Cagla GUR1, Nurcan KOCAK2
1Cyprus International University, CYPRUS,
2Selcuk University retired instructor, TURKEY,
Purpose: Starting Thinking Training at an early age is important. However, few studies were found regarding Thinking Training programs for pre-school children and the contributions of these programs to children’s social problem-solving. In this context, the TMPT Program was developed for pre-school children and the effect of the program on 5-6 year-old children’s social problem-solving skills was examined.
Research Methods: The data of the study were obtained from a total of 70 children, including 32 in the experiment group and 38 in the control group. Thirty-two of the children in the study group were girls and 38 were boys. An experimental design with a pre-test and post-test control group was used. Within the scope of the study the Thinking from Multidimensional Perspectives Training Program was implemented in the experimental group. Through the TMPT Program, the following steps were examined: self-recognition, recognizing the other, recognition of the third one, group perspective, and social and universal perspective. The Wally Social Problem-Solving Test was used to determine if there was a difference between pre-test and post-test scores. Independent t-test was used to determine if there was a difference between experiment and control groups in terms of their pre-test and post-test scores (0.05 was determined as the significance level).
Findings: The results revealed that the TMPT Program has a positive effect on 5-6 year-old pre-school children’s social problem-solving skills.
Implications for Research and Practice: Depending on the findings of the study, it is thought that training programs developed to support 5-6-year-old children’s social problem-solving skills should include Thinking Training activities within their contents.