Pre-school Children’s Social problem-solving skills in Hungarian schools in Vojvodina (Serbia) – Results of a Pilot Study
DOI:
https://doi.org/10.31074/gyntf.2023.2-3.81.101Keywords:
social problem-solving, visual and verbal assessment tools, preschoolers in Vojvodina, triangulationAbstract
Social problem-solving is a complex – cognitive, emotional and behavioural – process aimed at solving interpersonal problems, in which Chang et al. (2004) identified problem orientation and problem solving-style (rational, impulsive, avoidance) as separate sub-processes. The age-language-cognitive characteristics of preschoolers, as well as the characteristics of the instruments that take these into account mean that there is less information available about social problem-solving in this age group. Previous research has shown that in the case of preschoolers more reliable data can be obtained by using triangulation. Based on this, the small sample (N=38) assessment had two main goals: (1) to explore the opinions of parents and teachers about the social problem-solving of preschoolers (4–6-year-olds) in Vojvodina by means of questionnaires, and (2) to directly assess children’s social problem-solving with pre-existing tools and with a new tool developed by us, containing both verbal and visual elements. The purpose of the research was to explore how parents and teachers think about Hungarian minority preschoolers’ social problem- solving in Vojvodina, whether family background variables influence them, as well as how 4–6-year-olds relate to their social problems and how they solve them. The data was collected with the parents and their teachers through questionnaires (SDQ, SPSQ), but from the children directly (SPS, SD-SPS) in face-to-face situations. Parents’ and teachers’ opinions differ in the case of SPSQ: teachers consider it most typical for children to show negative emotions towards their peers at the age of five, while parents consider them to be less typical at this age. Preschoolers’ data showed that the expression of these negative emotions is most characteristic at the age of four. The evaluators see problem attitudes towards adults differently: parents consider it most typical at the age of six, though the differences by age groups pointed out that fathers also consider it typical at the age of five. The data of the six-year-olds agrees with the parents’ opinions, according to which they thoughtfully ask for help to solve problems, which indicates a positive attitude towards adults. The results show the similarities and differences between parents, teachers, and preschoolers, which give more detailed information about preschoolers’ social problem-solving, as well as providing help with a development programme for preschool teachers, with which they can more considered assessment and promotion of children’s social problem-solving skillsDownloads
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