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

Yıl 2024, Cilt: 24 Sayı: 4, 1964 - 1986, 15.12.2024

Şeyda Sezgin Acar , Türker Sezer

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

Öz

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.

Anahtar Kelimeler

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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

• Adeyemi, B. A., & Adebanjo, I. N. (2018). Home environment and parental ınvolvement as determinants of preschoolers’ readiness for primary school education in Osun State, Nigeria. American Journal of Educational Research, 6(6), 673-680. http://dx.doi.org/10.12691/education-6-6-14
• Akay, D., & Ceylan, R. (2017). Anaokulu ve ilkokul birinci sınıfa devam eden 60-71 aylık çocukların zihinsel-dil gelişimleri açısından ilkokula hazır oluş düzeylerinin karşılaştırılması. Electronic Turkish Studies, 12(18), 21-34. http://dx.doi.org/10.7827/TurkishStudies.12090
• Akaydın, T. N. (2019). Okul öncesi kuruma devam eden 3-6 yaş arasındaki çocuklarda babanın ebeveynlik stilinin çocuğun sosyal yetkinlik ve davranışları ile ilişkisi, [Yayımlanmamış yüksek lisans tezi], Ufuk Üniversitesi.
• Alpgan, Ö., Kara, T., & Yılmaz, S. (2018). Ebeveyn tutumlarının çocukların okula hazır olma durumuna etkisi ve ilişkili faktörler. Bakırköy Tıp Dergisi, 14, 408-414. http://dx.doi.org/10.4274/BTDMJB.20180326021029
• Arnold, D., Kupersmidt, J., Voegler-Lee, M., & Marshall, N. (2012). The association between preschool children’s social functioning and their emergent academic skills. Early Childhood Research Quarterly, 27(3), 376–386. https://doi.org/10.1016/j.ecresq.2011.12.009
• Atmaca, R., Gültekin Akduman, G., & Şepitçi Sarıbaş, M. (2021). Okul öncesi çocuklarının sosyal beceri düzeylerinin annelerinin empati becerileri ile ilişkisi. Elektronik Sosyal Bilimler Dergisi, 20(77), 134-151. https://doi.org/10.17755/esosder.734518
• Batum, P., & Yağmurlu, B. (2007). What counts in externalizing behaviors? The contributions of emotion and behavior regulation. Current Psychology, 25(4), 272–294. https://doi.org/10.1007/BF02915236
• Bayındır, D., &, Biber K. (2019). 60-72 aylık çocukların okula hazır bulunuşluk düzeyleri ile öz düzenleme beceri düzeyleri arasındaki ilişkinin incelenmesi. Kalem Eğitim ve İnsan Bilimleri Dergisi, 9(1), 135-154. https://doi.org/10.23863/kalem.2018.105
• Bayındır, D., Güven, G., Sezer, T., Aksin Yavuz, E., & Yilmaz, E. (2017). The Relationship between maternal acceptance-rejection levels and preschoolers' social competence and emotion regulation skills. Journal of Education and Learning, 6(2), 305-316. https://doi.org/10.5539/jel.v6n2p305
• Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., ... & Gill, S. (2008). Promoting academic and social‐emotional school readiness: The Head Start REDI program. Child development, 79(6), 1802-1817. https://doi.org/10.1111/j.1467-8624.2008.01227.x
• Bozkurt Yükçü, Ş., & Demircioğlu, H. (2017). Okul öncesi dönem çocuklarının duygu düzenleme becerilerinin çeşitli değişkenler açısından incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (44), 442-466. https://doi.org/10.21764/maeuefd.336085
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
• Buckshaw, S. (2007). Ready schools: Assessing the value of social context variables as predictors of schools' readiness for children, [Unpublished doctoral dissertation], University of Akron.
