Social Skills among Preschool Children: Forms and its Risk Factors
Hala Mohamed Sleem Abo-El Saud1, AmanySobhy Sorour2, IhabAbd-Elaziz Elbeblawi3, EtabHussien Mohamed El-Sayed4
1B.SC. Nursing, Zagazig University,
2Professor of Community Health Nursing, Faculty of Nursing at Zagazig University, Egypt, Email: [email protected]
3Professor of Special Educationand Mental Health, Faculty of Education, Zagazig University, Egypt
4Lecturer of Community Health Nursing, Faculty of Nursing,Zagazig University, Egypt Corresponding author: Amany Sobhy Sorour,Email: [email protected]
Abstract
Background: Social skills play an important role todevelopment of social competences during childhood including peer acceptance, academic achievement, and mental health. The aim of the present study was to evaluate the forms and risk factors of social skills among preschool children. Subjects and methods: A cross-sectional descriptive design was used to conduct the present study where 165 children were selected by using a multistage cluster sampling technique from four governmental nursery schools in Zagazig city. Data were collected by usinga structuredinterview questionnaire sheet composed of two parts: Socio- demographic data, and a standardized social skills pictorialscale. The study results revealed that 70.9% of study sample had high level of social skills.Regarding forms of social skills, the study results showed that in descending order as follow, order skill (75.2%), cooperation skill (69.1%), emotional participation skill (65.5%), and interaction skill with adults (52.1%). The study concluded that female gender, good relations with siblings, mother age, and live with both parents were a statistically significant positive predictor of children’s social skills score.
Therefore, it is recommended that replicate the study on larger number of children in other settings to permit for generalization of results.
Keywords: Social skills, and preschool children.
Introduction
Social skills play a vital role in improving the effective functioning of children, and have a significant impact on their adaptation, academic achievement, quality of life, and potential for living and learning. Social skills allow children to express their feelings and values about a situation freely, directly and through respect for other feelings and values (Maleki et al., 2018).In the early stage of childhood, children can have unique social skills. Children may develop strong language skills, imagination, empathy, and trust in the right environment (Sandfield Day Nursery, 2019).Social skills are very important for the development of children. The social skills of children typically include displaying an interest in others, engaging in group play or goal-directed group events, reacting appropriately to the disruptive actions of peers, and solving social problems effectively. These skills are important for healthy peer relationships that fulfill the need to belong, protect against victimization, and promote social and cognitive development (Szumski et al., 2019).The development of social skills in this age span is facilitated by a safe and relaxed family environment and affected by family income, level of parent education, parent age, home and school setting, peer relationships, and socio-cultural context (Duncan et al., 2018).Social skills are divided into two main components: Interpersonal social skills and learning-related social skills. The interpersonal skills of children have generally been related to social outcomes and particularly important for childhood social adjustment such as parent-child relationship, peer-
related social skills, and teacher-child relationship. While, learning-related skills have been predicted academic success such as self-regulation, aspects of social competence, social cooperation behavior, social interaction, and social independence. Both interpersonal social skills and learning-related social skills have been shown to help improve school readiness in children (York, 2013).Community health nurse is engaged in an increasing wide array of activity, including promotion of social and emotional development. Promoting healthy development is one of the keys to preventing mental health and psychosocial problems (National Association of School Nurses, 2016). In addition, the nurse educates parents about how to interact and handle social skills with their children, how to develop communication and problem-solving skills to help the child control their thinking and behaviors (Lundy
&Janes, 2015). Also, the nurse educates the child about essential social skills, such as how to speak or play cooperatively with others. Moreover, the community health nurses encouraging those children to excel in their particular talents (such as sport) may help to build self-esteem (Ogundele, 2018).
Significance of the study
The Sustainable Development Goals (SDGS), approved by the United Nations in September 2015, are setting the agenda for improving global child health unites 2030. These goals benefit children’s health in a more holistic than the existing limited focus on services and programs alone (Magnus, 2018).The latest global estimates indicated that the number of children have risen to 160 million child worldwidein 2020 (UNICEF, 2020).
