Abstract
The Social Information Processing Process Model consists of organizing the social adaptation and behavior of children in line with their responses to the social situations they encounter with their peers in their daily lives. The Social Information Processing Model affects children's ability to interact with their peers, their level of interaction, and provides information about the structure of interaction. In this direction, it was aimed to examine the relationship between social information processing and social interaction skills of 60-72 month-old children. The study was designed in relational screening model. The study group of the research consisted of 250 children, between 60 - 72 months, with normal development in the fall semester of the 2020-2021 academic year. The Social Information Processing Interview–Preschool Version and Children's Interaction Rating Scale were used as data collection tools in the study. The data were collected by reading stories with children, asking questions about the story and observation. Since no normal distribution was observed in the analysis of the data, Spearman's Rank-Order Correlation Test was used. As a result of the study, there was a statistically significant and positive relationship between "interpretation, response diversification, response decision", which were sub-dimensions of Social Information Processing Interview and "cooperation, self-control, assertiveness”, sub-dimensions of the Interaction Rating Scale for Children. This situation can be evaluated as children who make positive comments in social situations they encounter, who create positive reactions and react positively, are more cooperative in the context of social interaction, have a strong sense of self-control, and their assertiveness skills are high.
Highlights
Nowadays, it is important for children to be individuals who can cope with the problems they face in a positive way and have high abilities to interact with theirParticipatory Educational Research (PER), 8 (4);124-138, 1 December 2021 environment
It is stated that the higher scores of children in Social Information Processing Interview–Preschool Version (SIPI-P) have a more positive level than the sub-dimensions of benign attribution, positive response construction and positive response decision of social information processing steps
Children's social interaction styles and levels determine and affect their behaviors and responses to the situations they experience (Henrich et al, 2001; Keller et al, 2004). This situation is explained in Crick and Dodge's (1994) Social Information Processing Model: the relationships and interactions that children establish with their environment in early periods affect the reactions given in social situations that are at the basis of social information processing
Summary
It is important for children to be individuals who can cope with the problems they face in a positive way and have high abilities to interact with theirParticipatory Educational Research (PER), 8 (4);124138 December 2021 environment. There is a mechanism responsible for the processing of new social information at the basis of the social situations children encounter in their daily lives. It affects children's ability to interact with their peers, their level of interaction, and provides information about the structure of interaction. When individuals interact with others, they encode and interpret the social cues they receive from their environment with various stimuli (first and second step) Using the cues they interpret, they develop solutions to the situations they encounter (third step) and look for the reactions and behaviors they will perform from their long-term memory (fourth step). We can say that the negative reactions given show that there is incompatibility and malfunction in the social information processing processes
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