Abstract

The aim of this study is to examine the effect of executive function skills on social skills in 4-5-year-old children. The study group consists of 151 children aged 4-5 years and their teachers. The data of the research were collected through the "Childhood Executive Functioning Inventory" and "Social-Emotional Assets and Resiliency Scale". The assumptions of the multiple regression analysis were tested and applied to the obtained data. There is a positive relationship between executive functions and social skills. Social competence and emotion recognition are only predicted by working memory. On the other hand, empathy, self-regulation and total social skills are predicted by working memory and inhibitory control together. Two executive function skills can explain approximately 41% of social skills. Tracking the executive function skills of the children in the preschool period can give an idea of their current and future social-emotional developments.

Keywords: Executive function, Social skills, Social competence, Emotion recognition, Early childhood

References

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How to cite

Yavuz, E. C., Güney, M., & Taştepe, T. (2025). Executive function skills as predictors of social skills in socially disadvantaged children. Education and Science, 1-14. https://doi.org/10.15390/ES.2025.2579