Examination of the relationship between listening skills and emotion regulation skills of pre-school children

n this study, it was aimed to determine the relationship between pre-school children's listening skills and emotion regulation skills and to examine them according to different variables. The research was designed according to the relational screening model. The sample of the research consists of 416 children attending public and private kindergartens and kindergartens affiliated with the Ministry of Education in Kütahya province in the 2022-2023 academic year. In the research, data were collected with the "Personal Information Form", "Emotion Regulation Scale" and "Listening Skill Scale". According to the results of the research; There was no significant difference in the age variable from the listening skill scale. Variables such as parents' occupation, gender, number of siblings, school type, parents' education level, birth order, duration of attendance at pre-school education institution, family income level and institution type showed significant differences in the listening skill scale. From the emotion regulation scale; In emotion regulation control sub-skill according to gender variable; In emotion regulation skill total scores and emotion regulation negativity sub-skill according to age, family income level and school type variables; Emotion regulation negativity in the number of siblings, mother's education level, mother's occupational status and number of children in the family variables, control sub-skills and emotion regulation total scores; In emotion regulation control sub-skill according to father's educational status variable; There was no significant difference in emotion regulation total scores according to the variables of duration of attendance at a pre-school education institution and type of institution. Another result of the research was that no significant relationship was found between preschool children's listening skills and emotion regulation total scores.