So,thedevelopment of social skills is critical for the preschool period because it is the period when children start to leave home for some time to go to kindergarten. This transition is easy for some children but it can be quite challenging for others since it requires them to adapt to new environments and develop new social relationships. Children with high social skills are good at social interactions and these children exhibit effective problem solving, emotion regulation and communication skills, sensitivity and empathy towards peers, complex play skills, friendship development, and social problem solving skills. On the other hand, the lack of social skills is considered as a risk factor for both current and long-term adaptation problems and difficulties in interpersonal relationships (Uyanik et al., 2018).
Aim of the study
The aim of this study was to
Evaluate the forms and risk factors of social skills among preschool children.
This aim was fulfilled through the following objectives 1- Identify thelevels of social skills among preschool children.
2- Determine the forms ofsocial skills among preschool children.
3-Explain the factors affecting social skills among preschool children.
Research Questions
1. What are the levels of social skills among preschool children?
2. What are the forms of social skills among preschool children?
3. What are the factors affecting social skills among preschool children?
Subjects and Methods
The methodology of the present study was presented under the following four designs:
Technical, operational, administrative and statistical design.
I. Technical design
Technical design of the existing study includes description of research design used, setting, subjects and tools of data collection.
a. Design
A cross-sectional descriptive research design was used to accomplish the aim of this study.
b. Setting
The present study was conducted at four governmental nursery schools in Zagazig city. These nursery schools were Al-Shahid Tayar Ibrhim Ali Al-Hadad, Al-Nakaria Al-Hadetha, Sfita B and Abd-Alla Abd-Alaziz nursery school, which were randomly selected from Zagazig city nursery schools.
c. Subjects
The existing study enrolled 165 preschool children, who were recruited from the above mentioned nursery schools according to the following inclusion criteria:
Age from 5 to less than 6 years.
Free from mental and physical disability or chronic diseases e.g.asthma, diabetes, epilepsy, or autism that might interfere with child behaviors.
Sample size
The sample size is estimated to determine social skills of 54.9% () or more, with an 8%
absolute precision and a 95% level of confidence. Using the sample size calculation for a single proportion (Open-Epi), the estimated sample size is 149 children. After adjustment for a non-response rate of about 10%, it will be increased to 165 children.
Sampling technique
A multistage cluster sampling technique was used in the recruitment of children as follows:
* Phase 1
This phase involved random selection of four nursery schools from two educational zones:
The first zone (East administration) includes 48 nursery schools. Two nursery schools were randomly selected namely Sfita B and Abd-Alla Abd-Alaziz nursery schools.
The second zone (West administration) includes 34 nursery schools. Two nursery schools were randomly selected namely Al-Shahid Tayar Ibrhim Ali Al-Hadad and Al- Nakaria Al-Hadetha nursery schools.
* Phase 2
This phase involved selection of two classes from each school.
* Phase 3
This phase involved purposive sample of children from nursery schools according to the required inclusion criteria. They were as follows:
- Al-Shahid Tayar Ibrhim Ali Al-Hadad nursery school [40 children]
- Al-Nakaria Al-Hadetha nursery school [41 children]
- Sfita B nursery school [42 children]
- Abd-Alla Abd-Alaziz nursery school [42 children]
d. Tools of data collection
One tool was used to carry out the present study, it was:
Tool I:
An interview questionnaire sheet which was developed by the researcher in the light of the current related literature and composed of two parts: Socio- demographic data and a standardized social skills pictorialscale.
Part 1: Socio- demographic data: it involved two parts;
Child data: such as; child's age, sex, birth order of child between siblings, number of friends, the child relationship with the mother and father, the child relationship with sisters, etc.
Family data: such as; parents' age, educational level, occupation, family size, family income, etc.
Part 2: A standardized social skills pictorialscale
This scale was developed by Soutuhi (2005) included 22 pictures that measured social skills and it covered four domains and each domain included number of pictures:
Cooperation skill domain consisted of 6 pictures.
Empathy skill domain composed of 5 pictures.
Social interaction with adult skill domain involved of 6 pictures.
Order skill domain included of 5 pictures.
