5-6 Yaş Çocuklarının Okula Hazırlık Becerileri ile Sosyal Yetkinlik ve Duygu Düzenleme Becerileri Arasındaki İlişkinin İncelenmesi

Year 2024, Volume: 24 Issue: 4, 1964 - 1986, 15.12.2024

Şeyda Sezgin Acar , Türker Sezer

https://doi.org/10.17240/aibuefd.2024..-1410478

Abstract

Bu araştırmanın amacı, küçük çocukların okula hazırlık becerileri ile sosyal yetkinlik ve duygu düzenlemeleri arasındaki ilişkiyi incelemektir. 5-6 yaşında toplam 183 çocuğun katılımıyla gerçekleştirilen araştırma, ilişkisel tarama modelinde tasarlanmıştır. Veri toplama sürecinde "Kişisel Bilgi Formu", "Marmara İlköğretime Hazır Oluş Ölçeği", "Duygu Düzenleme Ölçeği" ve "Sosyal Yetkinlik ve Davranış Değerlendirme-30 Ölçeği" kullanılmıştır. Elde edilen verilerin dağılımı incelenmiş ve normal dağılımdan sapan verilerin analizi için non-parametrik testlerden yararlanılmıştır. Bulgular, okula hazırbulunuşluk ile sosyal yetkinlik ve duygu düzenleme arasında pozitif ve anlamlı bir ilişki olduğunu göstermiştir. Ayrıca, okula hazırlık becerilerine en fazla katkı sağlayan değişkenin sosyal yetkinlik ve duygu düzenleme becerisi olduğu tespit edilmiştir. Diğer yandan, anksiyete/içe dönüklük ve değişkenlik/olumsuzluk değişkenleri okula hazırlık için risk oluşturan faktörler olarak belirlenmiştir. Araştırma, yaş değişkeninin okula hazırlık, sosyal yetkinlik ve duygu düzenleme becerilerini etkilemediğini göstermiştir. Ancak, kız çocuklarının okula hazırlık, duygu düzenleme ve sosyal yetkinlik düzeylerinin erkek çocuklardan daha yüksek olduğu bulunmuştur. Elde edilen sonuçlar, mevcut literatür bağlamında detaylı bir şekilde tartışılmıştır.

Keywords

Okula hazırlık becerileri/Hazırbulunuşluk, Sosyal yetkinlik, Duygu düzenleme, 5-6 yaş grubu çocuklar.

Investigation of The Relationship Between Social Competence, Emotion Regulation Skills, and School Readiness in 5-6 Years Old Children

Abstract

The aim of this study is to examine the relationship between young children's school readiness skills and their social competence and emotion regulation. The study, which was conducted with the participation of 183 children aged 5-6 years, was designed in the relational survey model. "Personal Information Form", "Marmara Elementary School Readiness Scale", "Emotion Regulation Scale" and "Social Competence and Behaviour Rating-30 Scale" were used in the data collection process. The distribution of the data obtained was examined and non-parametric tests were used to analyse the data that deviated from the normal distribution. The findings showed that there was a positive and significant relationship between school readiness and social competence and emotion regulation. An important finding of the study revealed that social competence and emotion regulation skills were the most significant contributors to school readiness skills. On the other hand, anxiety/introversion and variability/negativity variables were identified as risk factors for school readiness. The study showed that the age variable did not have a significant impact on school readiness, social competence and emotion regulation skills. Finally, it was found that girls exhibited higher levels of school readiness, emotion regulation, and social competence compared to boys. The results obtained are discussed in detail in the context of the existing literature.

Keywords

School readiness, Social competence, Emotion regulation, 5–6-year-old children.

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