• Carlson, S., & Wang, T. (2007). Inhibitory control and emotion regulation in preschool children, Cognitive Development, 22(4), 489-510. https://doi.org/10.1016/j.cogdev.2007.08.002
• Chesteen, H. E., Perkins, R. A., Timmons, E. O., Parker, J. B., & Addison, W. P. (1967). Effectiveness of the Head Start Program in enhancing school readiness. Child Welfare, 46(5), 275-279. https://www.jstor.org/stable/45398808
• Christensen, D., Taylor, C. L., Hancock, K. J., & Zubrick, S. R. (2022). School readiness is more than the child: a latent class analysis of child, family, school, and community aspects of school readiness. Australian Journal of Social Issues, 57(1), 125-143. https://doi.org/10.1002/ajs4.138
• Cinkılıç, H. (2009). Okul öncesi eğitimin ilköğretim 1. sınıf öğrencilerinin okul olgunluğuna etkisinin incelenmesi, [Yayımlanmamış yüksek lisans tezi]. Selçuk Üniversitesi.
• Cooke, J., Kochendorfer, L., Stuart-Parrigon, K., Koehn, A., & Kerns, K. (2019). Parent–child attachment and children’s experience and regulation of emotion. A meta-analytic review. Emotion, 19(6), 1103–1126. https://doi.org/10.1037/emo0000504
• Çorapçı, F., Arslan, N., Yalçın, D., & Yağmurlu, B. (2010). Okul öncesi dönemde duygusal, davranışsal ve sosyal uyum taraması: Sosyal Yetkinlik ve Davranış Değerlendirme-30 Ölçeği, Çocuk ve Gençlik Ruh Sağlığı Dergisi, 17(2), 63-74. Erisişm adresi: https://tr-scales.arabpsychology.com/wp-content/uploads/pdf/sosyal- yetkinlik-ve-davranis-degerlendirme-30-olcegi-toad.pdf
• Damon, W., Lerner, R. M., & Eisenberg, N. (Eds.). (2006). Handbook of child psychology, social, emotional, and personality development. John Wiley & Sons.
• Denham, S. A., Bassett, H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Childhood Education Journal, 40, 137-140. https://doi.org/10.1007/s10643-012-0504-2
• Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428
• Efthymia, P., & Konstantinos, P. (2018). Assessing young children’s social competence: the greek version of the social competence scale for preschoolers-parent version. European Journal of Educational and Development Psychology, 6(4), 16-28.
• Eisenberg, N., Fabes, R., Bernzweig, J., Karbon, M., Poulin, R., & Hanish, L. (1993). The Relationsof emotionality and regulation to preschoolers’ social skills and sociometric status, Child Development, 64(5), 1418–1438. https://doi.org/10.1111/j.1467-8624.1993.tb02961.x
• Erkan, S., & Kırca, A. (2010). Okul öncesi eğitimin ilköğretim birinci sınıf öğrencilerinin okula hazır bulunuşluklarına etkisinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38, 94-106. Erişim adresi: https://dergipark.org.tr/en/download/article-file/87443
• Forget‐Dubois, N., Dionne, G., Lemelin, J. P., Pérusse, D., Tremblay, R. E., & Boivin, M. (2009). Early child language mediates the relation between home environment and school readiness. Child Development, 80(3), 736-749. https://doi.org/10.1111/j.1467-8624.2009.01294.x
• Fosco, G., & Grych, J. (2012). Capturing the family context of emotion regulation: A family systems model comparison approach. Journal of Family Issues, 34(4), 557-578. https://doi.org/10.1177/0192513X12445889
• Gadaire, D., Henrich, C., & Finn-Stevenson, M. (2016). Longitudinal effects of parent–child ınteractions on children’s social competence. Research on Social Work Practice, 27(7), 767–778. https://doi.org/10.1177/1049731516632592