Scoring system
Social skills:For each item, a correct response was scored 1 and the incorrect zero. For each skill and for the total scale, the scores of the items were summed-up and the total divided by the number of the items, giving a mean score for the part. The child was considered to have high social skill if the score was higher than the corresponding mean; otherwise he/she was considered to have low social skills.
Validity
The tool was revised by three experts in the field of community health nursing and community medicine, where the panel reviewed the tools connects for relevance, clarity, comprehensiveness, and understandability.
Reliability
Internal Consistency Coefficient Alpha (Cronbacks): The internal consistency of the tool was, 87.
II. Operational design
Operational design involves description of the preparatory phase, pilot study, field work and ethical consideration.
a- The preparatory phase
The researcher undertook a review of past and current available literature relevant to the study and theoretical knowledge of various aspects of the study using textbooks, articles, internet periodicals and magazines in order to get a clear picture of all aspects related to the study. This helped in the design of the data collection tools.
b- Pilot study
The pilot study was carried out on a sample of 16 children representing 10% of the calculated total sample size. The aim was to test clarity of the questions, the format of the questionnaire, comprehensiveness of the items and to estimate the exact time required for filling the questionnaire sheet. The children involved in the pilot study were included in the main study sample, since there was on modification in the tools of data collection.
c- Field work
Once permission was granted to proceed with the study, the researcher met with each director of the selected nursery schools, explained the study aim and procedures, as well as the data collection forms. The researcher asked the directors to seek the permission of the parents of the selected children to participate in the study. Then, the researcher set a schedule for data collection in collaboration with the director of each nursery school. The researcher spent some time with children before the actual data collection procedure to be familiar with the researcher.After that, the researcher spent some time with each child to fill social skillsquestionnaire sheet at the nursery school class or play garden. The needed time for tool of data collection for each child was about 15-20 minutes. At the end of the day, at leaving time, the researcher met with the children’s parents at the nursery school directors’ office and asked them to fill out the socio-demographic data. The researcher stayed with the parents to answer any specific questions that arose during completing the data. It required 5 to 10 minutes. The researcher went to the nursery schools 3 days per week from 8 AM to 12 PM.
The field work was carried out within two months, starting from the mid of October 2020 to the mid of December 2020.
d- Ethical consideration
Firstly, the research protocol was approved by the Research Ethics Committee (REC) in faculty of Nursing, Zagazig University. The agreement of participants was taken from parents after full explanation of the aim of the study. Participants were given the opportunity to refuse participation and they were notified that they could withdraw at any time of the data collection interviews; also they were assured that the information would be confidential and used for the research purpose only. The researcher assures maintaining anonymity and confidentiality of the children’s data.
III. Administrative design
The official permission was obtained from the Education Directorate at Zagazig city based on letters issued from the postgraduates department at Faculty of Nursing, Zagazig University explaining the aim and procedures of the study. Then, the director of West and East administration referred the researcher to the directors of the selected nursery schools with approval letters. Then the researcher met with each of them and explained the aim of the study and the nature of tool used for data collection. The researcher gave the director of each nursery school a copy of the tool and formal letters.
IV. Statistical design:
Data entry and statistical analysis were done using SPSS 20.0 statistical software package.
Data were presented using descriptive statistics in the form of frequencies and percentages for qualitative variables, and means and standard deviations and medians for quantitative variables,this latter serves to indicate the dispersion of the variable data points around the median. Cronbach alpha coefficient was calculated to assess the reliability of the developed tools through their internal consistency. Qualitative categorical variables were compared using chi-square test. Whenever the expected values in one or more of the cells in a 2x2 tables was less than 5, Fisher exact test was used instead. In larger than 2x2 cross-tables, no test could be applied whenever the expected value in 10% or more of the cells was less than 5. Spearman rank correlation was used for assessment of the inter-relationships among quantitative variables and ranked ones. In order to identify the independent predictors of bullying and social skills scores, multiple linear regression analysis was used and analysis of variance for the full regression models was done. Statistical significance was considered at p- value <0.05.
