According to Table 1, subfields of education program for attention skill are composed of selectivity, continuity and control. In-class activities are planned according to three fields of the program. Activities for attention skill's development were organized according to principle, from simple to complex and readiness of children by taking continuity and control subfields into account.
This program tries to support children to recognize and discover stimulants in their environment and also tend to new stimulants on the basis of relationship between them with the intention of strengthening learning. The program offers opportunity to examine attention gathering skill's activities in a systematic and serial way and targets to create neural networks by improving attention gathering skill.

Data Collection
Personal development forms which belong to children of experiment and control groups were fulfilled by the researcher with extra information obtained through student folders at their schools and general information forms were created. General information forms were fulfilled between 1-4 November in 2016. For determining effects of attention gathering and reasoning skills of education program for supporting attention skills of five year of children, children of experiment 1 and control 1 group had ''Attention Gathering Test for Five Year Old Children FTF-K'' as pre-test between 1 October 2016-12 November 2016.
''Attention Skill Gathering Program during Preschool Term'' was applied to the children of experiment 1 and experiment II groups, that is why, those children's teachers were given 3 days of education to be enlightened about philosophy, aim, features, acquisitions and indicators, how to communicate with children, features of education material and its usage, detection of distracting stimulants and about methods and techniques to be used. This education was held between 9-11 November.
Activities and materials of ''Attention Skill Gathering Program during Preschool Term'' were introduced. Teachers were given feedback during education and reminded that feedbacks would also be given during practice. After 3 days of education given to teachers of experiment I and II, 3 days of activities were chosen by teachers and the researcher, and attention activities were planned on Friday, a week before program's applying.
Attention Skill Development Program during Preschool Term was applied three times a week on Monday, Wednesday, and Friday and lasted for 8 weeks. The duration of the activities takes 45 minutes on average. After teacher training, implementation meetings were held for eight weeks between 14 November 2016 and 6 January 2017, before the children were given activities. On Friday, a week before the implementation, the three-day events that were expected to be implemented were selected by the teachers and the researcher from the Attention Skill Development Program During Preschool Term " classroom activity book and applied for 8 weeks.
The experimental environment was prepared and the preliminary application was carried out as it was applied to children in the kindergarten classes where experiment I and experiment II groups took place one day before the selected activities were applied to students. The experimental environment of the experiment group was prepared by the researcher and the training was applied to the teachers. After the practical training, the training environment of the experiment group II was prepared by the teachers who received practical training. In the pre-implementation training process, the questions of the teachers of Experiment I and Experiment II groups were answered. The necessary suggestions were made. In the control group, the implementation of the current training program continued and the program was implemented by the class teacher in its natural course.
After ''Attention Skill Gathering Program during Preschool Term'' practice for experiment I and II groups ended; experiment I, experiment II, post-test between 9 January 2017-12 January 2017 was applied to control I and control II groups.
For confirming permanency of ''Attention Skill Gathering Program during Preschool Term'' effect, almost four weeks after the post-test, between 13 February 2017 and 22 February 2017, the participants in experiment I and II had ''Attention Gathering Test of Five Year of Children FTF-K'' again.

Data Analysis
When data set is organized, two children from the experimental I group and one from experiment II who did not attend even one of the activities of the Supportive Training Program of Attention were not included to data analysis. In control I group, two children from the control group and three children from the control II group were excluded from the data set in the survey.
To determine if there is a meaningful difference between the group assumptions, normality, the constant variable nature of data, and the random collection of data were analysed, it was decided to perform parametric or non-parametric analysis. In the examination of the normality assumption, the Shapiro-Wilks test was used because there were 20 children in each of the experiment I, experiment II, control I and control II groups. In addition, the scores were converted to z-score and examined whether they showed a distribution between -3.00 and 3.00.
For analysing data obtained in accordance with research's aim, Mann-Whitney-U Test was applied to confirm equity of experiment I and Control I groups matched with pre-test groups. For testing effects of ''Attention Skill Gathering Program during Preschool Term'' that was applied to Experiment I group, pretest and post-test comparisons were examined with t test. For testing effects of MNE (Ministry of National Education) 2013 Pre-school Education Program which was applied to Control I group, pre-test / post-test comparison was examined with Wilcoxon Signed Test. An independent t-test was applied to understand whether there is a meaningful difference between Experiment I and Control I groups. For understanding whether there is a meaningful difference in terms of points of Experiment II and Control II groups which were matched with pre-test points, Mann-Whitney-U Test was calculated. For understanding whether there is a meaningful difference in post-test points of Experiment I and Experiment II groups to whom ''Attention Skill Gathering Program during Preschool Term'' was applied, an independent t-test was calculated.
For understanding whether there is a meaningful difference in terms of post-test points of Control I and Control II groups to whom MNE 2013 Preschool Education Program were applied, Mann-Whitney-U Test was applied. For confirming permanency of ''Attention Skill Gathering Program during Preschool Term'', ANOVA test was applied for repetitive gauge and testing the meaningful difference between pretest/post-test and retention test. For testing the meaningful difference between post-test and retention test in Experiment II group, dependent t-test was applied.

