Investigation of the effects of activites in develeping self regulation skills in kindergarten

This study examined the impact of activities targeting different skill areas on the development of self-regulation skills in children aged 60 to 72 months attending kindergarten. A quasi-experimental design with pre-test and post-test control groups—a widely used quantitative method—was used to determine the effects of these activities during early childhood. The study conducted a total of 60 children (30 in the experimental group and 30 in the control group) who were enrolled in a preschool institution affiliated with the Ministry of National Education in Esenler district of Istanbul during the 2024–2025 academic year. SPSS 25.0 software was used to analyze the quantitative data obtained from the study. Data were collected in two stages, and the "Self-Regulation Skills Scale" was used as the quantitative data collection tool. According to the findings, when the pre-test and post-test scores of children in the experimental group on the Self-Regulation Skills Scale were compared, significant increases were observed, particularly in items 14, 18, 23, 27, and 28; and the overall average score was found to exceed 4.40. Accordingly, it was revealed that there was a statistically significant difference between the pre-test and post-test scores of children in the experimental group. This result indicates that self-regulation-supportive activities planned and implemented in various skill areas are effective in improving children's self-regulation skills. The findings of the study are considered to be beneficial especially for preschool teachers, researchers in the field, educators, parents, and other stakeholders interested in the subject. As a result, it was observed that structured and self-regulation-based activities create systematic and positive effects on preschool children's self-regulation skills; and it was emphasized that such programs should be integrated into the early childhood education curriculum