Investigation of the relationship between socialcompetence, emotion regulation skills and schoolreadiness in 5-6 years old children

This research was carried out to determine the relationship of social competence and emotion regulation skills of children attending pre-school education with their school readiness skills. In the study, in which the relational screening model was used, a total of 183 children, 88 girls, and 95 boys, between the ages of 5-6 were reached among the independent kindergartens and kindergartens connected to primary education in Bolu city center in the 2018-2019 academic year. In the acquisition of the research data, "Personal Information Form", "Marmara Primary Education Readiness Scale", "Emotion Regulation Scale", and "Social Competence and Behavior Evaluation - 30 Scale" were used. SPSS 22 program was used in the analysis of the data. First of all, whether the scores show a normal distribution or not was examined by the Shapiro-Wilk test and it was determined that the scores did not show a normal distribution. Therefore, non-parametric tests Mann Whitney U, Kruskal Wallis H tests, and Spearman's Rho correlation coefficient were used in the analysis of sub-problems. According to the findings of the study, it was determined that the age of the children, the education level of the parents, and the income status of the family are not variables that affect school readiness. However, it has been understood that the school readiness of girls is higher than boys. In terms of social competence, while children's ages and educational status of their fathers were not effective, children's gender, maternal education status, and family income were determined as effective variables. While emotion regulation skills differ according to the gender variable, it is understood that they do not differ according to the age of the children, the education level of the parents, and the income level of the family. In addition to these results, it was understood that the most important variable that negatively affects school readiness is "anxiety/introversion" and "variability/negativity". It has been revealed that the most important variable contributing to school readiness is social competence and emotion regulation skills. In the light of the results of the study, it can be stated that the risk factors in terms of school readiness are anxiety/introversion, low parental education status, and low income.