Findings
Findings obtained through the research carried out for examining attention skill gathering effects of ''Attention Skill Gathering Program during Preschool Term'' on 60-72 months of children are presented under the research questions.

Is There a Meaningful Difference between Pre-Test Points in terms of Attention Skill of Experiment I and Control I Groups?
Findings related to this question are given in Table 2. According to Table 2, mean rank of children in Experiment I group was 19.75 and those of Control two was 21.25. According to the examination to see if there is a meaningful difference between Experiment I and Control I groups' children in terms of points obtained, it has been revealed that p = .68 and there is not a meaningful difference between experiment I and control I groups as p>.05. [U= 185.00, Z=.41, p> .05].

Is There a Meaningful Difference between Pre-Test and Post-Test Points in terms of Attention Skill of Experiment I Group?
Findings related to this question are given in Table 3. Table 3.

Results of Dependent t-Test Related to Pre -Post Test Points of Attention Skill of Children in Experiment I
Groups. According to Table 3, point average of experiment I group's children was 20.70 and post-test point average was 25.30. The examination which was carried out for understanding if there is a meaningful difference according to attention gathering points of pre-test-and post-test results of children in Experiment I group, p = .00 and as less than p< .05, it was confirmed that there is a meaningful difference between pre-test and post-test [ t (19) = 8.60, p= .00, p < .05]. When the meaningful difference is analysed, difference has been advantageous on behalf of points obtained in post-test.

Is There a Meaningful Difference between Pre-Test And Post-Test Points in terms of Attention Skill of Control I Group?
Findings related to this question are given in Table 4. According to Table 4, it was found that there was only one child on negative ranks in control I group's children and their mean rank was 3.50. There are 18 children in positive rank and their mean rank was 10.36. The examination which was carried out for understanding if there was a meaningful difference according to attention gathering points of pre-test-and post-test results of children in Control I group, p =.00 and as less than p< .05, it was confirmed that there is a meaningful difference between pre-test and post-test [ Z = 3.74, p= .00, p < .05].

Is There a Meaningful Difference between Post-Test Points in terms of Attention Skill Experiment I and Control I Groups?
Findings related to this question are given in Table 5. Table 5. According to Table 5, post-test point average of experiment I group's children was 25.30 and those of control I group was 22.80. The examination which was carried out for understanding if there was a meaningful difference according to attention gathering points of children in Experiment I and Control I groups, p =.00 and as less than p<.05, it was confirmed that there was a meaningful difference between experiment I and control I [ t (38) = 2.83, p= .01 p < .05]. When the meaningful difference was analysed, difference was found to be advantageous on behalf of control I group's points obtained in post-test.

Is there a Meaningful Difference between Post-Test Points in terms of Attention Skill of Experiment II and Control II Groups?
Findings related to this question are given in Table 6. According to Table 6, mean rank was found 27.45 of experiment II children and those of control II group were found 13.55. The examination which was carried out for understanding if there was a meaningful difference according to attention gathering points of children in Experiment II and Control II groups, p = .00 and as less than p < .05 it was confirmed that there was a meaningful difference between experiment II and control II [ U= 61.00, Z=3.82, p <.05]. When the meaningful difference was analysed, difference was advantageous on behalf of experiment II group's points obtained in post-test.

Is There a Meaningful Difference between Post-Test Points in terms of Attention Skill of Experiment I and Experiment II Groups?
Findings related to this question are given in Table 7. Table 7. According to Table 7, point average of children of experiment I group was found 25.30 and those of experiment II group was 24.25. The examination which was carried out for understanding if there was a meaningful difference according to attention gathering points of children in experiment I and experiment II groups, p = .13 and as more than p > .05 it was confirmed that there was not a meaningful difference between experiment I and experiment II groups [ t (38) = 1.34, p= .14, p > .05].