• Gregory, T., Dal Grande, E., Brushe, M., Engelhardt, D., Luddy, S., Guhn, M., ... & Brinkman, S. (2021). Associations between school readiness and student wellbeing: A six-year follow-up study. Child Indicators Research, 14(1), 369-390. https://doi.org/10.1007/s12187-020-09760-6
• Gülay, H. (2009). Okul öncesi dönemde akran ilişkiler. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(22), 82-93. Erişim adresi: https://dergipark.org.tr/en/download/article-file/857167
• Gündüz, H., & Özarslan, N. (2017). Farklı yaş kategorilerinde ilkokula başlayan öğrencilerin okul olgunluğu ve öğretmen görüşlerine göre okula uyum problemleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 212-230. https://doi.org/10.17240/aibuefd.2017.17.28551-304630
• Hair, E., Halle, T., Terry-Humen, E., Lavelle, B., & Calkins, J. (2006). Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade. Early Childhood Research Quarterly, 21(4), 431-454. https://doi.org/10.1016/j.ecresq.2006.09.005
• Halle, T. G., Hair, E. C., Wandner, L. D., & Chien, N. C. (2012). Profiles of school readiness among four-year-old Head Start children. Early Childhood Research Quarterly, 27(4), 613-626. https://doi.org/10.1016/j.ecresq.2012.04.001
• Harrington, E. M., Trevino, S. D., Lopez, S., & Giuliani, N. R. (2020). Emotion regulation in early childhood: Implications for socioemotional and academic components of school readiness. Emotion, 20(1), 48–53. https://doi.org/10.1037/emo0000667
• Hartman, S., Winsler, A., & Manfra, L. (2016). Behavior concerns among low-ıncome, ethnically and linguistically diverse children in child care: Importance for school readiness and kindergarten achievement. Early Education and Development, 28(3), 255-273. https://doi.org/10.1080/10409289.2016.1222121
• Hayes, M., Mason, E., & Covert, R. (1975). Validity and reliability of a simple device for readiness screening. Educational and Psychological Measurement, 35(2), 495-498. https://doi.org/10.1177/001316447503500234
• Heckman, J. J., & Kautz, T. (2012). Hard evidence on soft skills. Labour economics, 19(4), 451-464. https://doi.org/10.1016/j.labeco.2012.05.014
• Herndon, K., Bailey, C., Shewark, E., Denham, S., & Bassett, H. (2013). Preschoolers’ emotion expression and regulation: Relations with school adjustment. The Journal of Genetic Psychology, 174(6), 642–663. https://doi.org/10.1080/00221325.2012.759525
• Howse, R. B., Calkins, S., Anastopoulos, A., Keane, S., & Shelton, T. (2003). Regulatory contributors to children's kindergarten achievement. Early Education and Development, 14(1), 101-120. https://doi.org/10.1207/s15566935eed1401_7
• Hughes, C., White, N., Foley, S., & Devine, R. T. (2018). Family support and gains in school readiness: A longitudinal study. British Journal of Educational Psychology, 88(2), 284-299. https://doi.org/10.1111/bjep.12188
• Janus, M., & Duku, E. (2007). The school entry gap: Socioeconomic, family, and health factors associated with children's school readiness to learn. Early education and development, 18(3), 375-403. https://doi.org/10.1080/10409280701610796aJeon, S., & Neppl, T. (2019). Economic pressure, parent positivity, positive parenting, and child social competence. Journal of Child and Family Studies, 28(5), 1402-1412. https://doi.org/10.1007/s10826-019-01372-1
• Józsa, K., & Barrett, K. (2018). Affective and social mastery motivation in preschool as predictors of early school success: A longitudinal study. Early Childhood Research Quarterly, 45, 81-92. https://doi.org/10.1016/j.ecresq.2018.05.007
• Karasar, N. (2014). Bilimsel Araştırma Yöntemi. Nobel.
