ABSTRACT

This study, structured using a cross-sectional design, investigates the extent to which preschool children's play behaviours predict their self-regulated learning skills. The research sample comprised 301 five-year-old children (145 boys and 156 girls) enrolled in preschools across the Turkish Republic of Northern Cyprus. Participants were selected through a convenience sampling method based on accessibility. The Preschool Play Behaviour Scale and the Children Independent Learning Development Checklist 3-5 (CHILD 3-5) were used to collect data. This study employed a survey research design to examine the predictive effect of play behaviours of preschool children on self-regulated learning behaviours. The results revealed a significant and positive relationship between children's social play, solitary passive play, and solitary active play behaviours, and their levels of self-regulated learning. This result indicated that the degree of self-regulated learning changes in tandem with the increase or decrease of social play, solitary passive play, and solitary active play behaviours. No significant correlation was found between rough play and children's self-regulated learning behaviours. However, preschoolers' social play, solitary passive play, and solitary active play behaviours significantly predicted their self-regulated learning behaviours. Among these, social play was the most predictive, while solitary active play was the least. These findings suggest a role for children's play in the development of self-regulated learning.

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