Bağımsız Anaokullarına Devam Eden Çocukların Duygu Düzenleme ve Sosyal Problem Çözme Becerileri ile Ebeveynlerinin Duygusal Okuryazarlık Düzeyleri Arasındaki İlişkinin İncelenmesi
BOZKURT YÜKÇÜ, ŞUHEDA
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The main purpose of this research is to examine the relation between children's emotional regulation and social problem solving skills and their parents' emotional literacy level. Besides, the child's emotional regulation and social problem-solving skills and parent’s emotional literacy skills have been examined in terms of various variables. The population of the study consisted of parents and their children between the ages 4-6 who attend independent kindergartens located in Çankaya county of Ankara during the 2015-2016 academic year. The sample of the study selected by simple random sampling method, consisted of 240 parents and their children between the ages 4-6 who attend independent kindergartens located in Çankaya counties of Ankara during the 2015-2016 academic year. In this study conducted by relational screenning model, General Information Form, Emotion Regulation Checklist, Emotional Literacy Scale and Wally Child Social Problem Solving Detective Game Test were used. Kruskal Wallis-H Test, Independent Groups T Test, One Way Anova and Pearson’s correlation coefficient were used to analyze of data. According to the results of this study, emotion regulation skills of children did not differ based on age, gender, number of siblings, age and education status of father however differ based on education status of mother and monthly income of family. The social problem solving skills of children differ based on child’s age, but do not differ based on gender, number of siblings, montly income, parent’s age, educational status and working status. Additionally, the emotional regulation skills differ based on child’s social problem solving skills. The level of emotional literacy of the parents does not differ based on the age and educational status of parents and mounthly income, but parents who are working have a higher level of emotional literacy than parents who are non-working. Finally, while there is a significant relation between the child’s emotional regulation skills and parent’s emotional literacy level, it has been found that there is no significant relation between the child’s social problem solving skills and parent’s emotional literacy level. The findings were discussed and interpreted within the scope of the literature.