Examining the relationship between classroom environments in preschool educational institutions and children's resilience and emotion regulation skills

The method of this research, which examines the relationship between the classroom environment in preschool education institutions and children's emotion regulation skills and resilience, is a quantitative research method and the research was planned in a correlational research design. The universe of the research consists of preschool children between the ages of 48-72 months who are continuing their preschool education in independent kindergartens and primary ands econdary schools affiliated to the Ministry of National Education in the Akçakale district of Şanlıurfa province in the 2023-2024 academic year. In this study, criterion sampling, one of the purposeful sampling techniques, was adopted in the sample determination process. In this direction, preschool children of different genders and ages attending different classes in the Akçakale district of Şanlıurfa province were included in the study. The "Early Childhood Classroom Environment Assessment Scale" developed by Acer and others (2022) for the purpose of evaluating children's learning environment, the "Early Childhood Resilience Scale (ECRS)" developed by Ersay (2016) for the purpose of evaluating children's resilience, and the "Emotion Regulation Scale" translated into Turkish and adapted by Batum and Yağmurlu (2007) for measuring children's emotion regulation skills were used in the research. According to the research findings, no significant difference was found between the genders in terms of the total scores of the emotion regulation scale. In terms of the total scores of the early childhood resilience scale, the scales cores of girls were higher than those of boys. No significant difference was found between the scores of the early childhood resilience scale and the age groups and the number of siblings. No significant difference was found between the children's previous preschool education and their emotion regulation skills. The total scores of the emotion regulation scale and the total scores of the early childhood resilience scale were found to be significantly higher for children studying in kindergarten than for children studying in kindergarten. Keywords: classroom environment, emotion regulation, resilience