The relatıonshıp between 60-66 months of preschool educatıon between socıal emotıonal learnıng skılls and early learnıng skılls

The purpose of this study is to investigate the relationship between social-emotional learning skills and early learning skills of 60 to 66 months old children who attend preschool education. This correlational study was carried out with 100 preschool children and their teachers in the Uskudar district of Istanbul province. Within the scope of this research, the data were gathered through General Information Form, Affect Knowledge Test (AKT), Preschool Interpersonal Problem Solving Test (PIPS), Preschool Self-Regulation Assessment (PSRA), Social Competence and Behavior Evaluation Scale (SCBE-30) and Test of Early Learning Skills (TELS). Multivariate multiple regression analysis was used to examine the relationship between sub-dimensions of social-emotional learning skills of children (emotion understanding ability, social competence, interpersonal problem-solving skills, self-regulation skills) and sub-dimensions of early learning skill (thinking skills, number skills and language skills). Similarly, the relationship between the sub-dimensions of social-emotional learning skills was analysed using the same regression analysis model. In addition, Mann Whitney U test was used to examine the relationships between the demographic characteristics of the children (gender, number of siblings, birth order, family income level, parent education level etc.) and social-emotional learning skills. As a result of this study, all of the early learning skills are only predicted by social competence which is one of the social-emotional learning skills. In terms of the relationship between sub-dimensions, it was concluded that emotion understanding ability can be predicted by thinking skills and social competence can be predicted by number skills significantly. When the relationship between social emotional learning skills are examined, it was found that self-regulation skills are predicted by social competence and emotion understading ability is predicted by social competence meaningfully. Regarding demographic characteristics of children, it was identified that there is a significant difference in self-regulation skills in favor of girls. The first children's interpersonal problem solving and emotion understanding ability scores were observed to be higher than those of other children, while the scores of the thinking skills of children with siblings are higher than those of single children. Although there is not any considerable difference according to the mother's education level, it is concluded that the father's education level and income level have important roles to constitute children's emotion understanding ability.