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

Published online by Cambridge University Press:  23 February 2012

Zarife Seçer ,
Nadir Çeliköz ,
Sezai Koçyiğit ,
Fahri Seçer  and
Gökhan Kayılı
Zarife Seçer*
Affiliation:
University of Selcuk, Konya, Turkey. [email protected]
Nadir Çeliköz
Affiliation:
University of Selcuk, Konya, Turkey.
Sezai Koçyiğit
Affiliation:
University of Selcuk, Konya, Turkey.
Fahri Seçer
Affiliation:
University of Selcuk, Konya, Turkey.
Gökhan Kayılı
Affiliation:
University of Selcuk, Konya, Turkey.
*
*Address for Correspondence: Zarife Seçer, Selçuk Üniversitesi, Mesleki Eğitim Fakültesi 42080, Kampus-Selçuklu-Konya-Türkiye.
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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 of attention/hyperactivity, antisocialism/aggression and social withdrawal.

Keywords

cognitive stylessocial skillsproblem behaviourskindergarten
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 20 , Issue 1 , July 2010 , pp. 91 - 98
Copyright
Copyright © Cambridge University Press 2010

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