Abstract:

The developmental characteristics of children are similar, but the ways each get information, use and remember it in the problem solving process may differ from each other. The way children approach to a problem situation as an individual is expressed as cognitive style. While the children regulate their emotions, they undergo a cognitive process. In the problem solving process they experience to manage their emotions, they go through the stages of reflecting the emotion by reaching out to recognize emotions, processing and solution. Cognitive style and emotion regulation skills are related to the child's self-control. Considering that there may be a relationship between cognitive style and emotion regulation skills, this study was conducted to examine the relationship between 48-72 month-old children's cognitive styles and emotion regulation skills. The study is designed in a relational survey model. Data were collected through “Kansas Reflection–Impulsivity Scale for Preschoolers (KRISP) Form A” and “Emotion Regulation Scale (ERS)”. The study group consists of 413 kindergarten students in Keçiören, Ankara in the 2018-2019 academic year. As a result of the research; when the relationship between the cognitive styles and emotion regulation skills of the children were examined, it was seen that there was a positive significant relationship between the KRISP-A Form error number score and the total score of the ERS negativity sub-factor. It was determined that there was no significant relationship between the fact that the children were fast correct, intellectual, intrinsic or slow wrong, and the sub-factors of emotion regulation scale and the total score of the scale.

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