Erken Çocukluk Döneminde Sosyal Duygusal Gelişim (0-6 Yaş)

Anne Çocuk Eğitim Vakfı (AÇEV) & Eğitim Reformu Girişimi (ERG). (2016). Her çocuğa eşit fırsat: Türkiye’de erken çocukluk eğitiminin durumu ve öneriler. Erişim adresi: https://egitimreformugirisimi.org/wp-content/uploads/2017/03/ERG_HERKES-%C4%B0C%C4%B0N-ESIT-FIRSAT-TURKIYEDE-ERKEN-COCUKLUK-EGITIMININ-DURUMU-VE-ONERILER.web_.pdf

Akyol, N. A., Doğan, S. A., & Durmuşoğlu, M. (2021). Okul öncesi eğitimde öğretmenin iletişim becerilerinin önemi: aile katılımı, iş birliği ve öğretmen-çocuk ilişkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 21(3), 887-899.

Akyol, N. A., & Aşkar, N. (2022). Erken çocukluk döneminde 21. yüzyıl becerileri. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 42(3), 2597-2629.

Alexander, K., & Vermette, P. (2019). Implementing social and emotional learning standards by intertwining the habits of mind with the CASEL competencies. Excelsior: Leadership in Teaching and Learning, 12(1), 3–16. https://doi.org/10.14305/jn.19440413.2019.12.1.03

Alwaely, S., Yousif, N., & Mikhaylov, A. (2020). Emotional development in preschoolers and socialization. Early Child Development and Care, 191, 2484-2493. https://doi.org/10.1080/03004430.2020.1717480.

Asokan, S., Surendran, S., Asokan, S., & Nuvvula, S. (2014). Relevance of Piaget's cognitive principles among 4–7 years old children: A descriptive cross-sectional study. Journal of the Indian Society of Pedodontics and Preventive Dentistry, 32(4), 292–296. https://doi.org/10.4103/0970-4388.140947

Aya, F., & Shigeki, S. (2022). Children’s social ınteraction in pre-school education and childcare settings: A systematic review. Child & Youth Care Forum, 52, 1197 - 1223. https://doi.org/10.1007/s10566-022-09721-w.

Bandura, A., & Walters, R.H. (1963). Social learning and personality development. Holt Rinehart and Winston: New York.

Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., ... & Gill, S. (2008). Promoting academic and social‐emotional school readiness: The Head Start REDI Program. Child Development, 79(6), 1802-1817. https://doi.org/10.1111/j.1467-8624.2008.01227.x

Bjorklund, D. (2005). Children’s thinking: Cognitive development and ındividual difference. Belmont: Thomson Wadsworth.

Brown, J., Dutton, K., & Cook, K. (2001). From the top down: Self-esteem and self-evaluation. Cognition and Emotion, 15, 615-631. https://doi.org/10.1080/02699930126063.

Cappelen, A., List, J., Samek, A., & Tungodden, B. (2020). The effect of early-childhood education on social preferences. Journal of Political Economy, 128, 2739–2758. https://doi.org/10.1086/706858

CASEL – Collaborative for Academic, Social, and Emotional Learning. (2013). Effective social and emotional learning programs: Preschool and elementary (School edition).

CASEL. (2020a). What is SEL?. https://casel.org/what-is-sel/ Erişim tarihi: 10 Haziran 2025.

CASEL. (2020b). CASEL’s SEL framework: What are the core competence areas and where are they promoted? https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/

Cesco, E. (2025). Moral development in preschool children according to Kohlberg’s stages: A revised analysis from the perspective of Positive Psychotherapy. The Global Psychotherapist. https://doi.org/10.52982/lkj255

Cheng, C., Govorun, O., & Chartrand, T. (2012). Effect of self-awareness on negative affect among individuals with discrepant low self-esteem. Self and Identity, 11, 304-316. https://doi.org/10.1080/15298868.2011.567022.

Cornell, C., Kiernan, N., Kaufman, D., Dobee, P., Frydenberg, E., & Deans, J. (2017). Developing social emotional competence in the early years. In E. Frydenberg, A. J. Martin, & R. J. Collie (Eds.), Social and emotional learning in Australia and the Asia-Pacific: Perspectives, programs and approaches (pp. 391–411). Springer. https://doi.org/10.1007/978-981-10-3394-0_21

Dagan, O., & Sagi-Schwartz, A. (2018). Early attachment network with mother and father: An unsettled issue. Child Development Perspectives, 12, 115-121. https://doi.org/10.1111/CDEP.12272.

Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17(1), 57-89. https://doi.org/10.1207/s15566935eed1701_4

Denham, S. A. (2018). Keeping SEL developmental: The importance of a developmental lens for fostering and assessing SEL competencies. Frameworks Briefs, 1(2), 127–152.

Dettmer, A. M., Clinton, A. B., & Mildon, H. A. (2020). Self-regulation in young children. In V. C. Alfonso & G. J. DuPaul (Eds.), Healthy development in young children: Evidence-based interventions for early education (pp. 131–150). American Psychological Association.

DJabbarovna, B. (2021). Fostering communication skill of preschool children, 2, 50-54. https://doi.org/10.17605/OSF.IO/J956K.

Djambazova-Popordanoska, S. (2016). Implications of emotion regulation on young children’s emotional wellbeing and educational achievement. Educational Review, 68(4), 497–515. https://doi.org/10.1080/00131911.2016.1144559

Donohue, M. R., Camacho, M. C., Drake, J. E., Schwarzlose, R. F., Brady, R. G., Hoyniak, C. P., Hennefield, L., Wakschlag, L. S., Rogers, C. E., Barch, D. M., & Luby, J. (2024). Less attention to emotional faces is associated with low empathy and prosociality in 12-to 20-month old infants. Infancy: The Official Journal of the International Society on Infant Studies, 29(2), 113–136. https://doi.org/10.1111/infa.12569

Dowling, M. (2014). Young children's personal, social and emotional development (4th ed.). Sage.

Dunfield, K., Kuhlmeier, V., O'Connell, L., & Kelley, E. (2011). Examining the diversity of prosocial behavior: helping, sharing, and comforting in ınfancy. Infancy: The Official Journal of the International Society on Infant Studies, 16 3, 227-247. https://doi.org/10.1111/J.1532-7078.2010.00041.X.

Easterbrooks, M. A., Bartlett, J. D., Beeghly, M., & Thompson, R. A. (2012). Social and emotional development in infancy. In Developmental Psychology II: Infancy and Early Childhood (Vol. 6). https://doi.org/10.1002/9781118133880.hop206004

Egan, S., & Perry, D. (1998). Does low self-regard invite victimization? Developmental Psychology, 34 (2), 299-309. https://doi.org/10.1037//0012-1649.34.2.299.

Engler, J. R., Alfonso, V. C., White, J. M., & Roy, C. D. (2023). Assessing social-emotional abilities of preschool-aged children within a social-emotional learning framework. Perspectives on Early Childhood Psychology and Education, 5(1), 8.

Erdmann, K., & Hertel, S. (2019). Self-regulation and co-regulation in early childhood – Development, assessment, and supporting factors. Metacognition and Learning, 14, 229–238. https://doi.org/10.1007/s11409-019-09211-w

Feldman, R. S. (2021). Gelişim psikolojisi: Çocukluk ve ergenlik (C. Şahin, Ed.; A. U. Baş & A. A. İyiaydın, Çev.) (5. basımdan çeviri). Nobel Akademik Yayıncılık.

Ferreira, M., Martinsone, B., & Talić, S. (2020). Promoting sustainable social emotional learning at school through relationship-centered learning environment, teaching methods and formative assessment. Journal of Teacher Education for Sustainability, 22(1), 21–36. https://doi.org/10.2478/jtes-2020-0003

Gruzdeva, O., & Ulybina, E. (2024). Development of self-awareness in children in early ontogenesis. SibScript. https://doi.org/10.21603/sibscript-2024-26-2-235-242

Gülay Ogelman, H. (2016). Okul öncesi dönemde sosyal gelişim. In E. Kargı (Ed.), Erken çocukluk döneminde gelişim (4. bölüm). Vize Yayıncılık.

Han, J., & Choi, Y. (2023). Young children’s metacognition expressed during coding play. Pacific Early Childhood Education Research Association. https://doi.org/10.17206/apjrece.2023.17.3.21.

Hawon, L., & P. (2017). Multiple mediated effects of self-esteem and self-awareness in the relations between personality and mental health. 48, 115-139. https://doi.org/10.15854/JES.2017.06.48.2.115.

