Comparison and contrast between social emotional sufficiency and perspective-taking skills of children aged 5-6 benefiting from pre-school education

The objective of this study is to explore the social emotional sufficiency and perspective-taking skills of children aged 5-6 benefiting from pre-school education with regards to various variables. 210 students aged 5-6 studying at 3 different preschools, determined randomly, out of 10 public preschools in total affiliated with Ministry of Education in Isparta city district as well as their teachers. Personal Info Sheet, Social-Emotional Sufficiency Rating Scale and Perspective-taking Test have been used in the study as data collecting tools. The data obtained has been analyzed, based on the category number of independent variables, in SPPS 22 software through T test and One-Way Analysis of Variance for independent samples and The Scheff Test has been used to investigate the group differences that emerged in significant differences. The correlation between social emotional sufficiencies and perspective-taking has been analyzed via Pearson Correlation Coefficient. The significance level has been set as 0,05 in the statistics. In this study, there was no statistically significant difference in the scores obtained from the social-emotional competence scale of children according to sex, birth order, sibling number and duration of pre-school education while a significant difference was found in the age-related total score, social-emotional competence and self-control subscale average scores. When the scores obtained from the children's perspective-taking tests were examined, there was a significant difference in the mean scores of perceptual perception according to the order of birth, perspective-taking according to duration of benefit from preschool education total score and perceptual perception-taking subtest mean scores. When the results of the parents were examined, it was found that there was no statistically significant difference in the mean scores of the children's social-emotional competence scale, total score and subscale scores of the children according to mother's age, education level and occupation; however, there was a difference in the total score of social-emotional competence according to father's age and subscale mean scores showed a difference in favor of the children of the fathers aged 41 and over. While there was no significant difference in total and subscale average scores of the children's social-emotional competence according to the father education level, a significant difference was found in favor of self-employed fathers' children in the self-regulation / responsibility subscale scores. No significant difference was found in total and subscale average scores of the children's perspective-taking tests according to the father's age and profession while there was a significant difference in total and subscale average scores of the children's perspective-taking tests in favor of children with fathers with graduate degrees as well as in sub-test average scores of the children's perceptional perspective-taking tests in favor of children with fathers with undergraduate degrees. There was no statistically significant difference between total and subscale average scores of children's social-emotional competence scale and those of children's perspective-taking tests.