Investigation of the effect of story based integrated social-emotional education program on the self-regulation skills and prosocial behaviors of pre-school children

In this study; the effect of story-based integrated social emotional education program on self-regulation skills and prosocial behaviours of pre-school children was investigated. The research was conducted by using experimental model. The study group consisted of 36 children in the 5-6 year old age group who attended to a public school in the city center of Konya in the 2022-2023 academic year. In the research, as data collection tools; there were used "Self-regulation Skills Scale"(Bayındır and Ural, 2016) and "Child Prosociality Scale"(Bağcı and Öztürk Samur, 2016) for evaluate self-regulation skills and prosocial behaviours of children. Children in the study group were divided into two groups: 18 in the experimental group and 18 in the control group."Self-regulation Skills Scale" and "Child Prosociality Scale" were applied to both groups as pre-test. Integrated Story-based Social Emotional Education Program were applied to the children in the experimental group for 10 weeks, four days a week, 60 minutes per session. In this process, the control group continued its education within the framework of Minister of National Education's pre-school education program. After the end of the training program "Self-regulation Skills Scale" and "Child Prosociality Scale" were applied to the experimental and control groups again as a post-test. SPSS 27.0 statistical package program was used to analyze the research data. ManWitney U Test and Wilcoxon signed rank test procedures were used for data analysis. When the results of the study were compared with the pre-test and post-test mean scores of the children in the experimental and control group; the increase in the scale scores of the experimental group children was higher than the control group children. The reason of the increase in the scores was more in favor of the experimental group may be that the children of the experimental group received training with the Integrated Story-based Education Social Emotional Education Program in addition to the preschool education program. In addition,when compared to the mean of "Self-regulation Skills Scale" and "Child Prosociality Scale" pretest-posttest scores of control group, it wes seen that there was a significant difference about the posttest mean scores of the experimental group children. It was seen meaningful that increasing the pretest-posttest point average scores of the experimental group children. This situation elicit that applied education program effects on self-regulation skills and prosocial behaviours. It was reached the end applied education program affects positively skills. It can be said that there was no significiant difference in the permanence test administrated to the experimental group children after four weeks and as a result, the program applied was permanent in increasing the self regulation skills and prosial behaviors of preschool children. As a result of the research, it was concluded that the Story Based Integrated Social Emotional Education Program applied positively affected the self regulation skills and prosocial behavior skills of preschool children. Keywords: Self regulation, Prosocial Behaviors, Social-Emotional Development