Investigation of the relationship between resilience level and level of mathematics and scientific process skills of 5 years old children in preschool education

In this study, it is aimed to determine the resilience level and mathematics and scientific process skills of 5-year-old children who continue preschool education, whether they differ significantly in terms of independent variables of the resilience level and mathematics and scientific process skills (gender, number of siblings, mother education level, father education level and family income level) and the relationship between them. In terms of the aims to be achieved in the research, the descriptive research method based on the quantitative research model and the correlational research method were used. The universe of this research consists of 5-year-old children who continue their pre-school education in the independent districts and kindergartens of the Malatya province (Battalgazi and Yeşilyurt) in the 2018-2019 academic year. Criterion sampling, which is one of the purposeful sampling methods, was used in determining the sample. The sample of the study consists of 384 children, 5 years of age, who normally attend pre-school education in independent kindergartens in the central districts of Malatya Province Battalgazi and Yeşilyurt, who comply with at least one risk factor in the list of risk factors used as criteria and adapt to the environment. As data collection tools; "Child Personal Information Form", "Risk Factors List", "Early Childhood Resilience Scale", "Early Childhood Mathematics Education Content Standards Scale" and "Science Process Observation Form" were used. The data reached were expressed in percentage and frequency tables, data analyzes were carried out and evaluations were made using the SPSS statistics program. In determining whether the resilience, mathematics and scientific process skill levels of 5-year-old children who continue preschool education differ significantly according to independent variables; independent sample t-test for gender; one-way analysis of variance (ANOVA) for the number of siblings, mother's education and father's education; For the family income level, analyzes were made using the Kruskal-Wallis test. Pearson Correlation coefficients were calculated to determine the relationship between the level of child resilience and math skills, between scientific process skills and level of resilience, and between math skills and scientific process skills. Simple linear regression analysis was carried out to find out to what extent children's resilience levels predicted mathematics and scientific process skill levels. In line with the results obtained in the study, the resilience, mathematics and scientific process skill levels of the 5-year-old children who attend preschool education were found generally high. While there was a significant difference between the resilience levels of children and the variables of gender, father's educational status and family income, there was no significant difference between the number of siblings and mother's educational status. While there was no significant difference between the mathematical skill levels and gender of the children, there was a significant difference between the number of siblings, parental education and family income levels. However, while there was a significant difference between the scientific process skill levels of the children and the number of siblings, father's education level and family income level, no significant difference was found between gender and mother's education status. There was a moderately positive correlation between resilience and math skills, and a high level of positive correlation between resilience and scientific process skills. In addition, it was concluded that the resilience levels of children are a significant predictor of mathematics and scientific process skill levels. In this context, educators can make special contributions to multi-faceted development by supporting the social, behavioral and affective characteristics of the schools, not only focusing on academic achievement/skill, but all development areas affect and complement each other and development is a whole. Key Words: Preschool education, resilience, math skills, scientific process skills.