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.
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