We investigated the relationship between the emotional and behavioral traits and social skills of preschool children. The participants were 224 6-year-old children (115 female, 109 male). Data were collected using the Social Skills Evaluation Scale (Avcıoğlu, 2003) and the Preschool Behavioral and Emotional Rating Scale (Epstein, Synhorst, Cress, & Allen, 2009). Pearson product-moment correlation coefficients were determined. It was found that there was a positive relationship between interpersonal skills and emotional regulation, school readiness, social confidence, and family involvement. It was also found that there was a statistically significant positive relationship between verbal explanation, listening skills, and self-control and emotional regulation, school readiness, social confidence, and family involvement.

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The purpose in this study was to investigate the communication skill and interpersonal problem solving skill of preschool teacher trainees. The participants were 453 (420 female and 33 male) preschool teacher trainees. Data were collected using the Interpersonal Problem Solving Inventory (Çam & Tümkaya, 2007), and the Communication Skills Evaluation Scale (Korkut, 1996). It was found that there was a negative relationship between communication skill and approaching problems in a negative way and lack of self confidence, and a positive relationship between communication skill, constructive problem solving, and an insistent-persevering approach. It was also found that constructive problem solving, lack of self-confidence, and an insistent-persevering approach explain communication skill.

El propósito de la presente investigación es presentar las relaciones predictoras entre el autoconcepto, la regulación de las emociones, el comportamiento y el estado emocional en niños de 5 a 6 años y probar el conjunto de modelos de acuerdo con estas relaciones. La presente investigación adoptó el modelo de encuesta relacional, que es un subtipo de modelo de encuesta general. El grupo de trabajo de la investigación está conformado por 263 participantes (136 niños y 127 niñas), quienes fueron seleccionados entre el alumnado de varios centros de preescolar. Las herramientas de recopilación de datos utilizadas para la presente investigación son Purdue Self Concept Scale for Preschool (PSCS), Emotion Regulation Checklist (ERC) y Preschool Behavioral and Emotional Rating Scale (PreBERS). Se realizó un análisis de modelos de ecuaciones estructurales para presentar las relaciones predictoras entre el yo, la regulación de las emociones, el comportamiento y el estado emocional entre los estudiantes de preescolar y para investigar sus efectos. El análisis de modelado de ecuaciones estructurales se realizó con el programa de software AMOS 19. En el modelo final obtenido en la presente investigación (X2 = 201.711, df = 71, p <.001), se encontraron cuatro exógenos (aceptación física, académica, social y materna) y seis endógenos de comportamiento y estado emocional, regulación emocional (dz , oh, sg, aao, regulación de las emociones y negatividad de la variabilidad). El índice de ajuste normalizado (NFI) de Bentler-Bonett, el índice de ajuste eficiente (TLI) de Tucker-Lewisco y otros índices de ajuste mostraron que el modelo presentaba un buen ajuste. De acuerdo con los hallazgos obtenidos con las relaciones predictoras, hubo una relación lineal positiva entre el yo y la conducta y el estado emocional y hubo una relación lineal positiva entre el autoconcepto y la regulación de las emociones entre los estudiantes de preescolar. The purpose of the present research is presenting the predictor relations between self-concept, emotion regulation, behaviour and emotional state among 5-6 years old children and test the model set in accordance with these relationships. The present research adopted the relational screening model, which is a sub-type of general screening model. The work group of the research consists of 136 male, 127 female, the total of 263 students, who were selected among students of various pre-schools. Data collection tools utilized for the present research are Purdue Self Concept Scale For Preschool (PSCS), Emotion Regulation Checklist (ERC) and Preschool Behavioural and Emotional Rating Scale (PreBERS). Structural equation modelling analysis was conducted to present the predictor relationships between self, emotion regulation, behaviour and emotional state among pre-school students and to investigate their effects. Structural equation modelling analysis was conducted in AMOS 19 software program. In the final model obtained in the present research (X2 = 201.711, df = 71, p < .001), there were four exogenous (physical, academic, social and mother acceptance) and six endogenous behaviour and emotional state, emotion regulation (dz, oh, sg, aao, emotion regulation and variability negativity) data. The Bentler-Bonett normed fit index (NFI), The Tucker-Lewisco efficient fit index (TLI) and other fit indices showed that the model presented a good fit. According to the findings obtained with predictor relationships, there was a positive linear relationship between self and behaviour and emotional state and there was a positive linear relationship between self-concept and emotion regulation among pre-school students.

This study aims to investigate the parental views of pre-school children during the Covid 19 pandemic and is conducted using a basic qualitative research design from qualitative research methods. In the study, parents of children attending pre-school institution were identified through criterion sampling techniques from non-selective sampling methods. The study prepared a semi-structured interview form for parents with children attending pre-school institution as an instrument for data collection. The data from the semi-structured interview form was collected through online interviews with parents whose children attend the pre-school facility. As a result of the study, parents indicated that during the pre-school children's pandemic process, there were more activities with family members at home, the children spent more time with technological devices, terms such as pandemic, diseases, and viruses were frequently used in their daily conversations, and their negative, boring, and aggressive behaviors increased. It was also noted that children were sleeping and waking up later during this time, thus changing their sleep patterns. Another finding observed by the parents was that irregular eating habits increased in the children's eating behavior. It was observed by the parents that children were washing their hands more frequently than before the pandemic. Another finding of the study was that children spoke with longing about their school life due to the disruption of personal instruction in schools.