Investigation of the relationship between theory of mind and social problem solving skills of preschool children

Abstract

The aim of this study is to examine the relationship between theory of mind and social problem solving skills of preschool children. From 60-68 months group, 82 children - with 43 girls and 39 boys were included in the study. To determine the relationship between theory of mind and social problem solving skills, relational screening model was used. In order to measure theory of mind and social problem solving skills of children, Social Problem Solving Skills Scale for 48-72 Month Children and Theory of Mind Tests were used. According to the results of the t-test, it was observed that children's theory of mind and social problem solving skills did not make a significant difference according to gender. The Pearson correlation coefficient results showed a significant positive relationship between children's theory of mind and social problem solving skills. In addition, it was found that theory of mind skills of children explain 68% of the total variance related to social problem solving skills.