In this research, it is aimed to being examined that, relations between self-concepts, temperaments and social skills of pre-school children. Research is conducted in relational screening model. Sample group of research is formed by 300 children who are attendance to pre-school education institutions which are bound to Erzurum city centre. Data are gathered by using, personal information form, DeMoulin Self-Concept Scale for Children, Short Temperament Scale for Children, Pre-school Social Skills Form. As the result of analysing data; it is found that there is no significant relation between self-concept, temperament and social skills. In research, it is seen that the responses which children earned high scores towards self-concepts focus especially on “playing games”, “friendship relations”, “home visits by important individuals like teacher”; the responses which they earned low scores focus on “negative reactions by friends”. Mothers’ responses to temperaments of their children are towards children act in a not changeable consistency on “routine needs like sleep and use of toilet”. In the responses which are given towards children’s social skills, it is seen that they are focusing on; “telling the name and listening” like social skills and “adapting oral instructions” like further social skills. In research; it precipitated that, pre-school period children’s total scores of self-concept, scores of self-respect and self-sufficiency are differing significantly in girls’ favour, total score and sub-dimensions of temperament and social skills are not differing according to be a girl or boy. On the other hand, temperament and self-concept are examined as precursor of social skill; it is precipitated that these variables do not predict social skill but temperament is more related to social skills than self-concept.

Anahtar Kelimeler
Self-concept, temperament, social skills.