Social Skills in Preschool Children from Teachers’ Perspectives

Maleki, Maryam; Chehrzad, Minoo Mitra; Kazemnezhad, Ehsan Kazemnezhad; Mardani, Abbas; Vaismoradi, Mojtaba

doi:10.3390/children6050064

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Social Skills in Preschool Children from Teachers’ Perspectives

Maryam Maleki, Minoo Mitra Chehrzad, Ehsan Kazemnezhad Kazemnezhad Leyli, Abbas Mardani, Mojtaba Vaismoradi

Children, Volume: 6, Issue: 5, Start page: 64

Swansea University Author: Mojtaba Vaismoradi

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DOI (Published version): 10.3390/children6050064

Abstract

Abstract: Preschool is one of the most important periods in a child’s life, and it can influence their social development. A lack of attention to this important life period can increase the risk of serious injuries to a child’s growth and development. The aim of this study was to examine the level o...

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Published in:	Children
ISSN:	2227-9067
Published:	2019
Online Access:	Check full text
URI:	https://cronfa.swan.ac.uk/Record/cronfa50170

first_indexed	2019-05-09T20:01:04Z
last_indexed	2024-11-14T11:59:51Z
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spelling	2023-06-28T15:16:11.6069760 v2 50170 2019-05-01 Social Skills in Preschool Children from Teachers’ Perspectives b865b33654e99f5cbccdb11350f7b069 Mojtaba Vaismoradi Mojtaba Vaismoradi true false 2019-05-01 Abstract: Preschool is one of the most important periods in a child’s life, and it can influence their social development. A lack of attention to this important life period can increase the risk of serious injuries to a child’s growth and development. The aim of this study was to examine the level of social skills in preschool children from teachers’ perspectives and investigate the relationship between social skills and the child’s environmental and cultural background. A cross-sectional study was conducted on 546 children studying in the preschool centers of Rasht city, Iran. They were selected using a multistage cluster sampling method. Data was gathered using the children’s and teachers’ demographic questionnaire and the Social Skills Rating System-Teachers (SSRS-T). Descriptive and inferential statistics were used for data analysis via SPSS software. It was found that the majority of children had moderate skills in terms of cooperation, assertion, self-control, and total social skills. Also, a statistically significant association was reported between total social skill scores and the mother’s age, mother’s education level, mother’s job, family’s income, teacher teaching experiences, and number of children in each classroom. The Iranian children were at a relatively low risk of problems with social skills. To improve children’s social skills, more attention should be paid to factors related to familial and socioeconomic status such as income, parents’ education level, maternal age, teacher’s selection for this age group, and number of children in each classroom. Journal Article Children 6 5 64 2227-9067 Social skill; preschool children; teachers 1 5 2019 2019-05-01 10.3390/children6050064 COLLEGE NANME COLLEGE CODE Swansea University 2023-06-28T15:16:11.6069760 2019-05-01T09:17:06.3462457 Faculty of Medicine, Health and Life Sciences School of Health and Social Care - Nursing Maryam Maleki 1 Minoo Mitra Chehrzad 2 Ehsan Kazemnezhad Kazemnezhad Leyli 3 Abbas Mardani 4 Mojtaba Vaismoradi 5 0050170-01052019091837.pdf children-06-00064.pdf 2019-05-01T09:18:37.1070000 Output 613112 application/pdf Version of Record true 2019-05-01T00:00:00.0000000 Released under the terms of a Creative Commons Attribution License (CC-BY). true eng
title	Social Skills in Preschool Children from Teachers’ Perspectives
spellingShingle	Social Skills in Preschool Children from Teachers’ Perspectives Mojtaba Vaismoradi
title_short	Social Skills in Preschool Children from Teachers’ Perspectives
title_full	Social Skills in Preschool Children from Teachers’ Perspectives
title_fullStr	Social Skills in Preschool Children from Teachers’ Perspectives
title_full_unstemmed	Social Skills in Preschool Children from Teachers’ Perspectives
title_sort	Social Skills in Preschool Children from Teachers’ Perspectives
author_id_str_mv	b865b33654e99f5cbccdb11350f7b069
author_id_fullname_str_mv	b865b33654e99f5cbccdb11350f7b069_***_Mojtaba Vaismoradi
author	Mojtaba Vaismoradi
author2	Maryam Maleki Minoo Mitra Chehrzad Ehsan Kazemnezhad Kazemnezhad Leyli Abbas Mardani Mojtaba Vaismoradi
format	Journal article
container_title	Children
container_volume	6
container_issue	5
container_start_page	64
publishDate	2019
institution	Swansea University
issn	2227-9067
doi_str_mv	10.3390/children6050064
college_str	Faculty of Medicine, Health and Life Sciences
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hierarchy_parent_title	Faculty of Medicine, Health and Life Sciences
department_str	School of Health and Social Care - Nursing{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Health and Social Care - Nursing
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description	Abstract: Preschool is one of the most important periods in a child’s life, and it can influence their social development. A lack of attention to this important life period can increase the risk of serious injuries to a child’s growth and development. The aim of this study was to examine the level of social skills in preschool children from teachers’ perspectives and investigate the relationship between social skills and the child’s environmental and cultural background. A cross-sectional study was conducted on 546 children studying in the preschool centers of Rasht city, Iran. They were selected using a multistage cluster sampling method. Data was gathered using the children’s and teachers’ demographic questionnaire and the Social Skills Rating System-Teachers (SSRS-T). Descriptive and inferential statistics were used for data analysis via SPSS software. It was found that the majority of children had moderate skills in terms of cooperation, assertion, self-control, and total social skills. Also, a statistically significant association was reported between total social skill scores and the mother’s age, mother’s education level, mother’s job, family’s income, teacher teaching experiences, and number of children in each classroom. The Iranian children were at a relatively low risk of problems with social skills. To improve children’s social skills, more attention should be paid to factors related to familial and socioeconomic status such as income, parents’ education level, maternal age, teacher’s selection for this age group, and number of children in each classroom.
published_date	2019-05-01T04:37:26Z
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Social Skills in Preschool Children from Teachers’ Perspectives

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