Temperament and Social Cognitive Scores

The present study was conducted in Hisar to study relationship between temperament and social competence of preschool-aged children and their mothers participated. To assess children’s temperament, the Behavioural Style Questionnaire (McDevit and Carey 1975) was used. To assess social competence of the children two measure were used - the Social Problem-Solving test - revised (Rubin 1998) and preschool Problem-Solving test developed by Shure and Spivack (1974). Result indicated that there exist relations between temp erament dimensions and social competence. Highly active and distractible children were more likely to suggest less number of strategies in object acquisition, friendship initiation and avoiding anger problem-solving tasks.They were less flexible in providing alternate solutions and suggested irrelevant solutions in Hypothetical problem problem-solving tasks. Easy to adapt, approachable and persist ent children were likely to suggest more solution and generated greater number of different strategies in all the three social problem-solving task areas. These children were also more flexible in providing alternate solutions and were more likely to suggest relevant solutions in all the three task areas

Anger · Cognition · Competence (human resources · Developmental psychology · Friendship · Personality · Social change · Social competence · Social problem-solving · Temperament · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Problem Solving Skills Development · Psychology · Social Psychology