Social skills and problem behaviour of children with different cognitive styles who attend preschool education

Secer Z., Celikoz N., Kocyigit S., Secer F., Kayili G.

World Conference on Educational Sciences, Nicosia, CYPRUS, 4 - 07 Şubat 2009, cilt.1, ss.1554-1560 identifier identifier

  • Yayın Türü: Bildiri / Tam Metin Bildiri
  • Cilt numarası: 1
  • Doi Numarası: 10.1016/j.sbspro.2009.01.273
  • Basıldığı Şehir: Nicosia
  • Basıldığı Ülke: CYPRUS
  • Sayfa Sayıları: ss.1554-1560
  • Yıldız Teknik Üniversitesi Adresli: Hayır

Özet

In this research, whether social skills and problem behavior of preschool children differ according to their being reflective or impulsive or not was investigated. The study group of this research included a total of 366 students aged 6 who attend preschools affiliated to Konya Provincial Directorate of National Education. Form A of the Kansas Reflection-Impulsivity Scale for Preschoolers (KRISP), which was developed by Wright ( 1971), was used in order to determine reflective-impulsive cognitive style of children whereas Nursery Class and Kindergarten Behavior Scale (PKBS) which was developed by Merrell ( 2003) was used in order to evaluate social skill and problem behavior dimensions. According to the results obtained, impulsive children are less efficient than those who are reflective from the social cooperation and social interaction points of view while they display more instances of attention problems/hyperactivity, antisocialism/aggression (C) 2009 Elsevier Ltd. All rights reserved