An examination of the effects of child-parent relationship therapy training on the language and social development of children aged 3 to 6

The first six years of life are critical in shaping personality, as developmental experiences during this period have long-term effects on human growth. During these years, children acquire fundamental skills that help them adapt to their environment, interact with others, and participate in social life. Social development, which is shaped through language, communication, and relationships, strongly influences later academic, social, and emotional adjustment. Thus, the preschool years are vital both individually and socially. The aim of this study was to examine the effects of Child-Parent Relationship Therapy training on the language and social development of children aged 3–6 years. The sample consisted of 40% girls and 60% boys, half of whom had no siblings. Only 22.2% of the children had previous preschool education, 90% of the families reported middle income, and half of the parents were university graduates. The Denver II Developmental Screening Test was administered at three-month intervals. The results showed that the children were generally within the normal developmental range, but no statistically significant differences were found between pre-test, post-test, and follow-up assessments. Similarly, the results of the Social Competence and Behavior Evaluation Scale, the Empathy Scale, and the Filial Therapy Problem Checklist revealed no significant changes. However, correlation analyses indicated internal consistency within the dimensions of social competence and behavior. Compared with the literature, language development appeared to be particularly sensitive to socio-demographic factors, and the cultural limitations of the Denver II may have influenced the findings. Although previous studies have reported positive effects of filial therapy on parent-child relationships and children's socio-emotional development, the absence of significant results in this study can be explained by the small sample size and the short duration of the intervention. In conclusion, short-term interventions did not produce statistically significant improvements in the developmental and socio-emotional characteristics of children. Future studies with larger and more diverse samples, longer intervention periods, and complementary measurement tools are recommended to enhance generalizability and ensure more reliable outcomes. Keywords: Child Parent Relationship Therapy, Language Development, Social Development