Abstract:

Through the experiences they gain in their family and surroundings, pre-school children try to solve the problems they encounter in their daily lives through steps such as monitoring, prediction, planning. In a child who acquires the ability to self-control and regulate his emotions and behaviors, the formation of a positive self-perception can be supported. Therefore, in view of developing and supporting the positive perception of self in children, it is believed that research should be done on the effects of the two concepts on each other. Therefore, the purpose of the research was to study the relationship between the pre-school children’s self-regulating skills and self-perceptions and to study the children’s self-regulating skills and self-perceptions according to demographic characteristics (gender, age, brotherhood, mother and father’s educational status, the period of continuation to the pre-school education institution). The study’s work group consists of 220 children who are ongoing to the state’s pre-school institution. As a data collection tool in the study, the "Self-regulating Skills Scale" and "DeMoulin Identity Perception Scale for Children" were applied. The study found a meaningful relationship between the pre-school children’s self-regulating skills and self-perceptions in a medium and positive direction. It has also been found that children’s self-regulating skills vary according to gender, age and time of continuation to the pre-school education institution. Children’s self-perceptions have been found to vary according to the mother and father’s educational status and the time of continuation to the pre-school education institution.