Is There a Meaningful Difference between Post-Test Points in terms of Attention Skill of Control I and Control II Groups?
Findings related to this question are given in Table 8. According to Table 8, mean rank of children of control I group was found 23.43 and those of control II group were 17.58. The examination which was carried out for understanding if there was a meaningful difference according to attention gathering points of children in control I and control II groups, p = .10 and as more than p >.05, it was confirmed that there was not a meaningful difference between Control I and Control II groups [ U= 141.50, Z=1.61, p > .05].

Is There a Meaningful Difference between Pre-Test and Post-Test Points in terms of Attention Skill of Experiment I Group?
Findings related to this question are given in Table 9, Table 10 and Table 11.  Table 9 is analysed according to Attention Gathering Program (Frankfurter Test Für Funjahrige Konzentration), which was applied to Experiment I group, it is found that there was a meaningful difference between points of pre-test (1), post-test (2) and retention test (3) [F = 48.23, p= .00, p < .05]. The difference was determined by Bonferroni test.  (2) -.60 .23 .05 *Significant at p < .05 level.
When Table 10 is analysed according to Attention Gathering Program (Frankfurter Test Für Funjahrige Konzentration), which was applied to Experiment I group, it was found that there was a meaningful difference between points of pre-test, post-test and retention test (p < .05). According to Table 11, it was determined that there was a meaningful difference between points obtained from pre-test and post-test applied to children of experiment I group (p<.05). When averages of pre-test and post-test results were examined, it was determined that there was an increase in points after applying of Education Program for Supporting Attention Gathering. Within this scope, it could be said that there was an increase in children's attention gathering skills.

Is There a Meaningful Difference between Post-Test and Retention Test Points in terms of Attention Skill of Experiment II Group?
Findings related to this question are given in Table 12. According to Table 12, point average of children of experiment II group was found 24.25 and retention test point average was found 24.10.The examination which was carried out for understanding if there was a meaningful difference according to attention gathering points of children in experiment II groups in terms of post-test and retention test results, p = .14-and as more than p> .05, it was confirmed that there was not a meaningful difference between pre-test and post-test [ t (19) = 8.60, p= .08, p > .05].

Is There a Meaningful Difference between Retention Test Points in terms of Attention Skill of Experiment I and Experiment II Groups?
Findings related to this question are given in Table 13. According to Table 13, retention point average of experiment I group's children was 24.60 and those of control I group was 24.10. The examination which was carried out for understanding if there was a meaningful difference according to attention gathering points of children in experiment I and experiment II groups, p = .58 and as more than p> .05 it was confirmed that there was not a meaningful difference between experiment I and experiment II groups [ t (38) = .56, p= .58, p > .05].

"What are the Opinions of Teachers and Parents on the Effectiveness of "Education Program for Supporting Education Skill "?
Findings related to this question are given in Table 14. On Table 14, Attention Skill Development Program during Preschool Term was coded by analysing the content and feelings related to the application, and the distribution of the themes was given accordingly. During introduction process which was applied according to "Attention Skill Development Program during Preschool Term" on Table 14, it was found that distracting stimulants were not known. At the end of the application, 70.00% of families from experiment I group and 65.00 % of experiment II group were aware of distracting stimulants. During application period of "Attention Skill Development Program during Preschool Term", 90.00 % of families from experiment I group and 95.00 % of experiment II groups indicated that there was an increase in effective time spending with their children. At the end of class activities of "Attention Skill Development Program during Preschool Term", 75.00 % of families from experiment I group and 80.00 % of experiment II groups indicated that there was an increase in sharing children's activities with their families at home. At the end of ""Attention Skill Development Program During Preschool Term", 70.00 % of families from experiment I group and 65.00 % of experiment II groups indicated that there was an increase in children's plays and toy choosing in a more improving way of intelligence.
It has been understood that children of 45.00 % of experiment I group families and 55.00 % of experiment II had an increasing in learning tendency. 60.00 % of experiment I group families and 50.00% of experiment II group stated that there was increase in questioning of children during communication period. 40.00 % of experiment I group families and 30.00 % of experiment II group stated that there was increase in understanding instructions without repeating.

When teachers' thoughts and feelings on "Attention Skill Development Program during Preschool
Term" are analysed, it was stated by teachers that the program contributes to personal and professional development and enables an awareness of importance on children's attention skills development. Teachers stated that they could adapt activities used in attention training to their activities. These teachers also stated that education for attention training is important and these trainings should be given for professional development.

