This study was conducted in the 2018-2019 academic year in order to investigate the effect of preschool children’s prosocial behaviors on their peer plays. In the present study, the data was collected by means of “General Information Form”, “Child Prosociality Scale” and “PENN Interactive Peer Play Scale”. The data collection tools were filled by the teachers. In this study, the data were collected from 126 children who were attending preschool institutions in Çankırı. The results of the study revealed that there is a strong positive relationship between prosocial behaviors and play interaction while a strong negative relationship was found between prosocial behaviors and play disruption. Although a negative relationship was found between prosocial behaviors and play disconnection, this relationship was not statistically significant. Additionally, the results of the study revealed a statistically significant relationship between prosocial behaviors and play behaviors, and gender. However, no statistically significant difference was found according to the parents’ level of education. It was found out that girls revealed higher play interactions compared to boys. Children with a high level of prosociality revealed higher play interaction as well as lower play disruption and disconnection behaviors. It was concluded that the quality of peer plays can be improved by supporting the prosocial behaviors in the preschool period.

Preschool period, prosocial behaviors, peer interaction, play behaviors, peer plays.