Hobson, P., Chidambi, G., Lee, A., & Meyer, J. (2006). Foundations for self-awareness: An exploration through autism. Monographs of the Society for Research in Child Development, 71(2), vii–166. https://doi.org/10.1111/j.1540-5834.2006.00387.x

Huber, L., Plötner, M., & Schmitz, J. (2019). Social competence and psychopathology in early childhood: A systematic review. European Child & Adolescent Psychiatry, 28, 443–459. https://doi.org/10.1007/s00787-018-1152-x

Înoue, S. (2022). Interview-based qualitative descriptive study on risk factors of school withdrawal among elementary school children. Children, 9. https://doi.org/10.3390/children9101579.

Jahromi, L. B., Kirkman, K., Friedman, M. A., & Nunnally, A. (2021). Associations between emotional competence and prosocial behaviors with peers among children with autism spectrum disorder. American Journal on Intellectual and Developmental Disabilities, 126(2), 79–96. https://doi.org/10.1352/1944-7558-126.2.79

Kargı, E. (2016). Kültürel tarihsel kuram çerçevesinde erken çocuklukta bilişsel gelişim ve öğrenme deneyimi. E. Kargı (Ed.), Erken çocukluk döneminde gelişim içinde (s. 2-15). Vize Yayıncılık.

Kobayashi, M., Takakura, M., Kakazu, K., Gredzuk, S., Masuzawa, T., Kyan, A., Ganaha, Y., & Endoh, H. (2020). Study of factors related to social and emotional skills in early childhood in Japan. European Journal of Public Health, 30. https://doi.org/10.1093/eurpub/ckaa166.388

Korotaeva, E., & Svyattseva, A. (2016). Initiative development in preschool children. Procedia-Social and Behavioral Sciences, 233, 280-286. https://doi.org/10.1016/J.SBSPRO.2016.10.127.

Kramer, L. (2014). Learning emotional understanding and emotion regulation through sibling interaction. Early Education and Development, 25, 160-184. https://doi.org/10.1080/10409289.2014.838824.

Lapidow, E., & Bonawitz, E. (2023). What’s in the Box? Preschoolers consider ambiguity, expected value, and information for future decisions in explore-exploit tasks. Open Mind: Discoveries in Cognitive Science, 7, 855 - 878. https://doi.org/10.1162/opmi_a_00110.

Liu, Q., Huang, J., Caldwell, M., Cheung, S., Cheung, H., & Siu, T. (2024). Gendered pathways to socioemotional competencies in very young children. Scientific Reports, 14. https://doi.org/10.1038/s41598-024-56854-0

Lloyd, O., Ownsworth, T., Fleming, J., Jackson, M., & Zimmer‐Gembeck, M. (2020). Impaired self-awareness following pediatric traumatic brain injury: Protective factor or liability? Journal of Neurotrauma, 38(5):616-627. https://doi.org/10.1089/neu.2020.7191

Lobo, F., & Lunkenheimer, E. (2020). Understanding the parent-child coregulation patterns shaping child self-regulation. Developmental Psychology. https://doi.org/10.1037/dev0000926.

Luo, Y., Hétu, S., Lohrenz, T., Hula, A., Dayan, P., Ramey, S., Sonnier-Netto, L., Lisinski, J., LaConte, S., Nolte, T., Fonagy, P., Rahmani, E., Montague, P., & Ramey, C. (2018). Early childhood investment impacts social decision-making four decades later. Nature Communications, 9. https://doi.org/10.1038/s41467-018-07138-5.

Magro, S., Utesch, T., Dreiskämper, D., & Wagner, J. (2018). Self-esteem development in middle childhood: Support for sociometer theory. International Journal of Behavioral Development, 43, 118 - 127. https://doi.org/10.1177/0165025418802462.

Maleki, M., Mardani, A., Chehrzad, M., Dianatinasab, M., & Vaismoradi, M. (2019). Social skills in children at home and in preschool. Behavioral Sciences, 9. https://doi.org/10.3390/bs9070074.

Milli Eğitim Bakanlığı (2013). Okul Öncesi Eğitim Programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı. Erişim adresi: https://mufredat.meb.gov.tr/Dosyalar/20195712275243-okuloncesi_egitimprogrami.pdf

McKeown, C., Luczynski, K. C., & Lehardy, R. (2021). Evaluating the generality and social acceptability of early friendship skills. Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.842

Montroy, J. J., Bowles, R. P., Skibbe, L. E., McClelland, M. M., & Morrison, F. J. (2016). The development of self-regulation across early childhood. Developmental Psychology, 52(11), 1744–1762. https://doi.org/10.1037/dev0000159

Morin, A. (2011). Self-awareness part 1: Definition, measures, effects, functions, and antecedents. Social and Personality Psychology Compass, 5(10), 807–823. https://doi.org/10.1111/j.1751- 9004.2011.00387.x

Mullabaeva, N., Abdunazarova, S., & Sharafitdinov, A. (2024). The role of the social environment in the formation of the self-awareness process in preschool children. In Proceedings of the 1st Pamir Transboundary Sustainable Communities Conference. https://doi.org/10.5220/0012480000003792

Narvaez, D. (2014). Neurobiology and the development of human morality: Evolution, culture, and wisdom. W. W. Norton & Company.

