The predictive role of children's cognitive characteristics on their social skills

The aim of the study was to examine the extent to which children's cognitive characteristics predict their social skills. Using a correlational research design, the study was conducted with a sample of 377 children aged 60 to 71 months who were receiving preschool education in the Selçuklu, Meram, and Karatay districts of Konya, Türkiye. The independent variables included critical thinking, problem-solving, independent learning, and working memory skills, while social skills were considered the dependent variable. Data were collected using validated instruments designed to assess the targeted cognitive and social domains: The Critical Thinking Skills Test for 5–6-Year-Old Children (Tozduman Yaralı and Güngör Aytar 2020), The Problem-Solving Skills Scale (Oğuz and Köksal Akyol 2015), the Independent Learning Behaviors Scale (Saraç ve Karakelle 2019), the Working Memory Scale (Ergül et al 2018), and the Social Skills Assessment Scale (Ages 4–6) (Avcıoğlu 2007). The findings indicated statistically significant and positive correlations among all variables (p<0.01). Simple regression analyses revealed that each cognitive skill (Critical thinking, Problem-solving, Independent learning, and Working memory) individually predicted social skills. However, when examined collectively through multiple regression analysis, only independent learning skills emerged as a significant predictor. These results underscore the importance of fostering independent learning behaviors in early childhood as a key factor in supporting social development. Key Words: Cognitive Characteristics; Critical Thinking; Independent Learning; Social Skills; Working Memory.