Analyzing the relationships between preschool children’s play skills and their social competence and emotion regulation skills

Abstract

Developing effective social and emotional skills is an important aspect of development in all children, and children’s play skills are in constant interaction with their social and emotional competence. The aim of this research is to examine the relationship between preschool children’s play skills and their social competence and emotion regulation skills. Tools used in this study are Revised Knox Preschool Play Scale (Değirmenci, 2016), Social Competence and Behavior Evaluation-Preschool Edition, Short Form (Çorapçı, Aksan, Arslan-Yalçın & Yağmurlu, 2010) and Emotion Regulation Checklist (Batum & Yağmurlu, 2007). This study was designed as relational survey model. The research was carried out with 131 preschool children aged 48-72 months who continued their education in public and private preschool institutions of the Ministry of National Education in Istanbul during 2016-2017 school year. Pearson Product-Moment Correlation was conducted for data analysis. Results have shown that preschool children’s Revised Knox Preschool Play Scale total scores have a significant positive correlation with “Social Competence” sub-dimension scores of Social Competence and Behavior Evaluation (r=.179; p<.05), and a significant negative correlation with “Anxiety-Withdrawal” sub-dimension scores (r=-.416; p<.01). It was also found that Revised Knox Preschool Play Scale total scores have a significant positive correlation with “Emotion Regulation” sub-dimension scores of Emotion Regulation Checklist (r=.491; p<.01), and a significant negative correlation with “Lability/Negativity” sub-dimension scores (r=-.190; p<.05). In light of these findings, it can be said that as play skills of preschool children increase, their social competence and emotion regulation skills also increase; on the other hand, their levels of anxiety-withdrawal and lability-negativity decrease.Razvijanje u?inkovitih društvenih i emocionalnih vještina va?an je aspekt razvoja za svu djecu i dje?je vještine u stalnoj su interakciji s njihovim društvenim i emocionalnim sposobnostima. Cilj ovog istra?ivanja jest ispitati odnos izme?u vještina igre u predškolske djece i njihovih društvenih sposobnosti i vještine reguliranja emocija. Ta studija dizajnirana je kao model istra?ivanja odnosa. Istra?ivanje je provedeno sa 131 predškolskim djetetom u dobi od 48 do 72 mjeseca koji nastavljaju školovanje u javnim i privatnim predškolskim ustanovama Ministarstva nacionalnog obrazovanja u Istanbulu tijekom školske godine 2016./2017. godine. Instrumenti za mjerenje koji su se koristili u ovoj studiji su Knox Skala za predškolske igre (Değirmenci, 2016), Procjena društvene sposobnosti i ponašanja (Çorapçi, Aksan, Arslan-Yalçın i Yağmurlu, 2010) i Skala za regulaciju emocija (Batum i Yağmurlu, 2007). U analizi podataka koristili su se Pearson produkt-moment koeficijent korelacije i višestruka regresijska analiza. Na kraju istra?ivanja utvr?eno je da ukupni bodovi Knox skala za predškolske igre djece predškolske dobi imaju zna?ajan pozitivan odnos s bodovima poddimenzije “Društvene sposobnosti” Skale procjene društvene sposobnosti i ponašanja -30 (r = .179; p<.05) i zna?ajan negativan odnos s bodovima poddimenzije t "Povla?enje" poddimenzijskih rezultata “anksioznosti – introvertnosti” (r = -.416, p<.01).Tako?er je ustanovljeno postojanje zna?ajnog pozitivnog odnosa izme?u ukupnih bodova Knox skala za predškolske igre i poddimenzijskih bodova Skale za regulaciju emocija (r = .491; p<.01), kao i zna?ajan negativan odnos izme?u bodova poddimenzije “promjenjivost-negativnost” (r = -.190; p<.05). U svjetlu tih rezultata, kako se pove?ava vještina igre u djece, tako se pove?avaju i njihove društvene sposobnosti i sposobnost kontroliranja emocija. S druge se strane mo?e re?i da dolazi do smanjenja razine anksioznosti-introverzije i promjenjivosti-negativnosti.