Self-regulation skills in children attending preschool educational institutions that apply different educational approaches

The aim of the research is to compare the self-regulation skills of children attending preschool educational institutions applying different approaches. This research was prepared in accordance with the causal comparative research model, which is one of the quantitative research methods to study the self-regulation skills of children in public kindergarten and a private school affiliated with Montessori and the Ministry of Education in preschool educational institutions. Participants of the study consist of children aged 48-72 months who attend preschool educational institutions. There is a Montessori school in Konya province, a private kindergarten affiliated to the Ministry of Education and children attending an independent kindergarten affiliated to the Ministry of Education.A total of 140 students were studied, including students from each school. The data of the study, the Personal Information Form and the Preschool Self-Regulation Scale (PSRS) were used. In the study, data on children's self-regulation were collected through the "Preschool Self-Regulation Scale". In the study, skewness and kurtosis values were examined and Kolmogorov-Smirnov test was performed and difference tests were performed for comparisons. In addition, before the analysis of variance, the Levene test was applied to determine whether the variance was evenly distributed. After that, effect size indices were calculated and reported in tests with significant differences. In the study, it was concluded that the total score averages of children receiving preschool education according to the school type variable, attention impulse control, positive emotions and self-regulation differed significantly. Another conclusion reached is that there is a difference between the self-regulation skills of children between the ages of four and six. In addition, it was determined that there were significant differences in children's self-regulation skills according to the maternal and paternal age variables. In addition, it has been found that children's self-regulation skills differ significantly according to their father's level of education, and children's self-regulation scores also increase as their father's level of education increases. However, it was concluded that there was no significant difference between variables such as gender and maternal education level in terms of children's self-regulation total and sub-dimension average scores.