Ng, S. C., & Bull, R. (2018). Facilitating social emotional learning in kindergarten classrooms: Situational factors and teachers’ strategies. International Journal of Early Childhood, 50, 335–352. https://doi.org/10.1007/s13158-018-0225-9

Orth, U., & Robins, R. (2014). The Development of Self-Esteem. Current Directions in Psychological Science, 23, 381 - 387. https://doi.org/10.1177/0963721414547414.

Orth, U. (2018). The family environment in early childhood has a long-term effect on self-esteem: A longitudinal study from birth to age 27. Journal of Personality and Social Psychology, 114, 637–655. https://doi.org/10.1037/pspp0000143

Orth, U., Erol, R., & Luciano, E. (2018). Development of self-esteem from age 4 to 94 years: A meta-analysis of longitudinal studies. Psychological Bulletin, 144, 1045–1080. https://doi.org/10.1037/bul0000161.

P21. (2019). 21st century learning for early childhood framework. Erişim adresi: https://static.battelleforkids.org/documents/p21/P21EarlyChildhoodFramework.pdf

Pahigiannis, K., & Glos, M. (2018). The role of peers in self-regulation development and intervention in early childhood. Early Child Development and Care, 190, 1053–1064. https://doi.org/10.1080/03004430.2018.1513923

Paley, B., & Hajal, N. (2022). Conceptualizing emotion regulation and coregulation as family-level phenomena. Clinical Child and Family Psychology Review, 25, 19- 43. https://doi.org/10.1007/s10567-022-00378-4.

Pener-Tessler, R., Markovitch, N., & Knafo‐Noam, A. (2022). The special role of middle childhood in the development of self-control: Longitudinal and genetic evidence. Developmental Science, 25. https://doi.org/10.1111/desc.13270

Perry, N. E. (2019). Recognizing early childhood as a critical period for developing and supporting self-regulation. Metacognition and Learning, 14, 327–334. https://doi.org/10.1007/s11409-019-09213-8

Proft, M., Schünemann, B., & Rakoczy, H. (2019). Children's understanding of the aspectuality of intentions. Journal of Experimental Child Psychology, 181, 17-33. https://doi.org/10.1016/j.jecp.2018.12.001.

Rochat, P. (2003). Five levels of self-awareness as they unfold early in life. Consciousness and Cognition, 12(4), 717–731. https://doi.org/10.1016/s1053-8100(03)00081-3

Rubin, K. H., Bowker, J. C., McDonald, K. L. & Menzer, M. (2013). Peer relationships in childhood. The Oxford Handbook of Developmental Psychology, 2: Self and Other, 2, 242. https://doi.org/10.1093/oxfordhb/9780199958474.013.0011

Saarni, C., & Harris, P. (1989). Children's understanding of emotion. New York: Cambridge University Press.

Sheridan, S., Knoche, L., Boise, C., Witte, A., Koziol, N., Prokasky, A., Schumacher, R., & Kerby, H. (2021). Relationships as malleable factors for children’s social-behavioral skills from preschool to grade 1: A longitudinal analysis. Early Education and Development, 33, 958 - 978. https://doi.org/10.1080/10409289.2021.1936374

Skagerlund, K., Forsblad, M., Tinghög, G., & Västfjäll, D. (2021). Decision‐making competence and cognitive abilities: Which abilities matter?. Journal of Behavioral Decision Making. https://doi.org/10.1002/BDM.2242.

