The investigation presented in this study represents an attempt to discover how different types of teaching strategy relate to children`s interpersonal problem-solving ability in the kindergarten. It was based on the theoretical assumption that types of teaching method would be related to children`s social-cognitive development. The aims of this study were ; 1. To understand the types of teacher-child interaction strategy in kindergarten by analysing verbal interaction between the teacher and children. 2. To investigate the relation between types of teaching strategy and the interpersonal cognitive problem-solving thinking of young children. 3. To investigate the relation between types of teaching strategy and children`s interpersonal negotiation strategies in performance. Two teachers and sixty-four children from two different kindergartens were observed and interviewed during conversation and free play periods. One type of teaching strategy was an interactional mode in which both teacher and children are initiale and actively involved, while an other type of teaching strategy was an inconsistent model. That is in the free-play freely but in the conversation period the children only respond to the teacher`s behavior passively. To grasp the teacher-child interaction strategies, the teaching-learning processes were videotaped and analyzed according to the Teacher-Child Interaction Analysis(Galton et al., 1987). Children`s interpersonal problem-solving thinking was tested by means of the Interpersonal Cognitive Problem-solving Test(Spivack & Shure, 1976 ; Chan ok Park, 1986). Interpersonal negotiation strategies in the performance of young children were observed from games with pairs in a quasi-natural setting, and analyzed according to the classification of Selman and Demorest(1984). Multivariate analysis of variance, Kendall`s Coefficient of concordance, and Chi-square test were employed for statistical treatment. The major results obtained from this study are summarized as follows ; 1. There were differences in the forms of teacher-child verbal interaction depending on the types of teaching strategy, To put it concretely, the interactional model had more frequent verbal interactions than the inconsistent model Teachers of both types of strategy had a tendency to use slightly more statements than questions. However, the teacher of the interactional model used more questions than other. Categories of verbal interaction in both types of teaching strategty were different. Specially the teacher in interactional model used more utterances about ideas or problem solving, and open-ended questions. 2. According to the types of teaching strategy, children`s interpersonal problem-solving thinking was significantly different in two sub-categories. To be concrete, in the teacher-child interactional strategy, not only children`s alternative solutions and consequential solutions but also positive alternative solutions were more plentiful. 3. Children`s interpersonal negotiation strategies in performance showed significant differences according to types of teaching strategy. In the teacherchild interactional strategy, children used mostly self reflective/reciprocal negotiation strategy. While in the inconsistent teaching strategy, children used differentiated/subjective negotiation strategies. Without regard to types of teaching strategy, children used rareley used high level mutual negotiation strategy.