Kayili, GokhanErbay, Filiz2020-03-262020-03-2620190300-44301476-8275https://dx.doi.org/10.1080/03004430.2017.1336168https://hdl.handle.net/20.500.12395/37403The purpose of the present study was to investigate whether the communication and emotional skills of preschoolers differ on the basis of their reflection and impulsivity. The sample of the study comprised 227 (5-6 years old) students attending nursery classes and nursery schools in central districts of Konya. Kansas Reflection-Impulsivity Scale for Preschoolers (KRISP)-Form A developed by Wright, J. C. [(1971). KRISP Kansas reflection-impulsivity scale for preschoolers. Lawrence: University of Kansas] was used to determine the reflective-impulsive cognitive tempos of children. Communication skills of the children were measured using the Communication Skills Scale developed by Gorgulu, F. [(2009) [Drama destekli kubasik ogrenme etkinliklerinin okul oncesi 5-6 yas cocuklarinin iletisim becerilerine etkisi. Yayinlanmamis yuksek lisans tezi. Adnan Menderes universitesi, Sosyal Bilimler Enstitusu, Aydin], and emotional skills were analysed with the Assessment of Children's Emotions Scale developed by Schultz, D., & Izard, C. E. (1998) [Assessment of children's emotions scales (ACES). University of Delaware, Newark: Assessment Tool] and adapted to Turkish by Durmusoglu Saltali, N., Deniz, M. E., celikoz, N., & Ari, R. (2009) [Alti yas cocuklari icin duygusal becerilerin degerlendirilmesi testi'nin (ACES) TTurkce'ye uyarlanmasi: Gecerlik ve guvenirlik calismasi. Ankara universitesi Egitim Bilimleri Fakultesi Dergisi, 42(1), 403-420]. The results indicated that preschool children's scores of communication and emotional skills show a difference favouring those who have a reflective-cognitive tempo.en10.1080/03004430.2017.1336168info:eu-repo/semantics/closedAccessCognitive tempocommunication skillsexpressing emotionsrecognizing emotionsunderstanding emotionsArticle1894625634Q1WOS:000458552700008Q4