International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289
Educational Policy Analysis and Strategic Research
International Association of Educators

Original article | Educational Policy Analysis and Strategic Research 2023, Vol. 18(4) 62-81

The Effect of Family-centered "I Recognize My Emotions Asynchronous Activity Series" on Children's Emotion Regulation Skills

Volkan Kanburoğlu, Esin Dibek, Asude BALABAN DAĞAL & Ozana Ural

pp. 62 - 81   |  DOI: https://doi.org/10.29329/epasr.2023.631.3   |  Manu. Number: MANU-2311-09-0002.R1

Published online: December 30, 2023  |   Number of Views: 24  |  Number of Download: 65

Save PDF

Abstract

The main purpose of this study is to evaluate the effectiveness of emotion-related video activities in the "Family-Centered I Recognize My Emotions Asynchronous Activity Series" which is prepared for children on children's emotion regulation skills. Within the framework of this main purpose, differences in children's emotion regulation skill levels were determined according to the demographic data obtained both from the whole group and from the experimental group of children included in the pre and post-tests. At the beginning of the study, 103 children participated in the research. However only 25 children were able to complete the study. In this study, the four-point Likert type "Emotion Regulation Skills" scale consisting of 24 items, adapted to Turkish by Batum and Yağmurlu in 2007, was used. It was conducted as quasi-experimental research in a single-group pretest-posttest model. In the part of the research conducted with 103 children, it was found out that the children of mothers with postgraduate education degree had higher emotional regulation skill levels than those of mothers with undergraduate education degree. It has been revealed that children whose mothers were employed have higher emotional regulation skills than children whose mothers do not work. In addition, as a result of the series of asynchronous video-based activities given to the children in the second part of the study, it was observed that the children's post-test results increased significantly in terms of emotion regulation skill scores.

Keywords: Technology, asynchronous education, video-based education, preschool, emotional regulation skills.

How to Cite this Article?

APA 6th edition
Kanburoglu, V., Dibek, E., DAGAL, A.B. & Ural, O. (2023). The Effect of Family-centered "I Recognize My Emotions Asynchronous Activity Series" on Children's Emotion Regulation Skills . Educational Policy Analysis and Strategic Research, 18(4), 62-81. doi: 10.29329/epasr.2023.631.3

Harvard
Kanburoglu, V., Dibek, E., DAGAL, A. and Ural, O. (2023). The Effect of Family-centered "I Recognize My Emotions Asynchronous Activity Series" on Children's Emotion Regulation Skills . Educational Policy Analysis and Strategic Research, 18(4), pp. 62-81.

