An examination of the interpersonal problem-solving ability of 63-92 months old children in terms of different variables

The objective of this study is to evaluate the interpersonal problem-solving abilities of 63-92 months old children in terms of different variables. From among the quantitative research methods the survey model was employed. The study group of the research is composed of 63-92 months old children attending to 2020-2021 school year in independent kindergardents, preschool classes and first grades of primary schools which are affiliated to the Directorate of National Education in Erciş District of Van. The data of the research was collected by the "Personal Information Form" developed by the researcher and the "Child Interpersonal Relations and Attitudes Assessment (CIRAA)" developed by Holliman (2010) which was adapted to Turkish after being tested for validity and reliability. 452 children were subjected to the "Child Interpersonal Relations and Attitudes Assessment (CIRAA)" and "Personal Information Form" during the data collection process. Materials in the scale were directed to only one of the parents of 452 children and the answers given were marked. Data obtained by the implementation were analyzed by using suitable statistical package program. According to the research results, children's interpersonal problem-solving abilities differ significantly in terms of gender as a variable. Interpersonal problem-solving abilities of the boys were found higher compared to the girls. It's been observed that the interpersonal problem-solving abilities of the children differ significantly in terms of mothers' age as a variable. The abilities of the children of 29 years old or younger mothers were found higher compared to the children of the 30 to 39 years old mothers. It was concluded that the interpersonal problem-solving abilities of the children differ significantly according to the education level and occupation of the fathers. The interpersonal problem-solving abilities of the children of fathers with an education level of primary-secondary school were determined higher compared to the children of fathers with a postgraduate degree. The ability of the children of fathers with an occupation identified as "Other" were found higher compared to the children of fathers occupied as "Officers". A significant difference was found between daily TV viewing durations as a variable and interpersonal problem-solving abilities. The interpersonal problem-solving abilities of the children watching TV for 4-5 hours daily were found higher compared to the children watching TV for other durations. Key words: Interpersonal problem-solving ability, interpersonal relationships, early childhood