Investigation of the relationship between family involvement and the number and counting skill of 60-72 monthly children

The aim of this study is to examine the relationship between family involvement and the counting skills of 60-72 month-old children. The research was organized according to the quantitative research method. It was designed in accordance with the correlational survey model. The study group consisted of a total of 151 children in the 60-72 month age group (69 girls and 82 boys) attending pre-school education institutions and their families. The research was conducted in pre-school education institutions in Adapazarı and Serdivan districts of Sakarya in the academic year of 2019-2020. The data of the study were obtained by using "Personal Information Form", "Early Issue Test" and "Family Involvement Scale". The data were analyzed using the SPSS 22 program. In the process of data analysis, first of all, parametric test conditions were sought. The distribution of the data was examined using the Shapiro-Wilk test and it was found that the distribution was not normal. For this reason, 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 results obtained from the study, it was determined that some of the EST sub-dimensions differed in terms of variables such as duration of school attendance (classification, matching, counting, structural counting), education levels of the parents (consequential counting), and income level of the family (classification and consequential counting). In addition to these results, it was found out that family involvement differentiated according to duration school attendance (home-based family involvement), parents' education levels (school-based family involvement), and family income level (school-based involvement). In addition, it was concluded that there is a low level, positive and significant relationship between home-based family involvement and children's prediction skills. It was understood that between other family involvement sub-dimensions and counting skills were not significantly related. The results obtained in the study were discussed in the context of the relevant literature. KEYWORDS: Early Childhood Period, Early Counting Skills, Number and Counting Skills, Family Involvement