Abstract:

The aim of this study is to make a versatile assessment of social skills in the pre-school period according to the teachers' opinions. Working is an imaginary work in the scan model. The participants of the study consist of 58 pre-school teachers who are working in their native schools and kindergartens located in the Tokat province. The study data was collected with face-to-face conversations accompanied by seven subjects of open end questions prepared by the researcher and analyzed using the frequency and percentage values The study resulted in the teachers’ opinions that the social skills of the children were best to help and the social skills of the children were most insufficient to share. It is noted that the social skills that should be given to the children of the pre-school period should be included in the beginning of communication and continuation of respect. It has been found that teachers don’t have enough frequencies of participation in social skills activities, that they use the method of drama, play and story in social skills education, and that they emphasize the negative situations related to the family among the difficulties in social skills education. It is recommended that pre-school teachers provide educational services accompanied by specialists in the field to enhance their knowledge and experience from the theory to the application of social skills.

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