Okul Öncesi Dönem Çocuklarının Anneleriyle Olan İlişkileri ve Annelerin Çocuğa Yönelik İlgisi ile Duygu Düzenleme Becerileri Arasındaki İlişkinin İncelenmesi.

Abstract

The primary objective of this study is to examine the correlation of the emotion regulation skills with the relationship of 4-6 years old children attending pre-school education institutions with their mothers and the involvement of the mothers in the childcare. Moreover, the child's emotion regulation skills, mother-child relationship, and involvement of the mothers in the childcare were examined in terms of various variables. The population of the study consists of mothers of 305 children who applied to the University of Health Sciences Van Training and Research Hospital-Child Development Polyclinic between February 2019 and May 2019. "General Information Form", "Child-Parent Relationship Scale-Mother Form", "Parental Involvement Scale-Mother Form" and "Emotion Regulation Scale" were used to obtain the data. Independent Groups T-Test, One Way Analysis of Variance, and Scheffe's test were used to analyze the data. Based on the obtained results, it was determined that the emotion regulation skills of the child and the mother-child relationship differed in terms of child gender, mother's age, mother's educational status, mother's employment status, number of children, family type, and income status, whereas they did not differ in terms of the age of the child. On the other hand, it was concluded that the involvement of the mothers in the childcare differed depending on the child's gender, mother's age, mother's educational status, mother's employment status, number of children, family type, and income. However, it was observed that only the score of the involvement subscale for developing involvement differed in terms of child gender, while only the score of the involvement subscale for control differed in terms of child age. Furthermore, a significant correlation was determined between the emotion regulation skills of children, mother-child relationship, and involvement of the mothers in the childcare. Based on this information, it was concluded that as the relationship between the child and mother and the involvement of the mothers in the childcare increased, emotion regulation skills increased as well. Research results were assessed, and suggestions were made to researchers, educators, media organs, public institutions, and non-governmental organizations.