ABSTRACT The goal of this study is to analyze the impact of an Emotion Regulation Support Program applied to 60–72‐month‐old children on their emotion regulation skills and secure‐base relations with teachers in terms of their attachment styles. The study, carried out using a semi‐ intervention design with a pre‐test/post‐test and 1‐month follow‐up test design and a comparison group, included a study group of 100 children with secure, avoidant, and negative attachment styles (50 intervention group children, 50 children in the comparison group). Data collection tools used included a “General Data Form” developed by the author to collect data from the children and their families, Teachers Ratings of Child Secure Base Behaviour and Emotion Regulation” to assess children's emotion regulation skills and secure‐base relations with teachers and “Incomplete Stories with Doll Family Story Scale” to identify their attachment styles. Children's emotion regulation skills were supported by the “60–72‐Month‐old Children Emotion Regulation Support Program.” The study results showed a significant positive difference in favor of securely attached children's emotion regulation skills and secure‐base relations with teachers ( p > 0.05). While the emotion regulation skills of children with avoidant attachment were significantly and positively different ( p > 0.05). no difference was observed in terms of their secure‐base relations with teachers ( p > 0.05). Similarly, no difference was observed in negatively attached children's emotion regulation skills and secure‐base relations with teachers ( p > 0.05). The study results were presented to researchers, professionals and teachers working with children at the end of the study. This study addresses a significant gap in the literature by providing empirical evidence on how an emotion regulation support program impacts both the emotion regulation skills and secure base relationships of 60–72‐month‐old children in the context of their attachment styles. The findings contribute to a deeper theoretical understanding of the dynamic interplay between emotion regulation and attachment in early childhood.
ILDIZ et al. (Thu,) studied this question.