The predictive factors of social competence and behavior problems in presschool children

The aim of the study was to determine the predictive factors of social competence and behavioral problems of 48-72 months old children attending pre-school education in Amasya Province. In this study, in which the relational scieening model was used, the data of 359 childeren were analyzed. Pearson comparison test, change tables and multiple regression test were used in the analysis of the data. According to the research components, child demographics (Gender, age, having chronic diseases, year of pre-school education and institution type), self-care skills, executive execution, self-regulation skills, student-teacher relationship, classroom and school physical controls are predictors of social competence. Moreover; While executive functions, self-regulation skills, student-teacher relationship and classroom physical competencies are significant predictors of both internalization and externalization behavioral problems; School physical competencies are only a significant predictor for externalizing behavior problem. Family demographic characteristics (parents' age at marriage, education level, occupation, average family income, number of siblings, number of children, caregivers, availability of children's and adult libraries, number of children's books owned, type of house lived in, status of home ownership), having a room for their children), parental behaviors, and protective factors in the family are not significant predictors of both social competence and behavioral problems.