Examining emotion regulation skills and problem behaviors of children, and emotion regulation skills of their parents and teachers and classroom management skills of their teachers

This research aims to examine the relationship between emotion regulation skills and undesirable behaviors of preschool children, and emotion regulation skills of teachers and parents and teachers' classroom management skills. The research was a relational survey model, one of the quantitative research methods. The universe of the research consisted of all pre-school teachers, working in public or private pre-school education institutions affiliated to the Ministry of National Education in the city center od Siirt, the children enrolled in these schools and their parents. The sample of the research were 142 pre-school teachers who worked in public or private pre-school education institutions in the center of Siirt province affiliated to Ministry on National Education, and 687 children and 618 parents selected through simple random sampling method from each teacher's class. A personal information form prepared separately for teachers and children, Child Emotion Regulation Scale to evaluate children's emotion regulation skills, Cognitive Emotion Regulation Quastionnaire for adults to measure cognitive emotion regulation skills, Problem Behaviour Scale to determine undesirable behaviors of pre-school children, and Classroom Management Skill Level Scale to establish teacher's perceptions related to classroom management skills were used as quantitative data collection tools in the research. Based on the findings obtained from the research, it was demostrated that there was no significant difference in pre-school teachers' cognitive emotion regulation and classroom management skills in terms of gender, age, years of service, education level, field of graduation, class size, working status and school type variables. However, it was established that the emotion regulation skills and classroom regulation skills of teachers had a positive relationship, and cognitive emotion regulation skills predicted classroom management skills. It was deduced that cognitive emotion regulation skills of parents were related to gender, age, education level, socio-economic level and number of children. Children's emotion regulation skills and problem behavior level were discovered to be related to gender, education level of parents, parent's age and number of children. Additionally, it was detected that there was a relationship between the cognitive emotion regulation skills of parents and the problem behaviors of the children. A relationship between children's emotion regulation skills and their problem behavior was unearthed and their emotion regulation skills were found to predict problem behaviors. Suggestions within the framework of the results were presented.