Abstract
The development of interpersonal problem solving strategies of primary school children from different grades and social status were explored through interview. Three hypothetical interactive situations, namely initiation of interaction, maintaining of interaction, and conflict solving were involved. Results indicated that primary school children provided the most effective and adequate strategies to the maintaining of interaction among the three situations. Oral communication was the primary strategy, providing advantages and sharing were also often used, especially for the lower graders. There were significant grade and status differences in the problem solving strategies.
| Keywords: | primary school children; social skill; social problem solving; interview |
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