• Keogh, B. K., & Smith, C. E. (1970). Early identification of educationally high potential and high risk children. Journal of School Psychology, 8(4), 285-290. https://doi.org/10.1016/0022-4405(70)90006-3
• Kim, J., Yu, H., & Kim, H. K. (2022). Effects of cumulative family risks on school readiness skills: A cross-cultural study between the US and Korea. Early Childhood Research Quarterly, 61, 15-24. https://doi.org/10.1016/j.ecresq.2022.05.002
• Kutluca Canbulat, A. N. & Yıldızbaş, F. (2014). Okul öncesi ve sınıf öğretmenlerinin 60- 72 aylık çocukların okula hazır bulunuşluklarına ilişkin görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 14(1), 33-50.Lally, J. R. (2010). School readiness begins in infancy. Phi Delta Kappan, 92(3), 17-21. https://doi.org/10.1177/003172171009200305
• Lau, E. Y., Li, H., & Rao, N. (2011). Parental involvement and children's readiness for school in China. Educational Research, 53(1), 95-113. https://doi.org/10.1080/00131881.2011.552243
• Lee, J. Y., & Chung, I. J. (2016). Predictor variables of developmental trajectories in problem behavior and school adjustment among children from low-income families. Journal of the Korean Society of Child Welfare, 54, 173-197. Erişim adresi: https://www.dbpia.co.kr/journal/articleDetail?nodeId=NODE07113873
• Lee, J., Choi, S., & Moon, Y. (2020). Longitudinal developmental paths of children's school adjustment in the first grade of elementary school: The effects of preschooler's external problem behaviors at age 6 and mother's accumulated parenting stress. Korea Journal of Child and Education, 124, 67-92, https://doi.org/10.37918/kce.2020.09.124.67
• Maxwell, K., & Clifford, R. (2004). School readiness assessment. Young children, 59(1), 42-46. Erişim adresi: https://www.medicosescolares.com.ar/articulos/299_Maxwell2004.pdf
• McBryde, C., Ziviani, J., & Cuskelly, M. (2004). School readiness and factors that influence decision making. Occupational Therapy International, 11(4), 193-208. https://doi.org/10.1002/oti.211
• McCabe, P. C., & Altamura, M. (2011). Empirically valid strategies to improve social and emotional competence of preschool children. Psychology in the Schools, 48(5), 513-540. https://doi.org/10.1002/pits.20570
• Montroy, J., Bowles, R., Skibbe, L., & Foster, T. (2014). Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement. Early Childhood Research Quarterly, 29(3), 298–309. https://doi.org/10.1016/j.ecresq.2014.03.002
• Nonoyama-Tarumi, Y., & Bredenberg, K. (2009). Impact of school readiness program interventions on children's learning in Cambodia. International Journal of Educational Development, 29(1), 39-45.
• Ogelman, H., Seçer, Z., Gündoğan, A., & Bademci, D. (2015). 68-72 aylık okul öncesine ve ilkokula devam eden çocukların okula uyum ve öğretmenleriyle ilişkilerinin karşılaştırılması. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi, 34(1), 1-17.
• Oktay, A. (2010). İlköğretime hazırlık ve ilköğretim programları. Pegem Yayıncılık.
• Öneren Şendil, Ç. (2010). An investigation of social competence and behavioral problems of 5-6 year-old children through peer preference, temperament and gender, [Unpublished master's thesis], Middle East Technical University.
• Özyurt, M., & Güzel, N. (2018). Okul Öncesi Eğitimi Alan Çocukların Okul Olgunluğu Düzeylerinin ve Okul Olgunluğuna İlişkin Öğretmen Görüşlerinin İncelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 14(3), 1250-1267. https://doi.org/10.17860/mersinefd.441260
• Pagani, L. S., Fitzpatrick, C., Archambault, I., & Janosz, M. (2010). School readiness and later achievement: a French Canadian replication and extension. Developmental psychology, 46(5), 984. https://doi.org/10.1037/a0018881
• Parker, F. L., Boak, A. Y., Griffin, K. W., Ripple, C., & Peay, L. (1999). Parent-child relationship, home learning environment, and school readiness. School Psychology Review, 28(3), 413-425. https://doi.org/10.1080/02796015.1999.12085974
• Polat Unutkan, Ö. (2003). Marmara İlköğretime Hazır Oluş Ölçeğinin Geliştirilmesi ve Standartizasyonu [Yayımlanmamış doktora tezi]. Marmara Üniversitesi.