Chicago 16th edition
Kanburoglu, Volkan, Esin Dibek, Asude BALABAN DAGAL and Ozana Ural (2023). "The Effect of Family-centered "I Recognize My Emotions Asynchronous Activity Series" on Children's Emotion Regulation Skills ". Educational Policy Analysis and Strategic Research 18 (4):62-81. doi:10.29329/epasr.2023.631.3.
References
  1. Addi Raccah, A., & Seeberger Tamir, N. (2023). Mothers as teachers to their children: lessons learned during the COVID-19 pandemic. Journal of Family Studies, 29(3), 1379-1402. https://doi.org/10.1080/13229400.2022.2048964 [Google Scholar] [Crossref] 
  2. Aksoy, A. B., & Yaralı, K. T. (2017). Çocukların öz düzenleme becerileri ile oyun becerilerinin cinsiyete göre incelenmesi [An analysis of children’s self-regulation and play skills according to gender]. Trakya Journal of Education, 7(2), 442-455. [Google Scholar]
  3. Aktaş, F. (2019). Yaratıcı drama etkinliklerinin 60-72 aylık çocukların duygu düzenleme becerilerine etkisinin incelenmesi [Examining the effect of creative drama activities on the emotion regulation skills of 60–72-month-old children] (Doctoral dissertation, Yildiz Techinical University-Institute of Social Sciences.) [Google Scholar]
  4. Alisinanoğlu, F. & Ulutaş, İ. (2000), Çocuklarda Kaygı ve Bunu Etkileyen Etmenler, Milli Eğitim [Anxiety in Children and Factors Affecting It, National Education]. Ministry of National Education Publications: Periodicals Series, March 2000, p.15-19. [Google Scholar]
  5. Aral, N., Fındık, E., Öz, S., Karataş, B. K., Güneş, L. C. & Kadan, G. (2021). Covid 19 pandemi sürecinde okul öncesi dönemde uzaktan eğitim: deneysel bir çalışma [Distance education in preschool during the Covid 19 pandemic: an experimental study]. Turkish Studies - Education, 16(2), 1105-1124. https://dx.doi.org/10.47423/TurkishStudies.49289 [Google Scholar]
  6. Athapathu, A., Navaratnam, D., Doluweera, M., & Liyanage, G. (2022). Child emotional and behavioral difficulties and parent stress during COVID-19 lockdown in Sri Lankan families. PLoS One, 17(8), e0271757. [Google Scholar]
  7. Batum, P., & Yağmurlu, B. (2007). What counts in externalizing behaviors? The contributions of  emotions and behavior regulation. Current Psychology, 25(4), 272–294. [Google Scholar]
  8. Bayındır, D., Balaban Dağal, A. & Önder, A. (2018). Türkiye’deki 60-72 Aylık Çocuklarda Duygu Düzenleme Becerilerinin Ego Sağlamlık Düzeylerine Göre İncelenmesi [Examination of Emotion Regulation Skills in 60-72 Month-Old Children in Turkey According to Ego Resilience Levels]. Adıyaman University Journal of Social Sciences, (29), 377-400. [Google Scholar]
  9. Benner, A. D., & Mistry, R. S. (2020). Child development during the COVID‐19 pandemic through a life course theory lens. Child development perspectives, 14(4), 236-243. https://doi.org/10.1111/cdep.12387 [Google Scholar] [Crossref] 
  10. Bozkurt Yükçü, Ş. & Demircioğlu, H. (2017). Okul öncesi dönem çocuklarının duygu düzenleme becerilerinin çeşitli değişkenler açısından incelenmesi [Examining the emotion regulation skills of preschool children in terms of various variables]. Mehmet Akif Ersoy University Journal of Education faculty, 44: 442-466. [Google Scholar]
  11. Braksiek, M., Lindemann, U., & Pahmeier, I. (2022). Physical activity and stress of children and adolescents during the COVID-19 Pandemic in Germany—A cross-sectional study in rural Areas. International Journal of Environmental Research and Public Health, 19(14), 8274. https://doi.org/10.3390/ijerph19148274 [Google Scholar] [Crossref] 
