This study aims to examine the relation between the concept development and the solutions of interpersonal problems of 4-6 year old children. The study is in a relational survey method. The sample of the study consisted of 757 preschool children of between the ages of 4 and 6, who were attending preschool and living in İzmir. The children’s concept development was determined by the Bracken Basic Concept Scale-Expressive Form (BBCS-E), which was designed by Bracken (1984) and adapted to three and six-year-old Turkish children by Yoleri (2010). For abilities in solving interpersonal problems, Interpersonal Problem Solving Test (PIPS), which was developed by Spivack ve Shure (1974) and adapted by Dinçer (1995) to Turkish children, were used. The statistical examinations of the concept development and solutions brought to interpersonal problems have been assessed with Pearson Correlation Analysis. Results of this study shows that there was a statistically significant positive relationship between the total points of solutions brought by the children to interpersonal problems and the SRC, Direction/Position, and Time/Sequence concepts. However, it was found out that there is no statistically significant relation from self/social awareness, texture/material and quantity.

Keywords: Preschool education, development, interpersonal problem solving, concept development