• Polat Unutkan, Ö. (2007). Okul öncesi dönem çocuklarının matematik becerileri açısından ilköğretime hazır bulunuşluğunun incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 243-254. Erişim adresi: https://dergipark.org.tr/en/download/article-file/87621
• Polat, Ö., & Atış Akyol, N. (2016). Analyzing the relationship between school readiness and peer relations of five-year-old children. International Journal on New Trends in Education and Their Implications, 7(4), 29-39.
• Polat, Ö., & Yağbasan, Ş. (2019). 60-72 aylık çocukların sosyal problem çözme becerileri ile ilkokula hazır bulunuşluk düzeyleri arasındaki ilişkinin incelenmesi. Trakya Eğitim Dergisi, 9(4), 869-891. https://doi.org/10.24315/tred.535621
• Polat, Ö., & Yavuz, E. A. (2016). The relationship between the duration of preschool education and primary school readiness. Childhood Education, 92(5), 396-404. https://doi.org/10.1080/00094056.2016.1226115
• Pons, F., Lawson, J., Harris, P., & De Rosnay, M. (2003). Individual differences in children's emotion understanding: Effects of age and language. Scandinavian Journal of Psychology, 44(4), 347-353. https://doi.org/10.1111/1467-9450.00354
• Posada, G., Vaughn, B., Veríssimo, M., Lu, T., Nichols, O., El-Sheikh, M., & Kaloustian, G. (2019). Preschoolers’ secure base script representations predict teachers’ ratings of social competence in two independent samples. Attachment & Human development, 21(3), 238- 252. https://doi.org/10.1080/14616734.2019.1575549
• Premo, J., & Kiel, E. (2014). The effect of toddler emotion regulation on maternal emotion socialization: Moderation by toddler gender. Emotion, 14(4), 782–793. https://doi.org/10.1037/a0036684
• Quirk, M., Furlong, M., Lilles, E., Felix, E., & Chin, J. (2011). Preliminary development of a kindergarten school readiness assessment for Latino students. Journal of Applied School Psychology, 27(1), 77-102. https://doi.org/10.1080/15377903.2010.540518
• Quirk, M., Grimm, R., Furlong, M. J., Nylund-Gibson, K., & Swami, S. (2016). The association of Latino children’s kindergarten school readiness profiles with Grade 2–5 literacy achievement trajectories. Journal of Educational Psychology, 108(6), 814–829. https://doi.org/10.1037/edu0000087
• Ricciardi, C., Manfra, L., Hartman, S., Bleiker, C., Dineheart, L., & Winsler, A. (2021). School readiness skills at age four predict academic achievement through 5th grade. Early Childhood Research Quarterly, 57, 110-120. https://doi.org/10.1016/j.ecresq.2021.05.006
• Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher–child relationships. Attachment & Human Development, 14(3), 213-231. https://doi.org/10.1080/14616734.2012.672262
• Seçer, Z. (2017). Sosyal olarak yetkin okul öncesi çocukların duygu düzenlemeleri ile annelerinin duygu sosyalleştirme davranışları arasındaki ilişkiler. Kastamonu Eğitim Dergisi, 25(4), 1435-1452. https://doi.org/10.24106/kefdergi.332488
• Snow, K. L. (2006). Measuring school readiness: Conceptual and practical considerations. Early education and development, 17(1), 7-41. https://doi.org/10.1207/s15566935eed1701_2
• Sowe, M. (2012). School Readiness and Transition in the Gambia. Triennale on Education and Training in Africa Ouagadougou, 12-17. Erişim adresi: https://triennale.adeanet.org/2012/sites/default/files/2018-07/1.5.10_document_sub_theme_1.pdf
• Sung, Y. (2021). The influence of young children's school readiness, academic ability, and social competence on school adaptation and academic performance. Korean Journal of Teacher Education, 37 (2), 567-587, https://doi.org/10.14333/KJTE.2021.37.2.25
