OKUL ÖNCESİNDEKİ ÇOCUKLARIN DİL İLE MATEMATİK BECERİLERİ ARASINDAKİ İLİŞKİNİN FARKLI DEĞİŞKENLERE GÖRE İNCELENMESİ

This study aims to investigate whether there is a relationship between language skills of preschool children and their mathematical concept development; in addition, to search whether there is a significant difference between preschool children’s language and mathematical concept developments in relation to their age and gender. Descriptive patterns was used in the study. Related to the research problem quantitative data collection tools were used. Bracken Basic Concept Scale-Revised Form and Peabody Picture Vocabulary Test were applied on 70 children aged 5-6 from the different preschools in Ankara. Percentages, frequency, t-test, ANOVA, chi-square, Pearson correlation, Spearman’s correlation test were used for the statistical analysis of the data. Findings showed that gender is not a significant variable related to fundamental concepts preschool children know. Quantitative findings of the research show signs of availability of a relationship between children’s language skills and mathematics skills