@article{2018,title={THE RELATIONSHIP BETWEEN THE PLAY BEHAVIORS AND INTERPERSONAL PROBLEM SOLVING SKILLS OF PRESCHOOL CHILDREN},abstractNode={This study was carried out to determine the relationship between play behaviour and interpersonal problem-solving skills of preschool children. The research in the relational survey model was carried out with children aged between five and six years who were attending kindergarten in Gaziantep. A total of 270 children, 132 females and 138 males, were selected as the study group. The data of the study were obtained by using the Interpersonal Problem Solving Scale (IPSS) developed by Coplan and Rubin (1998) and adapted to Turkish by Ogelman (2012). Independent samples t-test and the Cohen d values were calculated to determine the effect size. The results of the analyses showed that while there was no significant difference between the Reticent Behaviour, Solitary-Passive Behavior, and gender, which are the sub-dimensions of the Preschool Play Behaviour Scale, there was a significant difference between Solitary-Active Behavior, Social Play, Rough play and the Interpersonal Problem-Solving Behavior Scale. There was a significant relationship between the preschool education and Reticent Behavior and Solitary- Passive Behaviour. There was no significant relationship between the scores of Solitary-active, Social play and Rough subdimensions and Interpersonal Problem-solving Scale and the preschool education status. In addition, the ones who had a low score of Interpersonal Problem-solving Scale had a high score in rough play sub-dimension.},author={Şermin METİN},year={2018},journal={The Journal of Social Sciences}}