Relationship between Pre-Schoolers' self-regulation, language, and early academic skills: The mediating role of self-regulation and moderating role of gender.

In early childhood, the development of children's self-regulation, language, vocabulary, and early academic skills is relatively fast. Identifying relationships in the development process is important for discovering various developmental processes. The study aimed to investigate the relationship between self-regulation, language, and early academic skills in children aged 60–72 months. In addition, the mediating role of self-regulation and the moderating role of gender in this context were also examined. The study was made with the participation of 363 children and 20 preschool teachers. A personal information form and children's self-regulation skills form based on the teachers' observations were used to collect data. In addition, the Kaufman Survey of Early Academic and Language Skills (K-SEALS) was administered to the children by the researchers. Validity and reliability tests of the data collection tools showed them to be valid and reliable. The study proposed models and hypotheses according to the theoretical framework and related research. The validity of the proposed model was examined according to fit index values. The significance of the model's hypotheses was determined by path analysis. At the end of the study, the hypotheses tested in line with the proposed model were discussed in light of the literature. [ABSTRACT FROM AUTHOR]

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