Analysis of social problem solving skills of 5-6 years old children in terms of child and teacher variables

Aim: The study was conducted with the aim of examining the scientific process skills of children who attend pre-primary education institutions in terms of various variables. This period is highly valued by sensitive teachers in terms of the child's social problem-solving skills. It is important to examine the social problem solving skills of pre-school children in terms of teacher and child variables, to get opinions about the teachers' social problem solving skills and to present their suggestions from the teachers. When the literature related to the subject is examined, the effects of children on social problem solving, but there was no study about the social problem solving skills of pre-school children in terms of teacher and child variables. It is thought that the researcher will contribute to the field literature in this direction and the following studies will be useful. For this reason, the research was conducted with the aim of examining the scientific process skills of the children who attend pre-primary education institutions in terms of various variables. Material and Method: In this research descriptive screening method which question the current situation is used. The universe of the research consists of pre-school teachers working in the fall semester of the 2017-2018 academic year in kindergartens attached to the Ministry of National Education in the city of Malatya and 5-6 year old children undergoing pre-school education. The sample consists of 35 pre-school teachers and 250 children selected by the criterion sampling method within the universe. General Information Form, Semi-structured Interview Form developed by the researcher for teacher opinions as a data collection tool in the research; Preschool Problem-Solving Test and Rubin and Krasnor's Child Social Problem-Solving Test to measure the social problem solving skills of ongoing children in the pre-school setting. Solving Test "scale. The SPSS 22 package program was used to analyze the quantitative data obtained in the study. In the analysis of qualitative data, content analysis method was used. Independent groups t-test and Kruskal Wallis test were used in the analysis of quantitative data. Results: The results obtained from teacher opinions in the qualitative dimension of the research were collected under 7 themes and 30 subcategories. Nearly all of the teachers participating in the study found that it was necessary to provide social problem-solving skills training to pre-school children, and that more than half stated that the causes of social problems were mostly parental attitudes and technology. A large number of teachers have indicated that they are more likely to encounter aggression, interaction and adjustment problems in their classroom. Many of the participants emphasized that they attach importance to family participation activities and that they provide family participation in different ways. After the results of the Wally Social Problem Solving Test applied in the study were coded in the SPSS 22 package program, the Independent Sample t Test was used to compare the point averages according to the variables. Independent groups t test results showed that social problem solving skill score was higher than boys' boys. It was determined that the children aged 6 years who were going to the pre-school institution had higher social problem solving skills than the children aged 5 years. It has been determined that the social problem solving skill score of children attending pre-school education in private institutions is higher than that of children attending pre-school education in the official institution. Conclusion: According to research findings, there is a significant difference in children's social problem solving skills according to sex, age and school type. Female teachers who participated in the research reached to the result that the incidence of the teachers who worked in the private institution between the ages of 22 and 29, the occupational seniority of 6 years and over was high, but this difference was not significant.