Investigation of Moral and Social Rule Perceptions, Prosocial Behaviors and Emotion Regulation Skills of 60-72 Months-Old Children Attending Preschool Education Institution.

Yıl 2023, Cilt: 13 Sayı: 2, 142 - 162, 10.09.2023

Ali Özcan Abide Güngör Aytar

https://doi.org/10.19126/suje.1069780

Öz

The present study was conducted with the aim of examining the relationships between the prosocial behaviors and emotion regulation skills of children aged 60-72 months attending pre-school educational institutions and their conceptions of moral and social rules. The sample group consists of 423 children (200 female and 223 male) aged 60-72 months and their families, selected among students attending kindergartens and pre-schools in Merkezefendi, Pamukkale, Tavas and Kale districts of the Denizli province using the Simple Random Cluster Sampling method in Turkiye. The "Preschool Children's Conceptions of Moral and Social Rules" scale was used to evaluate the conceptions of the children regarding moral and social rules while the "Prosocial Behavior Scale" and the "Emotion Regulation Checklist" were used to evaluate their prosocial behaviors and emotion regulation skills, respectively. The data were analyzed using the t-test and Pearson Product-Moment Correlation Coefficient (r) techniques. The study's findings revealed that a significant relationship between the variables of prosocial behaviors, emotion regulation and the conception of moral and social rules. The findings obtained from the analysis in this study were discussed within the scope of related studies in the literature and various suggestions were made for future studies within the framework of the conclusions reached.

Anahtar Kelimeler

Pre-School period, moral and social rules, prosocial behavior, emotion regulation

Kaynakça

• Aldao, A., Nolen-Hoeksema, S., & Schweizer, S. (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical Psychology Review, 30 (2), 217-237.
• Anthony, L. G., Anthony, B. J., Glanville, D. N., Naiman, D. Q., Waanders, C., & Shaffer, S. (2005). The relationships between parenting stress, parenting behaviour and preschoolers' social competence and behaviour problems in the classroom. Infant and Child Development, 14(2), 133-154.
• Batum, P. & Yagmurlu, B. (2007). What counts in externalizing behaviors? The contributions of emotion and behavior regulation. Current Psychology: Developmental Learning Personality Social, 25(4), 272-294.
• Bar-Tal, D., Raviv, A., & Goldberg, M. (1982). Helping behavior among preschool children: An observational study. Child Development, 53(2), 396-402.