  12. Cantekin, D., & Akduman, G. G. (2020). Duyguları yönetme becerileri eğitim programının çocukların duyguları yönetme ve bakış açısı alma becerilerine etkisinin incelenmesi [Examining the effect of emotional management skills training program on children's emotion management and perspective-taking skills]. The Journal of Turkish Educational Sciences, 18(2), 777-798. https://doi.org/10.37217/tebd.785281 [Google Scholar] [Crossref] 
  13. Christner, N., Essler, S., Hazzam, A., & Paulus, M. (2021). Children’s psychological well-being and problem behavior during the COVID-19 pandemic: An online study during the lockdown period in Germany. PloS one, 16(6), e0253473. https://doi.org/10.1371/journal.pone.0253473 [Google Scholar] [Crossref] 
  14. Cohen Arazi, L., García, M., Berdecio Salvatierra, D., Villa Nova, S., Curi Mello, F., Garrido, M., ... & Alberti, A. (2022). Mood, emotions, and behaviors of children during the COVID-19 pandemic in Autonomous City of Buenos Aires. Arch. argent. pediatr, 106-110. [Google Scholar]
  15. Colman, A. (2009). A Dictionary of Psychology. Oxford University Press. [Google Scholar]
  16. Çomak, Z. (2022). 60-72 Aylar Arasındaki çocukların Yaratıcılıkları ile öz-düzenleme, Duygu Düzenleme ve Davranış Düzenleme Becerileri Arasındaki ilişkinin incelenmesi [Examining the relationship between the creativity of children aged between 60-72 months and their self-regulation, emotional and behavioral regulation skills] (Master's thesis, Necmettin Erbakan University). [Google Scholar]
  17. Dağlı, H.,  & Dağlıoğlu, H. E. (2021). Okul Öncesi Dönem Çocuklarının Duygu Düzenleme Becerileri ile Problem Çözme Becerileri Arasındaki İlişkinin İncelenmesi [Examining the Relationship Between Preschool Children's Emotion Regulation Skills and Problem-Solving Skills]. Cumhuriyet International Journal of Education, vol.10, no.3, 1020-1046. https://doi.org/10.30703/cije.799698 [Google Scholar] [Crossref] 
  18. Demiral Tetik, Z. E. (2022). Okul öncesi dönem çocuklarının bakış açısı alma becerileri ile duygu düzenleme becerileri arasındaki ilişkinin incelenmesi [Examining the relationship between preschool children's perspective taking skills and emotion regulation skills] (Master's thesis, Anadolu University-Institute of Educational Sciences). [Google Scholar]
  19. Demirbaş, N. K., & Koçak, S. S. (2020). 2-6 yaş arasında çocuğu olan ebeveynlerin bakış açısıyla covid-19 salgın sürecinin değerlendirilmesi [Evaluation of the covid-19 epidemic process from the perspective of parents with children between the ages of 2-6]. Eurasian Journal of Social and Economic Research, 7(6), 328-349. [Google Scholar]
  20. Demirci, Z. A., Arslan, E., & Temel, M. (2020). Okul Öncesi Dönemdeki Çocukların Duygu Düzenleme ve Kişiler Arası Problem Çözme Becerilerinin İncelenmesi [Examination of Preschool Children's Emotion Regulation and Interpersonal Problem-Solving Skills]. International Journal of Turkish Education Sciences, 18(2), 910-925. https://doi.org/10.37217/tebd.714803 [Google Scholar] [Crossref] 
  21. Di Giorgio, E., Di Riso, D., Mioni, G., & Cellini, N. (2021). The interplay between mothers’ and children behavioral and psychological factors during COVID-19: An Italian study. European child & adolescent psychiatry, 30, 1401-1412. [Google Scholar]
  22. Durmuşoğlu Saltalı N, Deniz M. (2010). Duygu eğitimi programının okul öncesi eğitime devam eden altı yaş çocuklarının duygusal becerilerine etkisi [The effect of emotional education program on the emotional skills of six-year-old children attending pre-school education]. Educational Sciences: Theory and Practice, 10(4), 2105 - 2140. [Google Scholar]
  23. Kilinc, S., Soldovieri, S. J., & Fitzgerald, M. E. (2023). Mothers As New Teachers During The COVID-19 Pandemic: Challenges and Opportunities. International Journal of Special Education, 38(1), 185-199. https://doi.org/10.52291/ijse.2023.38.16 [Google Scholar] [Crossref] 
