TY - JOUR
T1 - Social skills in children at home and in preschool
AU - Maleki, Maryam
AU - Mardani, Abbas
AU - Chehrzad, Minoo Mitra
AU - Dianatinasab, Mostafa
AU - Vaismoradi, Mojtaba
N1 - Publisher Copyright:
© 2019 by the authors.
PY - 2019/7/8
Y1 - 2019/7/8
N2 - Preschool age is a crucial period for social development. Social skills acquired during this period are the basis for future life’s success. This study aimed to investigate the level of social skills in preschool children at home and in preschool and to examine the association between children’s social skills and environmental and cultural backgrounds. A cross-sectional study using a multistage cluster sampling method was conducted on 546 children studying in the preschool centers of an urban area of Iran. Data were collected through demographic and social skill questionnaires from parents and teachers. Our findings showed that the social skills of girls were more than those of boys at home. Further, the majority of children had a moderate level of social skills from the parents’ and teachers’ perspectives. There was a modest parent–teacher agreement in most domains of social skills. Moreover, a statistically significant association was reported between children’s social skill domains and the child’s birth rank, father’s age, father’s job, teacher’s age, teacher’s education, teacher’s experience, and preschool classroom in terms of the numbers of children and the type of classroom. Accordingly, the risk of problems with social skills was reported to be relatively low. Therefore, more attention should be given to the family status and the teacher’s and preschool center’s characteristics to improve social skills in children.
AB - Preschool age is a crucial period for social development. Social skills acquired during this period are the basis for future life’s success. This study aimed to investigate the level of social skills in preschool children at home and in preschool and to examine the association between children’s social skills and environmental and cultural backgrounds. A cross-sectional study using a multistage cluster sampling method was conducted on 546 children studying in the preschool centers of an urban area of Iran. Data were collected through demographic and social skill questionnaires from parents and teachers. Our findings showed that the social skills of girls were more than those of boys at home. Further, the majority of children had a moderate level of social skills from the parents’ and teachers’ perspectives. There was a modest parent–teacher agreement in most domains of social skills. Moreover, a statistically significant association was reported between children’s social skill domains and the child’s birth rank, father’s age, father’s job, teacher’s age, teacher’s education, teacher’s experience, and preschool classroom in terms of the numbers of children and the type of classroom. Accordingly, the risk of problems with social skills was reported to be relatively low. Therefore, more attention should be given to the family status and the teacher’s and preschool center’s characteristics to improve social skills in children.
KW - Parent
KW - Parent–teacher agreement
KW - Preschool children
KW - Social skills
KW - Teacher
UR - http://www.scopus.com/inward/record.url?scp=85070106378&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85070106378&partnerID=8YFLogxK
U2 - 10.3390/bs9070074
DO - 10.3390/bs9070074
M3 - Article
C2 - 31288402
AN - SCOPUS:85070106378
SN - 2076-328X
VL - 9
JO - Behavioral Sciences
JF - Behavioral Sciences
IS - 7
M1 - 74
ER -