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Ömer Halis Demir University, Zübeyde Hanım Vocational School of Health Services, Niğde, Turkiye
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Nevsehir Haci Bektas Veli University, Faculty of Education, Nevsehir, Turkiye
Abstract
The purpose of this study is to examine the effect of teacher-child relationship on children’s social skill levels in the preschool period in terms of gender. The study used the relational screening model, one of the quantitative research methods. The study sample was determined using the maximum variation sampling method, one of the non-random sampling methods. The participants of the study consisted of 368 children studying in official preschool education institutions in Nevsehir province of Türkiye and 75 preschool teachers working in the same province. The study data were collected with the Teacher-Child Relationship Scale, Social Skills Development System Rating Scale (SBGS-DÖ). The results of the Pearson Correlation Coefficient calculation, the Independent Samples T-test results and the two-model hierarchical regression results were included in the analysis of the research data. As a result of the study; it was revealed that girls tend to have closer and warmer relationships with their teachers than boys, their social skill levels are higher than boys, and at the same time, the teacher-child relationship creates significant differences in terms of gender while predicting social skills. As a result of the research, various recommendations were made.
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Secil Yildiz
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