This study aimed to examine the self-regulation skills of 60-72 month-old children attending pre-school education and their coping strategies with bullying. The study sample consists of 85 children of 60-72 months and 16 teachers attending pre-school education institutions located in Beykoz, Üsküdar, and Ümraniye districts of Istanbul Province selected by convenience sampling method. In the study, "Demographic Information Form," "Self-Regulation Scale for Children 4-6 Years Old Teacher Form", and "Coping With Bullying Strategies Problem Stories Form" were used. A mixed research model was used in this study, and cross-comparison of the answers obtained was calculated with arithmetic mean and standard deviations. Participant children with high self-regulation skills mostly used active and mixed strategies in coping with bullying. On the other hand, it was found that children with low self-regulation skills mostly used avoidant and emotion-oriented strategies. Besides, it was found that the self-regulation skill levels of the children were determinant of the ways of expressing their feelings and explaining the reasons for bullying. Therefore, it has been suggested that the self-regulation skill levels of children should be identified and supported at an early stage to provide that they can apply effective coping strategies with bullying.
At the conclusion of the study it was determined that the gender of the baby did not effect the mother's self-perception during problem solving, whereas their educational levels created remarkable differences amongst their responses.
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