The relationship between cognitive tempo and self regulation in early childhood

The aim of the study was to examine the relationship between the self-regulation levels of children and the conceptual tempo dimension they had. The study was conducted as a relational survey model. The sample of the study included 352 preschool children who were determined with disproportionate stratified sampling method and who had education in the 2018-2019 academic year in the kindergartens of the primary schools (n=124), private kindergartens (n=91), and official kindergartens (n=137) in the central district of Uşak, Turkey. The Kansas Reflection-Impulsivity Scale for Preschool Children-Form A developed by Wright (1971) and the Preschool Self-Regulation Assessment developed by Smith Donalt et al. (2007) were used as data collection tools in the study. Data were analyzed using SPSS 25.0 package program. After conducting the normality analyses for the values obtained from the scales, t-test for unrelated samples and Mann-Whitney U test were used in two-group comparisons while Anova and Kruskal Wallis tests were used for the comparison between three or more groups. Binary Logistic Regression Analysis was used to examine the relationship between self-regulation skills and conceptual tempo. The study found a positive significant correlation between self-regulation skills and conceptual tempo. It has been found that with the increase in the children's self-regulation skills, the possibility of them being reflective increases while the possibility of them being impulsive decreases.