Abstract:

Self-regulation in learning represents the organization of the person’s thinking processes, actions and emotions in an academic context. Individuals with the ability to self-regulate in learning can plan their own learning processes, set their goals, monitor their continued performance during the task and change their strategies when necessary. Self-regulating skills in learning begin to develop from early childhood. The social interaction of children plays an important role in this development. In this regard, the purpose of this research is to study the impact of the social skills of pre-school children on their learning on the level of self-regulation. In the sample group of the study, 130 children (65 girls, 65 boys) from the 5-6-year-old group continuing pre-school education in Sinop's central district are included. The study used the Data Social Skills Assessment Scale (4-6 Years) to measure the social skills of children and the Independent Learning Behavior Scale (3-5) to measure the self-regulating skills in learning. The measurement tools are filled separately by teachers for each child. Because the data is normally distributed, the findings from parametric techniques have been evaluated with the Simple True Regression Analysis. According to the results of the analysis, social skills of pre-school children (interpersonal skills, control of anger and adaptation to changes, ability to cope with co-pressure, verbal explanation skills, self-control skills, goal-making skills, listening skills, tasks completing skills, the ability to accept results) have a statistically significant relationship between learning and self-regulation levels. Social skills also process the level of self-regulation in the learning of small children at a statistically meaningful level. The results of the study underline the importance of supporting children’s social skills to improve the level of self-regulation in learning.

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