Abstract:

In this study it was aimed to eliminate the possible social problems that could be experienced by potentially gifted children by improving their social skills with social skills training during preschool term. In this research Coloured Progressive Matrixes Test was applied to children aged between 60-72 months old. The trainer observed children who scored more than the group mean within a structured observation which included activities that Coloured Progressive Matrixes aimed to evaluate. Before enrolling children to the social skills training, in order to identify the level of their present social skills development Social Skills Evaluating Measurement was applied to their families and teachers. After, the training programme Social Skills Evaluating Measurement was applied again the families and the teachers. Following month after the training Social Skills Evaluating Measurement was reapplied to test if gained skills was permanent. After permanence practice families and teachers were interviewed based on the questions that Social Skills Evaluating Measurement included. The results of study showed that according to the families in terms of social skills there were no difference between two times; however, it was identified that the level of the social skills of children who formed the group were merged in. On the other hand according to the teachers, children showed improvement in academical support skills category which was one of the four category. Examination of the permanence test showed that according to the families’ children preserved their social skills levels; and according to the teachers it was identified that social skill levels of children were developing.

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