Abstract:

In the preschool period, children enter a new environment with school life and begin to have different emotional experiences as a result of interaction with this environment. These feelings can change as positive or negative for the situation the child is in. When the child is aware of his feelings and is supported to express his feelings about the event, an effective progress can be achieved in the emotional development of the child and in his relationship with the teacher. The process of emotion regulation is a process in which the child and environmental variables are involved, and the interaction of the characters and behaviors of the people in the child's close environment is important in the development of emotion regulation. In this process, it is important to reveal the relationship between the quality of the healthy and effective communication that the child will establish with the teacher and the emotion regulation skills. For this reason, it was aimed to examine the relationship between the emotion regulation skills of preschool children and the teacher-child relationship. The research was designed in the relational survey model, which is one of the quantitative research methods. The study group of the research consists of 186 children attending pre-school education institutions affiliated to the Ministry of National Education in the province of Istanbul. The study group of the research was selected by convenient sampling method from non-probability sampling methods. “Emotion Regulation Scale” and “Student-Teacher Relationship Scale” were used as data collection tools. As a result of the research, it was determined that preschool children's emotion regulation and teacher-child relationship levels were high. It has been revealed that there is a significant difference in favor of girls in emotion regulation and teacher-child relationships. It has been determined that preschool children's emotion regulation and teacher-child relationships do not differ according to their age. It has been determined that the emotional regulation and teacher-child relationship levels of the children who have received pre-school education for more than 1 year are higher than the others, and there is a moderate, positive and significant relationship between the emotion regulation skills of the children and the teacher-child relationship.