Abstract :This study aims to investigate the relationship between the story-reading habits of mothers with 60-72 months kids and the kids’ problem solving skills. It also evaluates the effects of certain variables on the mothers’story-reading habits and the k id’s problem solving skills. The study was designed to use a correlational survey model in a quantitative pattern. The study group consisted of 80 kids and their mothers in four separate kindergarten related to the Ministry of Education in the Çankaya district of Ankara province. Data were collected from the tools ‘Demographic Information Form’ prepared by researchers, ‘Parent-child Shared Reading Activities Scale’ developed by Işıkoğlu Erdoğan (2015), and ‘Problem Solving Skills Scale’ developed by Oğuz, Köksal Akyol (2014). Data were analyzed according to descriptive statistics, unpaired t test, and Pearson cor-relation analysis. The study shows that mothers’ age has a significant difference in the points which be-long to the sub-scales ‘Aspects related to shared reading’ and ‘Effective shared reading’ whereas mothers’ working situation has a significant difference in the scores of sub-sca-les ‘Aspects related to shared reading’ and ‘Being a model for literacy’. It is seen that more than half of mothers read to their kids for 11-20 minutes each day, that they bought their kids the first book when they were born, that kids asked their moms to read almost every day. It is observed that boys, kids with unemployed mothers, kids who have moms in 41 or over have higher scores in problem solving skill scale, but this hasn’t made a significant difference between groups. Besides, there isn’t a significant relationship between mothers’ story reading habits and kids’ problem solving skills. Keywords : Problem solving skill, preschool, story reading, mothers’ story reading habit
