Using bibliotherapy to support preschool children's self-regulation skills

This study aimed to examine the impact of bibliotherapy-based activities, designed to support preschool children's self-regulation skills, on the development of these skills following the intervention. To reveal this situation in depth and detail, a qualitative research method, the case study design, was employed, specifically using a holistic single-case pattern. In order to provide a stronger explanation of the existing situation, quantitative data were also collected in addition to qualitative data. The study group consisted of 17 five-year-old children (five girls and twelve boys) attending a preschool class affiliated with the Ministry of National Education in Yenişehir, Mersin. Eight storybooks were selected for use in the study based on expert opinions, with the primary criterion being their potential to foster children's self-regulation skills. Activities centered around these books and their stories were implemented twice a week over a period of eight weeks. The data collection tools included a Personal Information Form, the Self-Regulation Skills Scale (SRSS), the Self-Regulation Skills Checklist, and an Observation Form used during the intervention process. Quantitative data were analyzed using the Wilcoxon Signed-Rank Test, as they did not exhibit a normal distribution, while qualitative data were evaluated through content analysis. Findings based on the SRSS indicated that children's self-regulation skills showed a statistically significant improvement compared to pre-intervention results. Furthermore, the checklist and observation form revealed positive progress in all three dimensions of attention, emotion regulation, and behavior regulation throughout the process.