The Role of Children’s Age and Gender, and Friends’ Gender in the Children’s Interaction towards Social Problem Solving Strategies in Preschool Children

Rita Eka Izzaty, Department of Psychology, Universitas Negeri Yogyakarta, Indonesia, Indonesia


Social problem-solving strategy accepted by society is the essential accomplishments in the development of pre-school children. However, until recent studies, social problem-solving strategies among pre-school children in Indonesia is still rarely conducted. This research examines the role of age, gender in children, and friends’ gender towards social problem-solving strategies. This research utilised a purposive sampling that voluntarily involved 162 children    4-6 years old. Those children were selected from an intact family consisting of a father, mother and children who lived together.    A hypothetical social situation dilemma was utilised to gather social problem-solving strategies data from the subjects.  The data were analysed with the use of cross-tabulation and chi-square test. Concerning the data analysis, the results reveal no significant difference in social problem-solving strategies when viewed in terms of age and gender of the children and friends’ gender. This suggests that children ages 4 to 6 years for boys and girls still have the same patterns of social behaviour dealing with similar gender and different ones.


social problem-solving strategy; gender; children’s interaction

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