Investigating the relationship between preschool children's social emotional adjustment and self-regulation skills

Relational screening model was used in this study, which was conducted to determine the relationship between social emotional adaptation and self-regulation skills of pre-school children. The population of the research consists of children aged 60-71 months in independent kindergartens affiliated to the Ministry of National Education in the city center of Ağrı and in kindergartens affiliated to primary school in the 2020- 2021 academic year. The sample of the study consists of 405 children, 209 girls and 196 boys. In the research, "Personal Information Form" to obtain demographic data about children, "Marmara Social Emotional Adjustment Scale" developed by Güven and Işık (2006) to determine children's social-emotional adjustment, and to determine children's self-regulation skills, Bayındır and Ural (2016) "Self-Regulation Skills Scale" was used. In the statistical analysis phase of the study, the Kolmogorov-Smirnov test was used to determine whether the variables provided the assumption of normal distribution, and whether it provided the assumption of variance homogeneity was examined by the Levene test. Pearson Correlation Analysis was conducted to determine the relationship between preschool children's social emotional adjustment and self-regulation skills. Regression analysis was used to analyze whether self-regulation skills predict social emotional adjustment or not. According to the results of the research, there is a moderately positive relationship between children's social emotional adjustment and self-regulation skills. As children's self-regulation skills increases, their socialemotional adaptation also increases. Keywords: Social emotional adjustment, self-regulation skills, preschool education