Abstract

The aim of this study is to determine the relationship between preschool children's patterning skills and language development. 67 children (39 girls and 28 boys) of 58-77-month-old (x ̅=67.37; SD=4.39), attending pre-school education have participated in the study. The correlational research model was used to measure the two variables specified for the study and to determine the correlation between them. Preschool Patterning Skills Test was used to measure children’s patterning skills and LAP-3 Development Assessment Scale/Language Development Sub-Dimension was used to measure their language development. As a result of the analysis, it was found that children's patterning skills and language development did not differ according to the gender, but a significant difference was observed according to the education of their parents, in favor of those whose parents have an associate degree or above. Patterning skills and language development were observed to differ positively in favor of 68-77-month-old children and those who perform more than one activity per week. Spearman correlation analysis revealed a positive and significant relationship between children's patterning skills and language development.

Key words: Patterning skills, language development, pre-school education