International Journal of Progressive Education
ISSN (Print): 2834-7919 - ISSN (Online): 1554-5210

Research article    |    Open Access
International Journal of Progressive Education 2023, Vol. 19(1) 99-111

The Relations between Preschool Children's Self-Regulation Skills and Play Skills

Dondu Neslihan Bay

pp. 99 - 111   |  DOI: https://doi.org/10.29329/ijpe.2023.517.7

Publish Date: February 01, 2023  |   Single/Total View: 243/569   |   Single/Total Download: 363/804

PDF Download

Abstract

Preschool education develops self-regulation and plays skills in children. This study aims to determine preschool children's self-regulation skills and play skills and reveal the relationship between them. The study, designed according to the relational screening model, was carried out with 338 children aged 4 and 5 attending kindergarten and preschool. The children were observed for a month, and each child's self-regulation and play skills were evaluated by the teachers using the 'Self-Regulation Skills Scale for 4-6-year-old Children (Instructor Form) (SRSS)' and 'Play Skills Scale (PSS)'. Descriptive statistics, difference tests, and correlation analysis were used to analyze the collected data. As a result of the study, it was found that children's self-efficacy skills and play skills are high, there is no significant difference in skills between girls and boys, and there is a positive and strong relationship between these skills. In this context, it is recommended that preschool teachers include practices that will support both skills.

Keywords: Preschool Children, Self-Regulation Skills, Play Skills

How to Cite this Article?

APA 7th edition
Bay, D.N. (2023). The Relations between Preschool Children's Self-Regulation Skills and Play Skills. International Journal of Progressive Education, 19(1), 99-111. https://doi.org/10.29329/ijpe.2023.517.7

Harvard
Bay, D. (2023). The Relations between Preschool Children's Self-Regulation Skills and Play Skills. International Journal of Progressive Education, 19(1), pp. 99-111.

Chicago 16th edition
Bay, Dondu Neslihan (2023). "The Relations between Preschool Children's Self-Regulation Skills and Play Skills". International Journal of Progressive Education 19 (1):99-111. https://doi.org/10.29329/ijpe.2023.517.7

