Özet:

The aim of this research is to examine preservice preschool teachers’ level of problem solving and social skills and to investigate relationship between level of problem solving and social skills of preservice preschool teachers. The study was conducted in the “İlişkisel Tarama” model. The population of the study consists of undergraduate students that are studying in preschool teaching program of universities in İstanbul. The sample of the study consists of 140 undergraduate students that are studying in preschool teaching program of İstanbul Sabahattin Zaim University in 2014-2015 spring period. The sample was selected by random sampling method. The tool used for data collection were “Personal Information Form” that is developed by the researcher, “Social Skills Inventory” that is developed by Riggio (1986) and adopted to Turkish language by Yüksel (2004) and “Problem Solving Inventory” that is developed by  Heppner ve Petersen (1982) and adopted to Turkish language by Şahin, Şahin ve Heppner (1993). In the analysis of the data, SPSS 20 package program was applied. At the end of the research, it was found that there is a significant difference between preservice preschool teachers’ social skills and age, grade, place stayed during education and income level. Different from that, there is not a significant difference between preservice preschool teachers’ problem solving skills and age, grade, place stayed during education and income level, number of sibling. There is not a significant correlation between problem solving skills and social skills of precervice preschool teachers. Keywords: Preschool education, preservice teacher, problem solving skills, social skills.

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