A comparison of preschool children's communication and emotional skills on the basis of their cognitive tempos

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dc.contributor.authorKayili, Gokhan
dc.contributor.authorErbay, Filiz
dc.date.accessioned2020-03-26T20:12:17Z
dc.date.available2020-03-26T20:12:17Z
dc.date.issued2019
dc.departmentSelçuk Üniversitesien_US
dc.description.abstractThe purpose of the present study was to investigate whether the communication and emotional skills of preschoolers differ on the basis of their reflection and impulsivity. The sample of the study comprised 227 (5-6 years old) students attending nursery classes and nursery schools in central districts of Konya. Kansas Reflection-Impulsivity Scale for Preschoolers (KRISP)-Form A developed by Wright, J. C. [(1971). KRISP Kansas reflection-impulsivity scale for preschoolers. Lawrence: University of Kansas] was used to determine the reflective-impulsive cognitive tempos of children. Communication skills of the children were measured using the Communication Skills Scale developed by Gorgulu, F. [(2009) [Drama destekli kubasik ogrenme etkinliklerinin okul oncesi 5-6 yas cocuklarinin iletisim becerilerine etkisi. Yayinlanmamis yuksek lisans tezi. Adnan Menderes universitesi, Sosyal Bilimler Enstitusu, Aydin], and emotional skills were analysed with the Assessment of Children's Emotions Scale developed by Schultz, D., & Izard, C. E. (1998) [Assessment of children's emotions scales (ACES). University of Delaware, Newark: Assessment Tool] and adapted to Turkish by Durmusoglu Saltali, N., Deniz, M. E., celikoz, N., & Ari, R. (2009) [Alti yas cocuklari icin duygusal becerilerin degerlendirilmesi testi'nin (ACES) TTurkce'ye uyarlanmasi: Gecerlik ve guvenirlik calismasi. Ankara universitesi Egitim Bilimleri Fakultesi Dergisi, 42(1), 403-420]. The results indicated that preschool children's scores of communication and emotional skills show a difference favouring those who have a reflective-cognitive tempo.en_US
dc.identifier.doi10.1080/03004430.2017.1336168en_US
dc.identifier.endpage634en_US
dc.identifier.issn0300-4430en_US
dc.identifier.issn1476-8275en_US
dc.identifier.issue4en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage625en_US
dc.identifier.urihttps://dx.doi.org/10.1080/03004430.2017.1336168
dc.identifier.urihttps://hdl.handle.net/20.500.12395/37403
dc.identifier.volume189en_US
dc.identifier.wosWOS:000458552700008en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTDen_US
dc.relation.ispartofEARLY CHILD DEVELOPMENT AND CAREen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.selcuk20240510_oaigen_US
dc.subjectCognitive tempoen_US
dc.subjectcommunication skillsen_US
dc.subjectexpressing emotionsen_US
dc.subjectrecognizing emotionsen_US
dc.subjectunderstanding emotionsen_US
dc.titleA comparison of preschool children's communication and emotional skills on the basis of their cognitive temposen_US
dc.typeArticleen_US

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