References
  1. Aksoy, A.B., & Yaralı, K. (2017). Examination of children's self-regulation skills and play skills by gender. Journal of Trakya University Faculty of Education, 7(2), 442-455. [Google Scholar]
  2. Ashiabi, G. S. (2007). Play in the preschool classroom: Its socioemotional significance and the teacher’s role in play. Early Childhood Education Journal, 35(2), doi: 10.1007/s10643-007-0165-8 [Google Scholar] [Crossref] 
  3. Aydın, F., & Ulutaş, İ. (2017). Development of self-regulation skills in preschool children. Aksaray University Journal of Social Sciences Institute, 1(2), 36-45. [Google Scholar]
  4. Berkman, E. T., Graham, A. M., & Fisher, P. A. (2012). Training self-control: A domain-general translational neuroscience approach. Child Development Perspectives, 6, 374–384. doi: 10.1111/j.1750-8606.2012.00248 .x. [Google Scholar] [Crossref] 
  5. Bilgici, B. G., & Deniz, Ü. (2021). Examination of the relationship between self-regulation skills and learning behaviors of 60-72 months old children. International Journal of Field Education, 7(1), 25-39. [Google Scholar]
  6. Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–731. doi: 10.1146/annurev-psych-010814-015221 [Google Scholar] [Crossref] 
  7. Bodrova, E., & Leong, D. J. (2007). Tools of the mind: The Vygotskian approach to early education. Upper Saddle River, NJ: Pearson Education. [Google Scholar]
  8. Bodrova, E. ve Leong, D. J. (2008) Developing self-regulation in young children: Can we keep all the crickets in the basket? Young Children, 63(2), 56-58. [Google Scholar]
  9. Bodrova, E. Germerott, C., & Leong, D. J. (2013). Play and self-regulation: Lessons from Vygotsky. American Journal of Play, 6(1), 111-123. [Google Scholar]
  10. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2010). Scientific research methods (5nd ed). Ankara: Pegem. [Google Scholar]
  11. Carlson, S. M., White, R. E., & Davis‐Unger, A. C. (2014). Evidence for a relation between executive function and pretense representation in preschool children. Cognitive Development, 29, 1-16. doi: 10.1016/j.cogdev.2013.09.001 [Google Scholar] [Crossref] 
  12. Çelik, B. ve Kamaraj, I. (2020). Investigation of the effect of the education program with child participation on the self-regulation skills of 60-72 months old children. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 51(51), 1-17. [Google Scholar]
  13. Diamond, A., Barnett, S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318, 1387–1388. doi:10.1126/science.115148 [Google Scholar] [Crossref] 
  14. Eisenberg, N., Spinrad, T., Fabes, R., Reiser, M., Cumberland, A. ve Shepard, S. (2004). The relations of efforful control and impulsivity to childrens’ resiliency and adjustment. Child development, 75, 25-46. [Google Scholar]
  15. Eisenberg, N., Valiente, C., & Eggum, N. D. (2010). Self-regulation and school readiness. Early Education and Development, 21(5), 681–698. doi: 10.1080/10409 289.2010.49745 1. [Google Scholar] [Crossref] 
  16. Elias, C. L., & Berk, L. E. (2002). Self-regulation in young children: Is there a role for sociodramatic play? Early Childhood Research Quarterly, 17, 216–238. [Google Scholar]
  17. Ertürk, H. G. (2013). Examining the relationship between the quality of teacher-child interaction and children's self-regulation skills [Unpublished doctoral dissertation]. Hacettepe University. [Google Scholar]
  18. Ertürk-Kara, H. G. ve Gönen, M. (2015). Examination of children’s self regulation skill in terms of different variables. Journal of Theory and Practice in Education, 11(4), 1224-1239. [Google Scholar]
  19. Fındık Tanrıbuyurdu, E., & Güler Yıldız, T. (2014). Preschool self-regulation scale (ASRS): Turkey adaptation study. Education and Science, 39(176), 317-328. [Google Scholar]
  20. Gestsdottir, S., Suchodoletz, A., Wanless, S. B., Hubert, B., Guimard, P., Birgisdottir, F., …. & McCelland, M. (2014). Early behavioural self-regulation, academic achievement, and gender: Longitudinal findings from France, Germany, and Iceland. Applied Developmental Science, 18(2), 90-109. [Google Scholar]
  21. Glover Gagnon, S., Huelsman, T. J., Reichard, A. E., Kidder-Ashley, P., Swaim Griggs, M., Struby, J. ve Bollinger, J. (2014). Help me play! Parental behaviours, child temperament, and preschool peer play. Journal of Child and Family Studies, 23, 872-884. [Google Scholar]