Results
Concerning personal characteristics of children, about two thirds (61.8 %) of the study sample was at aged group 5.0-<5.5 years, with Mean±SD equal 5.4±0.3. As for gender, 53.9% of them were males, and 98.2% of children were the second child, with Mean±SD equal3.1±0.9.
Regarding to demographic and parents’ characteristics of children, about two thirds (64.2%) of fathers aged less than 40 years, with Mean±SD equal 37.7±5.9,about two thirds(65.5%) of fathers had basic and intermediate educational level, and 37.6% of them were workers. As for mothers, 67.9% of them aged less than 35 years, with Mean±SD equal 32.4±5.3. Also 70.3% of mothers had basic and intermediate educational level, and 83.0% of them were housewives.
As regards family characteristics of children,majority (97.0%) of the study sample were residing in rural area, and family size was equal 5 to 6 members among 66.7% of them, with
Mean±SD equal 4.9±1.0. About two thirds of study sample (62.4%) had sufficient income.
Majority of children (93.3%) were living with both parents.
Figure 1: Total social skills among children in the study sample (n=165)
Figure 1 portrays the total social skills among children in the study sample, 70.9% of children had high social skills
Figure 2: Categories of social skills among children in the study sample (n=165) Figure 2 shows the descending order of social skills as follow, order skill (75.2%), cooperation skill (69.1%), emotional participation skill (65.5%), and interaction skill with
adults (52.1%).
Table 1: Correlation between children’s social skills scores and their characteristics Spearman's
rank correlation coefficient Social skills scores
Age .046
Birth order -.003
No. of friends -.131
Good relations with parents .231**
Good relations with siblings .290**
Father age .100
Father education .040
Mother age .123
Mother education .064
Family size .154*
Family income -.020
(*) Statistically significant at p<0.05 (**) statistically significant at p<0.01
Table 1 represents correlation between children’s social skills scores and their characteristics.
The table clarifies a statistically significant positive correlation between social skills scores and good relations with parents (r=.231), good relations with siblings (r=.290) and family size (r=.154).
29.10%
70.90%
Low High
0.00%
20.00%
40.00%
60.00%
80.00%
75.20% 65.50% 69.10%
52.10%
Table 2: Best fitting multiple linear regression models for the social skills score Unstandardized
Coefficients Standardized
Coefficients t-test p- value
95%
Confidence Interval for B
B Std.
Error Lower Upper
Constant -1.66 2.46 0.672 0.502 -6.52 3.21 Female gender 0.92 0.50 0.12 1.838 0.068 -0.07 1.91 Good relations
with siblings
4.09 0.61 0.46 6.733 <0.001 2.89 5.30 Mother age 0.11 0.05 0.15 2.236 0.027 0.01 0.20 Live with both
parents
2.46 1.11 0.15 2.209 0.029 0.26 4.66 r-square=0.29
Model ANOVA: F=17.21, p<0.001
Variables entered and excluded: age, close friends, play preferences, father age, parents’
education and job, residence, family size, residence, and income
Table 2 represents best fitting multiple linear regression models for the social skills score. It indicates that female gender, good relations with siblings, mother age, and live with both parents were a statistically significant positive predictor of children’s social skills score. The model explains 0.29% of the variation in this score as the value of r- square indicates.
