Abstract:

This study aims to explore the relationship between the academic and social-emotional school preparation and self-regulating skills of children who continue their maternity. In the framework of the research; 1) Does the conceptual level of knowledge of pre-school children differ according to their self-regulating skills? 2) What is the relationship between self-regulating skills levels and social emotional school maturity? Asked for answers to questions. The survey, designed according to the screening model, included a total of 129 children, including 63 (48.8 percent) girls, 65 (50.4 percent) men and pre-school teachers. As a data collection tool in the study, the demographic form of information, the Boehm Basic Concepts Test, (Balat-Wake Up, 2003), the Social Emotional School Adult Scale for 60-72 Months of Children -SDOO (Balat-Wake Up, Wake Up and Wake Up, 2017), the Self-Regulating Skills Scale -EDBO (Edited and Ural, 2016) was used. The findings have shown that children who continue their maternity have a meaningful relationship between both academic school preparation levels and self-regulation skills, as well as social emotional school preparation levels and self-regulation skills. The results of the study once again revealed the importance and need to be supported by self-regulating skills for school preparation.

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