  22. Goldstein, T. R., & Lerner, M. D. (2017). Dramatic pretend play games uniquely improve emotional control in young children. Developmental science, 21(4), 1-13. doi: 10.1111/desc.12603 [Google Scholar] [Crossref] 
  23. Hawes, Z., Gibson, A., Mir, S., & Pelletier, J. (2012). Children’s experiences in full-day programs for 4- and 5-year-olds: Play and self-regulation. In Toronto first duty: Phase 3 report. Atkinson Centre for Society and Child Development, OISE, University of Toronto. Retrieved from http://www1.toronto.ca/City%20Of%20Toronto/Children%27s% 20Services/Divisional%20Profile/Past%20Projects/firstduty/tfd_phase3report.pdf [Google Scholar]
  24. Hubert, B., Guimard, P., Florin, A., & Tracy, A. (2015). Indirect and direct relationships between self-regulation and academic achievement during the nursery/elementary school transition of French students. Early Education and Development, 26(5-6), 685–707. doi:10.1080/10409289.2015.1037624 [Google Scholar] [Crossref] 
  25. İvrendi, A. (2016). Cohice-driven peer play, self - regulation and number sense. Eureopean Early Childhood Education Research Journal, 24(6), 895-906. [Google Scholar]
  26. İvrendi, A. & Erol, A. (2018). Developing the Self-Regulation Skills Scale for Children aged 4–6 (Teacher Form). Oral presentation presented at the 1st International Basic Education Congress, Uludag University, Bursa. [Google Scholar]
  27. İvrendi, A., Cevher-Kalburan, N., Sandseter, E. B. H., Storli, R., & Sivertsen, A. H. (2019). Children, mothers, and preschool teachers’ perceptions of play: Findings from Turkey and Norway. Erken Çocukluk Çalışmaları Dergisi, 3(1), 32-54. [Google Scholar]
  28. Kara, H. G. E., & Gönen, M. (2015). Examination of children’s self-regulation skill ın terms of different variables. Theory and Practice in Education, 11(4), 1224-1239. [Google Scholar]
  29. Koçyiğit, S., Yılmaz, E. ve Sezer, T. (2015). Investigation of the relationship between social competence and emotion regulation skills and play skills of 60-72 months old children. Journal of Hasan Ali Yücel Faculty of Education, 12(1), 209-218. [Google Scholar]
  30. McClelland, M. M., & Cameron, C. E. (2012). Self‐regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child Development Perspectives, 6(2), 136-142. [Google Scholar]
  31. McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioural regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43, 947–959. [Google Scholar]
  32. Matthews, J. S., Cameron Ponitz, C., & Morrison, F. J. (2009). Early gender differencesin self-regulation and academic achievement. Journal of Educational Psychology,101, 689–704. doi:10.1037/a0014240McCabe [Google Scholar] [Crossref] 
  33. Mccelland, M.M., & Tominey, S.L. (2011). Introduction to do special issue on self-regulation in early childhood. Early Education and Development, 22(3), 355-359. [Google Scholar]
  34. Miller, E., Almon, J. (2009). Crisis in the kindergarten: Why children need to play in school. New York, NY: Alliance for Childhood. [Google Scholar]
  35. Ministry of National Education. (2013). Pre-school education program. Ankara. Retrieved from https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf [Google Scholar]
  36. Ministry of National Education. (2022). Millî eğitim istatistikleri örgün eğitim 2021/2022. Retrieved from http://sgb.meb.gov.tr/www/icerik_goruntule [Google Scholar]
  37. Montroy, J. J., Bowles, R. P., Skibbe, L. E., & Foster, T. D. (2014). Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement. Early Childhood Research Quarterly, 29(3), 298-309. [Google Scholar]
  38. Morawska, A., Dittman, C. K., & Rusby, J. C. (2019). Promoting self-regulation in young children: The role of parenting interventions. Clinical Child and Family Psychology Review, 22(1), 43-51. [Google Scholar]
  39. Özdamar, K. (2016). Eğitim, sağlık ve davranış bilimlerinde ölçek ve test geliştirme yapısal eşitlik modellemesi. Eskişehir: Nisan. [Google Scholar]
  40. Pelletier, J., & Corter, C. (2005). Toronto first duty: Integrating kindergarten, childcare and parenting support to help diverse families connect to schools. Multicultural Education, 13(2), 30–37. [Google Scholar]
  41. Pianta, R. C., & Stuhlman, M. W. (2004).Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33, 444–458. [Google Scholar]
  42. Pierucci, J. M., O’Brien, C. T., McInnis, M. A., Gilpin, A. T., & Barber, A. B. (2014). Fantasy orientation constructs and related executive function development in preschool: Developmental benefits to executive functions by being a fantasy-oriented child. International Journal of Behavioral Development, 38(1), 62-69. [Google Scholar]