Discussion
This research was carried out to reveal effects of ''Attention Skill Development Program during Preschool Term'' on attention skill of 60-72 months of children and when results of this program are examined according to the findings: It has been understood that there is not a meaningful difference related to the findings of pre-test points of Attention Gathering Test of Five Year Old Children (FTF-K) (Frankfurter Test Für Funjahrige Konzentration) of Control I and Experiment I groups. In experimental studies, a meaningful difference between pre-test points of Experiment I and Control I group is not expected (Kaptan, 1998, p.85). It has been confirmed that results of the research whose pre-test gauges were carried out with Attention Gathering Test of Five Year Old Children as a data collecting tool (Altun, Hazar & Hazar, 2016;Kuşçu 2010;Malkoç & Ceylan 2011) are in line. There is not a meaningful difference between Experiment I and Control I groups to whom Somolon's Quadruple Group experimental model's pre-test was applied and this supports ''Attention Skill Development Program during Preschool Term'' on children's attention gathering skills that were compared through homogenous groups.
It has been understood that there is a meaningful difference related to the findings of pre-test/ posttest points of Attention Gathering Test of Five Year Old Children (FTF-K) (Frankfurter Test Für Funjahrige Konzentration) of Experiment I group. It can be said that Development Program for ''Attention Gathering Skills during Pre-School Term'' was supported by attention gathering skill of children. Children's development in terms of attention gathering skills also contributes to cognitive developments of them (Atkinson, Atkinson, Smith, Bem & Nolen-Holeksema, 2008, p.72). Lauster (1999) and Ettrich (1998) have indicated that attention gathering skills can be developed through education programs. Sohlberg and Mateer's studies (1986) on attention skill's development through education programs are in line with the results of the study. ''MNE Preschool Term Education Program 2013'' was applied to Control I group and it has been understood that there is a meaningful difference related to Attention Gathering Test of Children FTF-K pre-test/post-test points. This finding of the research shows children of Control I group to whom ''MNE Preschool Term Education Program 2013'' was applied had an improvement in attention gathering skill. It has been found that this finding has similarity with experimental designed control groups' people to whom an attention gathering program was applied (Gözalan, 2013;Gözalan Alkan & Koçak;2018;Kaymak, 1995;Koçyiğit, Kayılı & Erbay, 2010;Seçer & Özmen, 2015).
It has been understood that there is a meaningful difference related to the findings of post-test points of Attention Gathering Test of Five Year Old Children (FTF-K) (Frankfurter Test Für Funjahrige Konzentration) of Experiment I and Control I groups. The findings obtained through Experiment I and Control I groups are similar to Experiment II and Control II groups. This means a research should be evaluated according to its inner dynamics as a whole and inner validity is high in terms of data supporting each other (Geray, 2011).
After applying ''Development Program of Attention Gathering Skill during Preschool Term'' to Experiment I and Experiment II groups, it was seen that there was not a meaningful difference between attention gathering skills of these children, which shows the coherence of Experiment I and Experiment II groups in terms of experimental processes. Besides, this increases the validity of results obtained through research. Within this scope, there is not a meaningful difference between post-test points of Experiment I and Experiment II groups, which can be an indicator that activities, matching of researchers and teachers, creating the education environment and taking outside effects under control went well and experimental studies were carried out in the correct manner. It can also be commented like ''Development Program for Attention Gathering during Preschool Term'' did not have a random way.
When body of literature is examined, it is seen that attention-gathering ability is related to other skills. According to the research carried out by Kılıçkaya et al. (2017), it was found that the attentiongathering ability of children aged 48-72 months was significantly correlated with the ability to recognize, distinguish and express geometric shapes as a significant predictor. In the research conducted by Seçer and Özmen (2015), it was determined that the attention gathering activities applied to the introductory children attending the pre-primary education institution made fewer mistakes and made their decisions correctly by improvement of the attention-gathering ability of the children. In the study conducted by Gözalan and Koçak (2014), it was determined that the Game Based Attention Training Program applied to children aged 60-72 months was effective in increasing the level of language skills as well as contributing to the development of attention span of children. In a study conducted by Dice and Schwanenflugel (2012), it was determined that pre-school-age children's early literacy skills had a relationship with support for attention-grabbing. In this context, it is thought that the "Attention Skill Development Program during Preschool Term" supports the development of children's attention, as well as the development of many skills.
When the meaningful difference is examined according to findings of Experiment I children's attention gathering test, pre-test and post-test points, it has been understood that there was not a meaningful difference between post-test and retention test. Besides, it has been understood that there was not a meaningful difference in terms of Attention Gathering Test, post-test/ retention test points of experiment II group. The result obtained from these findings, ''Supportive Education Program for Attention Gathering Skill'' has had a positive effect for attention gathering of children and this development seems permanent.
The development of children's attention-gathering ability and the ongoing effects may prevent the occurrence of behaviour problem while supporting readiness for school. According to Lewit and Shuurmann Baker (1995), children need to control many behaviours in order to be ready for school. Attention gathering of children, learning new knowledge, ability to ignore distracting stimulants in the classroom environment and controlling their instincts enable to control many behaviours. In the study conducted by Erbay (2013), it was determined that there is a positive relationship between 6-year-old children and their attention-seeking ability, reading comprehension, auditory reasoning and processing skills. The reading age is an indication of the readiness of the children to understand the guidelines given in the school and the academic achievement skills. According to this finding, the development of children's attention-gathering capacities will positively influence readiness to read and academic achievement. Research conducted by Rhoades, Warren, Domitrovich and Greenberg (2011) indicates that attention and social emotional development play a role in the success of children in primary school. According to the findings of this research, children's ability to gather attention affects social-emotional development. In addition, according to the research conducted (Domínguez Escalón & Greenfield, 2009;Fantuzzo, Bulotsky-Shearer, Fusco, & McWayne, 2005), problem behaviours related to children's social development in the preschool period were associated with attention gathering skill. According to Normandeau and Guay (1998), the effects of problem behaviours due to attentiveness in early childhood can be observed in primary school children.
In the light of this information, Attention Skill Development Program during Preschool Term, development of children's attention and effects of their activities may contribute to academic achievement in the preparation of primary school children without attention deficit disorder and in the following years, it may also contribute positively to cognitive and language, social and emotional development. Within this scope, reasons of ''Development Program of Attention Gathering Skill during Preschool Term'' of children in Experiment I and II groups' that have an effect for developing attention skills of children can be explained with features below: ''Development Program of Attention Gathering Skill during Preschool Term'' supports attention and attention types. Its features and principles developed according to attention institutions suggest program's activities organized according to dimensions of attention, materials' sending stimulants to more than one sense, notional and practical knowledge of the researcher and the instructor, taking distracting stimulants in education environment under control, supporting school activities with families' participations, children's taking active role in activities after attention education, activities being from simple to complex, activities being individual first and turning into group activity later, materials' being copied for each children and their opportunity to work on these material by themselves and children's ability to give instruction to themselves during practice.

