Okul Öncesi Dönemde Çocuğun Akran, Ebeveyn ve Öğretmen İlişkileri ile Mizaç ve Sosyal Becerileri Arasındaki İlişkiler

Abstract

This study aims to uncover the direct and indirect relationships between peer-teacher-parent relationships, temperament variables, and social skills of 46-72 months children enrolled in pre-school education institutions. The relational research design was used in this study, structuring with a quantitative research approach. The data was collected during the second semester of the 2020–2021 academic year, and the study was planned using a predictive relational design. Multiple linear regression analysis was used to measure the direct and indirect relationship between the variables in the analysis of data obtained from data collection tools. The findings revealed a significant gender difference in the persistence subscale. When the temperament levels of children are examined according to age and school type, shyness, persistence, rhythmicity, and reactivity, which are subscales of temperament, do not differ significantly according to age. Shyness was predicted negatively by a positive relationship with parents, and social skills predicted shyness positively. Furthermore, the analysis revealed that parent conflict scores significantly and negatively predicted persistence. Parent conflict scores were found to significantly predict rhythmicity and to negatively predict the temperament sub-dimension of rhythmicity. Peer relationships and parent conflict both significantly predicted the reactivity sub-dimension. Also, peer relations and parent conflict together predict the reactivity sub-dimension significantly. According to the results obtained from the hierarchical regression analysis, it was shown that teacher-student closeness, peer relations, and peer aggression together predicted social skills at a significant level. The findings obtained from the research were discussed within the framework of the findings in the literature.