  24. Koçyiğit, S., Yılmaz, E., & Sezer, T. (2015). 60-72 Aylik Çocuklarin Sosyal Yetkinlik ve Duygu Düzenleme Becerileri Ile Oyun Becerileri Arasindaki Ilişkinin Incelenmesi [Examination of the Relationship Between Social Competence and Emotion Regulation Skills and Play Skills of 60–72-Month-Old Children]. HAYEF Journal of Education, 12(1), 209-218. [Google Scholar]
  25. Liman, B. (2020). Cinsiyet ve anne-baba eğitim düzeyinin 66-77 aylık okul öncesi çocukların duyguları tanıma ve duygu düzenleme becerilerine etkisinin incelenmesi [Examining the effects of gender and parental education level on the emotion recognition and emotion regulation skills of 66-77 month old preschool children]. The Journal of Turkish Social Research, 24(1), 209-222. [Google Scholar]
  26. McKune, S. L., Acosta, D., Diaz, N., Brittain, K., Beaulieu, D. J., Maurelli, A. T., & Nelson, E. J. (2021). Psychosocial health of school-aged children during the initial COVID-19 safer-at-home school mandates in Florida: a cross-sectional study. BMC public health, 21, 1-11. [Google Scholar]
  27. Mestci, S. , Gökkaya, F. & Ormankıran, B. (2019). Okul Öncesine Devam Eden 60-72 Aylık Çocukların Sosyal Problem Çözme Becerilerini Geliştirmede Duygu Düzenleme Eğitiminin Etkililiği: Bir Pilot Çalışma [The Effectiveness of Emotion Regulation Training in Improving the Social Problem-Solving Skills of 60–72-Month-Old Preschool Children: A Pilot Study]. International Journal of Early Childhood Education Studies, 4 (1), 56-71. [Google Scholar]
  28. Özdemir Beceren, B, & Zembat, R. (2016). Güçlü Başlangıç Sosyal Duygusal Öğrenme Programı’nın 5 yaş çocuklarının duygusal gelişimleri üzerine etkisi [The Effect of Strong Start Social Emotional Learning Program on social and emotional development of five-year-old children]. Journal of Human Sciences, 13(1), 1003-1016. [Google Scholar]
  29. Parenting for Lifelong Health (PLH). (2020, 02 02). Digital parenting tips: Retrieved from https://www.covid19parenting.com/#/digitalparenting  [Google Scholar]
  30. Phelps, C., & Sperry, L. L. (2020). Children and the COVID-19 pandemic. Psychological Trauma: Theory, Research Practice, and Policy, 12(S1), S73. https://doi.org/10.1037/tra0000861 [Google Scholar] [Crossref] 
  31. Pudpong N, Julchoo S, Sinam P, Uansri S, Kunpeuk W, Suphanchaimat R. Psychosocial Problems Among Primary School Children in Thailand During the COVID-19 Pandemic, 2022. Pediatric Health Med Ther. 2023 May 20;14:159-168.  [Google Scholar]
  32. Rabe, J. E., Schillok, H., Merkel, C., Voss, S., Coenen, M., De Bock, F., Ruden U., Bramesfeld A. & Jung-Sievers, C. (2021). Belastung von Eltern mit Kindern im Schulalter während verschiedener Phasen der COVID-19-Pandemie in Deutschland: Eine Analyse der COVID-19-Snapshot-Monitoring-(COSMO ) Daten. Bundesgesundheitsblatt-Gesundheitsforschung-Gesundheitsschutz, 64(12), 1500-1511. https://doi.org/10.1007/s00103-021-03453-3 [Google Scholar] [Crossref] 
  33. Rathgeb, C., Schillok, H., Voss, S., Coenen, M., Schulte-Körne, G., Merkel, C., Eitze S, Jung-Sievers C & COSMO Study Team. (2022). Emotional situation of children and adolescents during the COVID-19 pandemic in Germany: results from the COVID-19 snapshot monitoring study (COSMO). International Journal of Environmental Research and Public Health, 19(5), 2698.  [Google Scholar]
  34. Sala, MN, Pons, F. and Molina, P. (2014). Emotion Regulation Strategies in Preschool Children. British Journal of Developmental Psychology, 32 (4), 440-453. [Google Scholar]
