Investigation of the differentiation of parent-child relationship between social problem-solving skills of 48-72 MONTH old children

In the research titled "Examining the Differentiation of the Parent-Child Relationship between the social problem-solving skills of 48-72 month old children", it is aimed to examine the parent-child relationship in terms of various demographic parameters as well as whether the parent-child relationship is affected by the social problem-solving skills of 48-72 month old children and whether these skills are affected by the parent-child relationship. The universe and sample of the study consists of private and state pre-school education institutions affiliated to the Ministry of National Education in Küçükçekmece district of Istanbul in the 2021-2022 academic year. In the data collection phase of the research carried out in the relational screening model; In order to obtain demographic information from the families of the children, the "Personal Information Form", the "Social Problem Solving Skills Scale" was used to measure the social problem solving skills of children aged 48-72 months and the "Parent-Child Relationship Scale" was used to examine this skill in terms of the parent-child relationship. According to the results of the study, when the differentiation between the social problem-solving skills of 48-72 months old children of the parent-child relationship was examined, it was found that there was a significant difference between the groups in terms of the mother-positive parent-child relationship score. Accordingly, it was determined that the scores of those with high levels of positive social problem-solving skills from the parent-child relationship were higher than those who had a high level of medium ones.There was no significant difference in terms of mother-negative parent-child relationship score, father positive parent-child relationship score and father-negative parent-child relationship scores related to the effect of 48-72 month old children on social problem-solving skills. When the scores obtained from the Parent-Child Relationship Scale according to the age of the father were examined, it was found that there was no significant relationship between the mother positive parent-child relationship score, the mother negative parent-child relationship score, and the father negative parent-child relationship score between the father age levels. However, it was found that there was a significant difference between the father's age levels in terms of father-positive parent-child relationship scores. When the scores obtained from the Parent-Child Relationship Scale according to the father's profession were examined, it was determined that there was no significant relationship between the mother positive parent-child relationship score, the mother negative parent-child relationship score, and the father-negative parent-child relationship score between the father occupational levels, but a significant difference was found between the father occupational levels in terms of the father's positive parent-child relationship score. When it is examined to determine which occupational levels there is a significant difference between them, it can be said that the average score of the positive parent-child relationship of those who are civil servants of the father's profession level is higher than those who work in the tradesmen, workers and service sector, that is, the positive attitude of those whose father's profession is civil servant in the parent-child relationship is higher than those whose father is in the tradesmen, workers and service sectors. The differentiation between the demographic information of 48-72 month old children and Social Problem Solving Skills was examined. Accordingly, it was found that there was a significant relationship between only father's education level and their level of influence on Social Problem Solving Skills. Accordingly, it is observed that the level of influence on Social Problem Solving Skills of those whose education status is secondary education is at a low level, while the level of influence on Social Problem Solving Skills of those with higher education status is at a medium level.