The Relationships between Social Knowledge about Hypothetical Social Dilemmas and Interpersonal Problem Solving Strategies of 4- and 5-year-olds

가상적 딜레마 상황에 대한 만 4세 및 5세 유아의 사회적 지식과 대인간 문제해결 전략의 관계

This study investigated 4- and 5-year-olds' social knowledge and interpersonal problem solving strategies according to their sex, age, and hypothetical situation, and the relationships among them. Subjects were 116 preschoolers (73 boys and 43 girls; 68 four and 48 five-year-olds). Results showed that preschoolers had the higher scores of freindliness in potential entry situations than in support situations. Also, 4-year-old children were higher in forceful problem solving strategies than 5-year-olds. Furthermore, children's social knowledge assertiveness scores were positively related to their relevant problem solving strategies in conflict situations, while children's social knowledge friendliness scores were negatively related to their forceful problem solving strategies in conflict and potential entry situations.