The Effects of Interpersonal Cognitive Problem-Solving Programme on Turkish Pre-school Children
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Abstract
The high-risk behaviours of pre-schoolers, which may cause more serious problems in adolescences’ period, can be prevented or reduced by well-structured educational programmes. In the light of this approach, this study describes the effectiveness of the Interpersonal Cognitive Problem-Solving Programme (ICPS), on developing cognitive problem-solving skills of Turkish pre-school children. One-group pre-test–post-test design was used to examine the problem-solving skills of 45 children. The findings show that ICPS has a significant effect on developing problem-solving skills of pre-school children. Moreover, the ICPS-trained children were significantly effective to resolve problems with peers and adults. There was no significant difference between boys and girls regarding to their interpersonal problem-solving skills.
Keywords: Interpersonal cognitive problem-solving, preschool education, social skills, high-risk behaviours.
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