An examination of the effects of gender stereotypes of preschool children on social problem solving skills

The aim of this study was to investigate the relationship between gender stereotypes and interpersonal problem solving skills of preschool children. 120 preschool children from 5-6 years age group constitute the sample. The study was conducted in kindergartens and kindergartens located in İzmir city center and connected to National Education with the necessary permissions. To measure gender stereotypes of children "Social Gender Stereotypes Assessment Instrument" and developed by the researcher "Social Gender Stereotypes Evaluation Instrument" used, to measure children's interpersonal problem-solving skills "Preschool Interpersonal Problem Solving Skills (PIPS)" used. The findings showed a positive correlation between the scores of preschool children without gender stereotypes and their interpersonal problem solving skills. In other expression, as the lack of gender stereotypes increases, the level of interpersonal problem solving skills increases. Another finding; The children included in the study were found to have gender stereotypes in general. While these stereotypes of children are intense in terms of skills, duties, professions and toys of women and men, it is seen that they are less in games. In summary, the findings show that children can think more flexibly and produce more solutions to problems in the absence of gender stereotypes.