Examination of preschool children's academic self-perception, social behaviors, and play behaviors

The preschool period establishes the foundation for essential skills and behaviors that children will possess throughout their lives. The development of positive social relationships, perception of academic abilities and achievements, creativity, and problem-solving skills during this period significantly impact children's future success and quality of life. With this perspective in mind, this study aims to investigate preschool children's academic self- perception, social behaviors, and play behaviors. The study included children aged between 36-72 months attending preschools under the Ministry of Family, Labor, and Social Services in the Yenimahalle and Çankaya districts of Ankara, Turkey. The research employed a Data Collection Form prepared by the researcher to gather information about the children and their families, the Academic Self-Perception Scale (ASPS) to assess children's level of academic self-esteem, the Play Behavior Scale for Children aged 36-71 Months (PBSC) to evaluate children's play behaviors, and the Preschool Social Behavior Scale-Teacher Form (PSBS-TF) to measure children's social behaviors. The study findings revealed significant differences in children's academic self-esteem, social behaviors, and play behaviors based on demographic variables. Moreover, significant relationships were identified between specific subscales of the PBSC and the PSBS-TF. These relationships included silent behavior and physical and relational aggression, solitary play and depressive mood, parallel play and positive social behaviors and depressive mood, and positive social behaviors and academic self-esteem. Additionally, a positive significant relationship was found between physical aggression and relational aggression with push-and-shove play, as well as between academic self-esteem and positive social behaviors. On the other hand, negative significant relationships were observed between silent behavior and social play behaviors and academic self-esteem, solitary play and positive social behaviors and academic self-esteem, social play and physical aggression, relational aggression, and depressive mood, and push-and-shove play and positive social behaviors and academic self-esteem. These findings provide valuable insights into children's development and the support of their educational processes.