Özet:

This study was to investigate the relationship between self-regulation skills, which are observable forms of executive function skills, and science process skills of 4-6-year-old children. The research was carried out with the relational survey method. Data were gathered by using measuring self-regulation skills and science observation form. In analyzing the data Pearson’s product-moment correlation analysis and multiple regression techniques were used. The results revealed that there was a moderately positive correlation between preschool children's self-regulation skills and science process skills. Science process skills total score showed a moderately positive correlation with inhibitory control, working memory, and attention, which are sub-dimensions of self-regulation skills. Self-regulation skills overall score displays a moderately positive correlation with the sub-dimensions of science process checklist, observational inventory of scientific attitude, and problem-solving checklist. In addition, when the t scores regarding the significance of the regression coefficients were examined, it has been revealed that attention, inhibitory control, working memory and other independent variables (year of attendance at pre-school education, educational status of the mother, family income, age of the child), which are sub-dimensions of self-regulation skills, are significant predictors of science process skills.

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