Conclusion and Recommendations
In consideration of findings of the research, ''Attention Skill Development Program during Preschool Term'' can be said to have an improving effectiveness for attention gathering skills of five year old children. ''Attention Skill Development Program during Preschool Term'' and evaluation forms that can be used for effectiveness of the program can be said to be supportive and effective.
At the end of this study, recommendations are organized according to instructors, researcher and children's views who took part in practicing of ''Attention Skill Development Program during Preschool Term''.
 For attention developing of children, families should be informed first in terms of attention developing. Importance of attention gathering can be explained to families.
 Physical conditions of the schools should be improved so that children can take a good education in education environment. Environments of supportive educational programs for attention gathering should be organized.
 One of the most important factors for offering a qualified education is the instructor factor. Before being assigned as a teacher, attention gathering educations can be given at education faculties as well as support within service training. By getting this education, teachers can learn preparing their courses by taking attention gathering into account and use preschool term education program in a more effective way.  Effects of ''Attention Skill Development Program during Preschool Term'' can be investigated in terms of academic success when these students start first grade at primary schools.
 Permanency of ''Attention Skill Development Program during Preschool Term'' can be followed by 3, 6 and 12 months period after it is applied.
 ''Attention Skill Development Program during Preschool Term'' was used for a term. The program can be planned to embrace one year and then applied.
 In accordance with principles and features of ''Attention Skill Development Program during Preschool Term'', interdisciplinary studies can be executed on the basis of relationship of brainsenses and learning.

Acknowledgement
This study was generated from a part of the doctorate thesis called "The Effect of Attention Developing Program During Preschool Period on Attention and Mental Reasoning Skills" conducted by Ali İbrahim Can GÖZÜM who was under supervision of Prof. Dr. Adalet Kandır. ..