Abstract
<p>The purpose of this research is to explore the social competence and temperament of 4-6 age group children attending pre-school education institutions, to identify whether their social competence levels vary by gender, and to show the relationship between the sub-dimensions of social competence and those of temperament. The study group consists of n=148 female children and n=180 male children in 4-6 age group receiving pre-school education. The data were collected via the Social Competence and Behavior Evaluation Scale-SCBE 30 and the Short Temperament Scale for Children. The data were analyzed via independent-samples t-test and Pearson’s correlation coefficient. The findings were evaluated at .05-.001 significance level. The research findings indicated that children’s social competence levels significantly vary by gender (p&lt;05), and there are positive and negative significant relationships between the sub-dimensions of social competence and those of temperament (p&lt;.05, p&lt;.001). The findings of the research were discussed in the light of some research and literature, some suggestions have been made.</p>
Highlights
Social relations pre-school children have with adults and their peers and the ways they express their emotions depending on the environments they are in are among the most important components of social-emotional development
The present study aims to 4-6 age group pre-school children’s social competence and temperament
The scores of 4-6 aged children on subscalas of Social Competence and Behavior Evaluation Scale are parallel to Gür and her colleagues’ (2015), Çorapcı and his/her colleagues’ (2010) studies (Table 1)
Summary
Social relations pre-school children have with adults and their peers and the ways they express their emotions depending on the environments they are in are among the most important components of social-emotional development. Social competence refers to an individual’s capability to start and maintain positive social communication with other individuals (Gresham, Sugai, & Horner, 2001; Katz et al, 1995; Rydell, Hagekull, & Bohlin, 1997). It is defined as a person’s capability to manage his behaviors and relations in the existing social environment in order to accomplish his social purposes (Waters & Sroufe, 1983).
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
