Interpersonal Problem-solving Skills Analysis: 5–8 Years Old Children’s Different Variables

Abstract

This study evaluates the interpersonal problem-solving abilities of 5-8 years old children in terms of different variables. The differentiation of interpersonal problem solving skills of 5-8 years old children attending preschool and 1st grade of primary school according to the demographic characteristics (child's gender, parents’ age, parents' education, parents’ occupation) was investigated. From among the quantitative research methods the survey model was employed. The research study group is composed of 5-8 years old children during the 2020-2021 school year in independent kindergarten, preschool and the first two grades of primary school, which are affiliated with the Directorate of National Education in Ercis District of Van-Turkey. The data of the research was collected by the “Personal Information Form” developed by the researcher and the “Child Interpersonal Relations and Attitudes Assessment (CIRAA)” developed by Holliman (2010) which was adapted to Turkish after being tested for validity and reliability. 452 children were subjected to the “Child Interpersonal Relations and Attitudes Assessment (CIRAA)” and “Personal Information Form” during the data collection process. Materials in the scale were directed to only one of the parents of 452 children and the answers given were marked. According to the research results, children’s interpersonal problem-solving abilities differ significantly in terms of gender as a variable. It has been observed that the interpersonal problem-solving abilities of children differs significantly in terms of the occupation of the father, as well as the the age and education level of the mother. In subsequent studies, comparative studies are recommended, together with the measurement tools applied by children.