  43. Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental psychology, 45(3), 605. [Google Scholar]
  44. Qu, L. (2010). Two is better than one, but mine is better than ours: Preschoolers’ executive function during co-play. Journal of Experimental Child Psychology, 108(3), 549–566. [Google Scholar]
  45. Raffaelli, M., Crockett, L. S. ve Shen, Y. L. (2005). Developmental stability and change in self-rugulation from childhood to adolescence. The Journal of Genetic Psychology, 166(1), 54-75. [Google Scholar]
  46. Rimm-Kaufman, S., Nathanson, L., Brock, L. L., Curby, T. W., & Grimm, K. J. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4), 958–972. [Google Scholar]
  47. Robson, S. (2010). Self-regulation and metacognition in young children’s self-initiated play and reflective dialogue. International Journal of Early Years Education, 18(3), 227–241. [Google Scholar]
  48. Savina, E. (2014). Does play promote self-regulation in children?. Early Child Development and Care, 184(11), 1692-1705. [Google Scholar]
  49. Sezgin, E., & Demiriz, S. (2017). Effect of play-based educational programme on behavioral self-regulation skills of 48-60 month-old children. Early Child Development and Care, 189(7), 1100-1113. [Google Scholar]
  50. Slot, P. L., Mulder, H., Verhagen, J., & Leseman, P. P. M. (2017). Preschoolers’ cognitive and emotional self-regulation in pretend play: relations with executive functions and quality of play. Infant and Child Development, 26(6), 1-21. doi: 10.1002/icd.2038 [Google Scholar] [Crossref] 
  51. Taylor, R. (1990). Interpretation of the correlation coefficient: a basic review. Journal of diagnostic medical sonography, 6(1), 35-39. [Google Scholar]
  52. Tekin, H. (2002). Measurement and evaluation in education. Ankara: Yargı Publication. [Google Scholar]
  53. ten Braak, D., Størksen, I., Idsoe, T., & McClelland, M. (2019). Bidirectionality in self-regulation and academic skills in play-based early childhood education. Journal of Applied Developmental Psychology, 65, 101064. [Google Scholar]
  54. Timmons, K., Pelletier, J., & Corter, C. (2016). Understanding children's self-regulation within different classroom contexts. Early Child Development and Care, 186(2), 249-267. [Google Scholar]
  55. Tominey, S. L., & McClelland, M. M. (2011). Red light, purple light: Findings from randomized trial using circle time games to improve behavioural self-regulation in preschool. Early Education & Development, 22(3), 489–519. doi:10.1080/10409289.2011.574258 [Google Scholar] [Crossref] 
  56. Tuzcuoğlu, N., Azkeskin, K., Niran, Ş., & Özkan, S. (2020). Examining the relationship between preschool children's self-regulation skills and their game preferences. International Karamanoğlu Mehmetbey Journal of Educational Research, 2(1), 1-7. [Google Scholar]
  57. Veijalainen, J. Reunamo, J. ve Alijoki, A. (2017). Children’s self-regulation skills in the Finnish day care environment. Journal of Early Childhood Education Research, 6(1), 89-107. [Google Scholar]
  58. Vieillevoye, S., & Nader-Grosbois, N. (2008). Self-regulation during pretend play in children with intellectual disability and in normally developing children. Research in developmental disabilities, 29(3), 256-272. [Google Scholar]
  59. Wanless, S. B., Kim, K. H., Zhang, C., Degol, J. L., Chen, J. L., & Chen, F. M. (2016).Trajectories of behavioural regulation for Taiwanese children from 3.5 to 6 years and relations to math and vocabulary outcomes. Early Childhood Research Quarterly, 34, 104–114. [Google Scholar]
  60. Whitebread, D. , Coltman, P., Jameson, H., & Lander, R. (2009). Play, cognition and self-regulation: What exactly are children learning when they learn through play? Educational & Child Psychology, 26(2), 40-52. [Google Scholar]
  61. Yazıcıoğlu, Y., & Erdoğan, S. (2004). SPSS uygulamalı bilimsel araştırma yöntemleri. Ankara: Detay Publication. [Google Scholar]
  62. Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self-regulated learning. In D. H. Schunk, & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 1-30). Mahwah, NJ: Lawrence Erlbaum. [Google Scholar]
Meta
Vol. 19 (1)
Download
Metric
History
Related

Volume 19 Issue 1

February 2023

All Manuscript

International Journal of Progressive Education

Copyright © 2025 International Journal of Progressive Education.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.