Journal of Child and Development 2636-8935 Hatice BEKİR 10.36731/cg.1716134 Early Childhood Education Child Development Education Other Fields of Education (Other) Okul Öncesi Eğitim Çocuk Gelişimi Eğitimi Alan Eğitimleri (Diğer) Erken Çocukluk Döneminde Öz Düzenleme Gelişimi Üzerindeki İki Dilli Deneyimin Etkisi: Sistematik Bir İnceleme The Impact of Bilingual Experience on Self-Regulation Development in Early Childhood: A Systematic Review https://orcid.org/0000-0001-7150-4239 Şeker Meral Eğitim Fakültesi, Alanya Alaaddin Keykubat Üniversitesi https://orcid.org/0000-0002-7049-4128 Kern Sophie Laboratoire Dynamique Du Langage, UMR5596, CNRS-Lyon2 04 30 2026 Özel Sayı 33 42 06 14 2025 11 10 2025 Copyright © 2018, Journal of Child and Development 2018 Journal of Child and Development

Erken çocukluk döneminde bilişsel, psikolojik ve sosyal gelişimde önemli bir rol oynayan çok yönlü bir yapı olarak Öz Düzenleme (ÖD), bir hedefe ulaşmak için birden fazla işlev düzeyinde çalışan davranışları aktif olarak planlama ve düzenleme yeteneğini ifade eder. ÖD'nin akademik başarı, dil becerilerinin gelişimi, psikolojik ve fiziksel sağlık ve sosyal yeterlilik gibi birden fazla gelişim boyutu ile önemli korelasyonları vardır. ÖD strateji gelişimini etkileyen önemli değişkenler arasında, araştırmalar erken çocukluk dönemindeki iki dilliliğin çocukların belirli stratejileri geliştirmelerinde önemli bir role sahip olduğunu göstermektedir. Bu bağlamda, çalışmanın amacı okul öncesi çağındaki çocukların dilsel durumlarından (yani iki dilli veya çift dilli öğrenci olmak) etkilenen ÖD stratejilerinin göstergelerini derlemektir. Sistematik inceleme araştırma tasarımını benimseyen çalışma, makalelerin incelenmesinden elde edilen sonuçları bildirmektedir (N = 42). Erken çocukluk döneminde iki dillilik deneyimin önemini vurgulayan bulgular, bu dönemde çocukların dilsel durumları ile ÖD gelişimi arasında değişen derecelerde nedensel ilişki olduğunu göstermektedir. Bu dönemde stratejilerin geliştirilmesinin sonraki gelişim açısından önemli olduğu düşünüldüğünde, bulguların erken çocukluk döneminde SR gelişiminde dilsel deneyimlerin rolü konusunda daha derin tartışma ve araştırmaya yol açması amaçlanmaktadır.

As a multifaceted construct that plays a significant role in cognitive, psychological and social development in early childhood, Self-Regulation (SR) refers to the ability to actively plan and modulate behaviours operating across multiple levels of function in pursuit of a goal. SR has significant correlations with multiple positive outcomes such as academic success, development of language skills, psychological and physical health, and social competence. Among the significant variables affecting SR strategy development, research indicate that early childhood bilingualism has a significant role in children’s development of specific strategies. In this respect, the aim of the study is to compile the indicators of SR strategies impacted by linguistic state (i.e., being bilingual or dual-language learner) of children in preschool age. Adopting systematic review research design, the study reports the results obtained from the review of the articles (N=42). Highlighting the significance of bilingual experience in early childhood, the findings indicate varying degrees of casual relationship between children’s linguistic state and SR development in this period. Considering that the development of the strategies during this period is essential for later development, the findings are meant to lead to further discussions and research on the role of linguistic experiences in SR development in early childhood.

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