Abstract:

The aim of this study is to study the ability to understand the emotions, which is an important component of emotional ability, within the framework of the four basic emotions (happy, angry, sad, afraid) in the context of the variables of the child and mother in the pre-school period. The study included 210 children and mothers between the ages of 4-6 years who were ongoing in pre-school education institutions. To measure the ability of children to understand emotions, the Emotional Understanding Test, a demographic form of information has been used to access general information about children and mothers. As a result of the emotional recognition subtest of the Emotional Understanding Test, the Emotional Understanding Test was applied to the children before the Emotional Understanding Test to determine the prepared stands of children in the receiving language skills. The results of the TIFALDI application were not directly included in the research. The two-factor ANOVA for evaluating the differences in children’s ability to understand emotions according to the age and gender of the child, Dunnett C was applied from post-doctoral tests to determine which group the difference was derived from. A single-factor ANOVA analysis was conducted to study the difference in the ability of children to understand emotions according to the mother’s learning level, profession and income level that the family has, and the Scheffe test was conducted to determine which group the difference was derived from. According to the research, the ability to understand emotions varies according to the age of children, but does not show a gender-related difference. It has been concluded that the ability to understand emotions does not differ according to the mother’s level of education, the profession and the family’s income. The results of the study have been thoroughly discussed according to their information.