Slot, P. L., Mulder, H., Verhagen, J., & Leseman, P. P. (2017). Preschoolers’ cognitive and emotional self‐regulation in pretend play: Relations with executive functions and quality of play. Infant and Child Development, 26(6), 1–21. https://doi.org/10.1002/icd.2038

Smid, C. R., Kool, W., Hauser, T. U., & Steinbeis, N. (2022). Computational and behavioral markers of model-based decision making in childhood. Developmental Science. https://doi.org/10.1111/desc.13295

Smith, D. G., Xiao, L., & Bechara, A. (2012). Decision making in children and adolescents: Impaired Iowa Gambling Task performance in early adolescence. Developmental Psychology, 48(4), 1180–1187. https://doi.org/10.1037/a0026342

Smith, K., Xu, Y., & Pollak, S. (2025). How childhood adversity affects components of decision making. Neuroscience & Biobehavioral Reviews, 169. https://doi.org/10.1016/j.neubiorev.2025.106027.

Soylu, Y. (2021). Duygusal gelişim. D. M. Siyez (Ed.), Çocuk ve ergen gelişimi: Çok boyutlu bir bakış içinde (s. 474-508). Pegem Akademi.

Stuewig, J., & McCloskey, L. A. (2005). The relation of child maltreatment to shame and guilt among adolescents: Psychological routes to depression and delinquency. Child Maltreatment, 10(4), 324–336. https://doi.org/10.1177/1077559505279308

Surtees, A. D. R., & Apperly, I. A. (2012). Egocentrism and automatic perspective taking in children and adults. Child Development, 83(2), 452–460. https://doi.org/10.1111/j.1467-8624.2011.01730.x

UNICEF. (n.d.). Early childhood development overview. https://www.unicef.org/early-childhood-development Erişim Tarihi: 10 Haziran 2025.

Van Der Meulen, M., Wierenga, L. M., Achterberg, M., Drenth, N., van IJzendoorn, M. H., & Crone, E. A. (2020). Genetic and environmental influences on the structure of the social brain in childhood. Developmental Cognitive Neuroscience, 44, 100782. https://doi.org/10.1016/j.dcn.2020.100782

Veraksa, A., Oshchepkova, E., Aslanova, M., & Yakupova, V. (2022). Factors of a child’s social development in the senior preschool age. Vestnik of Saint Petersburg University. Psychology. https://doi.org/10.21638/spbu16.2022.402.

Wang, Y., Tao, Y., Zhu, L., Li, Y., & Huang, D. (2022). Preschool children’s negative affect and social skills in China: The moderating effect of the teacher–child relationship. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.991039.

Webster-Stratton, C., & Lindsay, D. W. (1999). Social competence and conduct problems in young children: Issues in assessment. Journal of Clinical Child Psychology, 28(1), 25–43. https://doi.org/10.1207/s15374424jccp2801_3

Williams, K. E., & Berthelsen, D. (2017). The development of prosocial behaviour in early childhood: Contributions of early parenting and self-regulation. International Journal of Early Childhood, 49, 73–94. https://doi.org/10.1007/s13158-017-0185-5

Winterheld, H. (2016). Calibrating use of emotion regulation strategies to the relationship context: An attachment perspective. Journal of Personality, 84 3, 369-80. https://doi.org/10.1111/jopy.12165.

Wong, K., Hicks, L., Seuntjens, T., Trentacosta, C., Hendriksen, T., Zeelenberg, M., & Van Den Heuvel, M. (2019). The role of mindful parenting in individual and social decision-making in children. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00550.

World Health Organization. (n.d.). Early childhood development. Retrieved June 10, 2025, from https://www.who.int/health-topics/early-childhood-development

Wu, Z., Hu, B., Wu, H., Winsler, A., & Chen, L. (2020). Family socioeconomic status and Chinese preschoolers' social skills: Examining underlying family processes. Journal of Family Psychology: Journal of the Division of Family Psychology of the American Psychological Association. https://doi.org/10.1037/fam0000674.

Yoleri, S. (2016). Teacher-child relationships in preschool period: The roles of child temperament and language Skills. International Electronic Journal of Elementary Education, 9, 210-224.

Yotyodying, S., Wild, E., & Schwinger, M. (2020). The detrimental role of punitive parenting in psychological well-being of children with learning disabilities: A longitudinal study. Educational Psychology, 41, 1041–1060. https://doi.org/10.1080/01443410.2020.1863918

Zeidner, M., Matthews, G., Roberts, R. D., & MacCann, C. (2003). Development of emotional intelligence: Towards a multi-level investment model. Human Development, 46(2–3), 69–96. https://doi.org/10.1159/000068580

Zihin Gelişimi Araştırmaları Grubu. (2016). Aklın çocuk hali: Zihin gelişimi araştırmaları (2. baskı, Der. A. Küntay, Ç. Aydın, T. Göksun, D. Tahiroğlu). Koç Üniversitesi Yayınları.