Abstract Purpose: This study was conducted to examine the effectiveness of a training program prepared on the basis of the Social Learning Theory for teaching self-care and social competence behaviors in preschool children. Design and method: The sample of the study consisted of 41 in the intervention and 41 in the control group. Data were collected using the Demographic Assessment Form, the Self-Care Skills Assessment Scale and the Social Competence and Behavior Evaluation-30 Scale. Using five animated films created on the basis of the Social Learning Theory for fostering children self-care and social competence behaviors, a total of 20 training sessions were conducted with intervention group over a period of four months. Self-care and social competence scales were administered at the end of each month. Ultimately, children were assessed a total of five times.
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Fostering self-care behaviours
Timeframe: The study lasted 30 weeks in totally
Fostering social skills in school children
Timeframe: At the end of the monthly training sessions for the intervention group, evaluations were made with scales every month, and it lasted 30 weeks in totally.