  35. Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology, 33, 6, 906-916. [Google Scholar]
  36. Shorer, M., & Leibovich, L. (2022). Young children’s emotional stress reactions during the COVID-19 outbreak and their associations with parental emotion regulation and parental playfulness. Early Child Development and Care, 192(6), 861-871. https://doi.org/10.1080/03004430.2020.1806830 [Google Scholar] [Crossref] 
  37. Singh S, Roy D, Sinha K, Parveen S, Sharma G, Joshi G. Impact of COVID-19 and lockdown on mental health of children and adolescents: A narrative review with recommendations. Psychiatry Res. 2020 Nov;293:113429.  [Google Scholar]
  38. Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents' stress and children's psychological problems in families facing the COVID-19 outbreak in Italy. Frontiers in psychology, 11, 1713. [Google Scholar]
  39. Tümkan, F., & Tümkan, Ş. (2020). Pandemi Döneminde Eğitime Verilen Zorunlu Aranın İlkokullardaki Eğitim Açısından Yarattığı Değişimin Etkilerinin Değerlendirilmesi [Evaluation of the Effects of the Changes Created by the Mandatory Break in Education During the Pandemic Period in terms of Education in Primary Schools]. Electronic Turkish Studies, 15(4) 1163-1184. https://dx.doi.org/10.7827/TurkishStudies.44411 [Google Scholar]
  40. Ünal Bozcan E, Kömleksiz M. (2015). Eğitimde Drama Destekli Etkinliklerin Altı Yaş Çocuklarının Duygusal Becerilerine Etkisi [The Effect of Drama Supported Activities in Education on the Emotional Skills of Six-Year-Old Children]. International Journal of Curriculum and Instructional Studies, 5(10), 35 - 56. [Google Scholar]
  41. Van Lancker, W., & Parolin, Z. (2020). COVID-19, school closures, and child poverty: a social crisis in the making. The Lancet Public Health, 5(5), e243-e244. [Google Scholar]
  42. Vardi, Ö., & Demiriz, S. (2021). 5-6 Yaş Çocuklarının Davranışsal Öz Düzenleme ve Duygu Düzenleme Becerileri Arasındaki İlişkinin İncelenmesi [Examining the Relationship Between Behavioral Self-Regulation and Emotion Regulation Skills of 5–6-Year-Old Children]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi [Gazi University Journal of Gazi Faculty of Education], 41(3), 1993-2029. https://doi.org/10.17152/gefad.925176 [Google Scholar] [Crossref] 
  43. WHO (World Health Organization). (2020, 12 10). Parenting for Lifelong Health (PLH) - COVID-19 Parenting resources: Retrieved from https://www.who.int/teams/social-determinants-of-health/parenting-for-lifelong-health/covid-19-parenting-resources  [Google Scholar]
  44. Wu, Y., Wei, Y. D., Liu, M., & García, I. (2023). Green infrastructure inequality in the context of COVID-19: Taking parks and trails as examples. Urban Forestry & Urban Greening, Volume 86, Article 128027. [Google Scholar]
  45. Yurdakul, Y., Beyazıt, U., & Ayhan, A. B. (2021). Okul öncesi dönem çocuklarında duygu düzenleme becerileri ile etkileşimli oyun davranışları arasındaki ilişkinin incelenmesi [Examining the relationship between emotion regulation skills and interactive play behaviors in preschool children]. Afyon Kocatepe University Journal of Social Sciences, 23(4), 1291-1307. https://doi.org/10.32709/akusosbil.874538 [Google Scholar] [Crossref] 
  46. Yurdaışık, Ö. E. (2023). Okul öncesi dönem çocuklarının duygu düzenleme becerilerini etkileyen faktörlerin incelenmesi [Examining the factors affecting the emotion regulation skills of preschool children] (Master's thesis, İstanbul Gelişim University Institute of Graduate Studies). [Google Scholar]
Download
Metric
History
Related

Volume 18 Issue 4

December 2023

All Articles

Educational Policy Analysis and Strategic Research

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.