Social Skills and Problem Behaviours of Children with Different Cognitive Styles Who Attend Preschool Education

Secer Z., Celikoz N., Kocyıgıt S., Secer F., Kayılı G.

AUSTRALIAN JOURNAL OF GUIDANCE AND COUNSELLING, vol.20, pp.91-98, 2010 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 20
  • Publication Date: 2010
  • Doi Number: 10.1375/ajgc.20.1.91
  • Journal Name: AUSTRALIAN JOURNAL OF GUIDANCE AND COUNSELLING
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.91-98
  • Keywords: cognitive styles, social skills, problem behaviours, kindergarten, REFLECTION-IMPULSIVITY, CONCEPTUAL TEMPO
  • Yıldız Technical University Affiliated: No

Abstract

The study investigated whether social skills and problem behaviours of preschool children differ according to their cognitive styles. The sample group included 366 six-year-old children who attend preschools in Konya. Form A of the Kansas Reflection-Impulsivity Scale for Preschoolers (KRISP), developed by Wright (1971), was used to determine whether the participants had reflective or impulsive cognitive styles, while Preschool and Kindergarten Behaviour Scales (PKBS), developed by Merrell (2003), were used to evaluate social skills and problem behaviour dimensions. Results found that impulsive children were less efficient than reflective children in regards to their social cooperation and social interaction skills, and they exhibited more problem behaviours like self-centred/explosive behaviours, lack or attention/hyperactivity, antisocialism/aggression and social withdrawal.