• Thompson, R. (1994). Emotion regulation: A theme in search of definition. Monographs of the society for research in child development, 59 (2/3), 25-52. https://doi.org/10.2307/1166137
• Thompson, R. A., & Lagattuta, K. H. (2006). Feeling and understanding: Early emotional development. In K. McCartney & D. Phillips (Eds.), Blackwell Handbook of Early Childhood Development (pp. 317–337). Blackwell Publishing Ltd. https://doi.org/10.1002/9780470757703.ch16
• Trentacosta, C., Izard, C., Mostow, A., & Fine, S. (2006). Children's emotional competence and attentional competence in early elementary school. School Psychology Quarterly, 21(1), 48–170. https://doi.org/10.1521/scpq.2006.21.2.148
• Tutal, Ö., & Oral, B. (2015). İlk okuma-yazma öğrenmede okula başlama yaşının okuma-yazma başarısına etkisi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 24, 96-121. https://doi.org/10.14582/DUZG
• Türkyılmaz, M., & Pekdoğan, S. (2019). 6-7 yaş çocuklarda okul öncesi eğitimin ilkokul birinci sınıftaki sosyal yeterlik ve hazırbulunuşlukla ilişkisi. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22(42), 159-174. https://doi.org/10.31795/baunsobed.657288
• Ural, O., Güven, G., Sezer, T., Efe Azkeskin, K., & Yılmaz, E. (2015). Okul öncesi dönemdeki çocukların bağlanma biçimleri ile sosyal yetkinlik ve duygu düzenleme becerileri arasındaki ilişkinin incelenmesi. Hacettepe University Faculty of Health Sciences Journal, 1, 589−598. Erişim adresi: https://dergipark.org.tr/en/download/article-file/88892
• Uyanık, G., Bayındır, D., & Değirmenci, Ş. (2021). Akademik ve sosyal duygusal okula hazırbulunuşluk ile öz düzenleme becerileri arasındaki ilişkinin incelenmesi. Elektronik Sosyal Bilimler Dergisi, 20(79), 1090-1104. https://doi.org/10.17755/esosder.811871
• Uygun, N., & Kozikoğlu, İ. (2019). Okul öncesi eğitim kurumlarına devam eden çocukların sosyal yetkinlik davranışlarının incelenmesi. Ege Eğitim Dergisi, 20(1), 305-321. https://doi.org/10.12984/egeefd.526276
• Vahedi, S., Farrokhi, F., & Farajian, F. (2012). Social competence and behavior problems in preschool children. Iranian journal of psychiatry, 7(3), 126-134. PMID: 23139694; PMCID: PMC3488868.
• Van Zyl, E. (2011). The Relationship between School Readiness and School Performance in Grade 1 and Grade 4. South African Journal of Childhood Education, 1(1), 82-94. Erişim adresi: https://files.eric.ed.gov/fulltext/EJ1187411.pdf
• Williams, K. E., White, S. L., & MacDonald, A. (2016). Early mathematics achievement of boys and girls: Do differences in early self-regulation pathways explain later achievement?. Learning and Individual Differences, 51, 199-209. https://doi.org/10.1016/j.lindif.2016.09.006
• Wright, C., Diener, M., & Kay, S. (2000). School readiness of low-income children at risk for school failure. Journal of Children and Poverty, 6(2), 99-117. https://doi.org/10.1080/713675961
• Yılmaz Bolat, E., & Kahveci, D. (2016). 4-6 yaş grubu çocukların bazı değişkenlere göre sosyal becerilerinin karşılaştırılması. Turkish Journal of Primary Education, 1, 14-25. Erişim adresi: https://dergipark.org.tr/en/download/article-file/389286
• Yüksel, M., Küçükoğlu, E., & Ünsal, F. Ö. (2013). Analysing the school readiness of preschoolers from the aspect of the social skills when they start primary school. International Journal on New Trends in Education and Their Implications, 4(2), 98-108. Erişim adresi: http://ijonte.org/FileUpload/ks63207/File/ijonte_2013.2._complete.pdf#page=105