Author(s): Gözde ERTÜRK KARA

Aim of this study was to examine the predictive role of behavioral skills in early academic skills development. Sample of the study was 60 preschool children who were educated in early childhood education centers in Aksaray and Adana cities. Convenient sampling method was used for selecting participants. Children Behavior Rating Scale- CBRS which was developed by Bronson, Goodson, Layzer & Love (1990) and validated in 2015 by Rowley (2015) was used to assess children’s behavioral skills. Children’s early academic skills were assessed by using Early Childhood Mathematics Education Content Standards Scale (Ta?k?n &Temel, 2013) and Phonolojical Awareness Test (Yang?n, Erdo?an & Erdo?an, 2008). Results of the study showed that CBRS’s was reliable and valid to assess behavioral skills of Turkish children. It was also presented that behavior regulation and interpersonal social skills had a role together as predictors of early mathematic skills. And, interpersonal social skills had a role as a predictor of phonological awareness skills.


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