Investigating the effects of family attitudes on children's social-emotional development in preschool period

The main purpose of this study is to evaluate the effect of family attitudes on the social-emotional development of children in the preschool period. For this purpose, the screening model was preferred while determining the research model. The universe of the study consisted of parents who have children in the preschool period and their children, while the sample group consisted of 150 preschool students and 150 parents of these students who were selected from the universe by the purposive sampling method. The data of the study were obtained by applying the Personal Information Form, Parental Attitude Scale and Preschool Social Behavior Scale-Teacher Form. In this direction, the SPSS-28 package program was used in the analysis of the obtained data. Since the normal distribution assumption was met, parametric analysis methods such as Frequency and Percentage Analysis, Independent Groups T Test, One-Way ANOVA, Pearson Correlation Analysis and Multiple Regression Analysis were preferred in the analyses. At the end of the research, significant differences were found in family attitudes according to child gender, child age, parent gender, parent marital status and parent employment status. However, no significant difference was determined in family attitudes within the scope of parent age, parent education status and family type. In addition, it was concluded that there were significant differences in social-emotional development within the scope of parent education status and parent employment status. However, no significant results were found in social-emotional development based on child gender, child age, parent gender, parent age, parent marital status and family type. In addition; a positive significant relationship was found between democratic attitude and social-emotional development; and a negative significant relationship was found between authoritarian attitude and social-emotional development. However, no significant relationship was found between overprotective attitude and permissive attitude and social-emotional development. Finally; the model established for the effect of family attitudes on social-emotional development was found to be significant. When the independent effect of family attitudes on social-emotional development was examined; it was found that democratic attitude had a significant effect on social-emotional development. However, it was concluded that authoritarian attitude, overprotective attitude and permissive attitude did not have an independent effect on social-emotional development.