Discussion
Social skills are highly important for a sustainable social life.Regarding social skills among preschool children, the present study results showed thatslightly more than two thirds of preschool children had high social skills. From the researcher point of view, this might be due to the measuring tool of social skills is suitable for that age, contains pictures, stories, and life situation that help children ease to answer. Similarly, Maleki et al. (2019) in Rasht city, Iran found that around two thirds had high social skills.Concerning forms of social skills among children, the current study results revealed that about three quarters of study sample characterized by order skill.This might be due to order is an important aspect in play, social interaction, and academic task performance (Romero-López et al., 2020). Order skill is the children ability to coordinate his/her tasks in any public place. This result is in agreement with Suleiman (2011) in Damascus demonstrated that about three quarters of study sample had order skill.The present study results clarified that around two thirds of study sample had cooperation skills and about two thirds of children had emotional participation skills. These results might be attributed to these skills are crucial for children’s successful participation in school and for their overall growth. Additionally, children’s emotional wellbeing during their early years have a powerful effect on their social relationships. On the same way, a study conducted by Maleki et al. (2018) in Iran showed that around two thirds of children had cooperation skill. Similarly, a study conducted bySuleiman (2011) in Damascus found that more than one half of study sample had cooperation skill and more than two thirds emotional participation skill.The current study results demonstrated that slightly more than one half of the study sample had interaction skill with adults. This result might be due to when children interact with adults become secure, confident, and feel safe. Concerning factors affecting social skills,regarding gender, the present study results clarified that girls were a statistically
significant positive predictor in social skills score of children. This finding might be contributed to the fact that gender differences likely reflect societal expectations. In Arabian societies, female children are expected to identify themselves more with the motherhood role and be more cooperative in household tasks than boys. They are also expected to be more submissive, kind, gentle, responsive, empathic, and prosaically than boys from the very earliest age,additionally, boys struggle and behaviorally more than girls and more likely to have difficulty with social skills. It seems likely that boys and girls do not perceive social skills in the same light (Tan et al., 2018). In the same vein, a study conducted by González et al. (2021) in Chile revealed that boys displayed significantly more difficulties in their social skills when compared to girls. Similarly, a study conducted by Tersia andMatsouka (2020) in Greecefound that female kindergarteners rated as having higher total social skills. As well, Zaki et al. (2017) in Egypt illustrated that girls had higher levels of social skills than boys with a statistically significant difference. Similarly, Ozyurek (2015) in Karabuk found that there was a significant difference between the gender and social skills in favor of girls and the scores of girls were significantly higher than all the scores of boys,additionally, Takahashi et al. (2015) in Japan who reported that girls have higher social skills than boys.The current study results clarified that good relations with siblings was a statistically significant independent positive predictor of social skills score. The rational of this result might be due to that positive sibling relationships influence children’s emotional functioning by providing conjoint emotion regulation, offering experiences to develop prosaically skills, and providing a buffer for stress and negative emotions.This finding was on the same way with Sang and Nelson (2017) in the Southwestern United States suggested that siblings' influence on children’s social skills. Furthermore, Morgan et al. (2012) carried out a studyin Pittsburgh and declared that children of good relations with siblings had been found positive social skills and negative bullying scores.The existing study demonstrated that mother age was a statistically significant independent positive predictor of the social skills score. Possible explanation of such result is believed that older maternal age is associated with positive parental behaviors, including the mother–child bond, which can influence a child’s social development. Younger mothers may have less parental skills, because mental health and maturity are enhanced when the mother grows older. In the same line, Maleki et al. (2018) in Rasht City, Iran showed that a statistically significantly association between social skills score and mother’s age. Furthermore, this finding was on the same way withAryani et al.
(2018) in Indonesia showed that children of young mothers have risks in emotional and social problems.On the contrary, a study conducted byZaki et al. (2017) in Egypt revealed that mother age was a negative predictor of social skills of children. This result might be due to that younger mother better understands her children, play and interacts with them, and is more close to them.According to the present study results, live with both parents was a statistically significant independent positive predictor of social skills scores. This result might be attributed to that parents are considered influential forces in the development of children’s life skills and the best position for the provision of a reliable evaluation of children’s social skills. In the same vein, Maleki et al. (2019) in Rasht city found that live with both parents was a statistically significant independent positive predictor of social skills scores.
Additionally, Gerholm et al. (2018) in Swedish found that children live with both parents had high social skills. The study findings illustrated that a statistically significant positive correlation between good relations with parents and social skills score. This result might be due to good relations between parents and their children such as talking to children warmly or supportively provided opportunities to gain social skills and social competence through interactions with others. Additionally, parents’ positive attitudes and behaviors towards children accelerate their basic skills development such as self-control and self-confidence.
This finding was in agreement with Ölçer and Aytar (2014) in Burdur indicated that Parents
have a relation with their children based on mutual interaction can affect the children’s skills such as self-regulation, cooperation, and agreement in a positive way. Furthermore, similar results found by Hosokawa & Katsura (2017) in Nagoya city, Japan found statistically significant positive correlation between social skills and good relations with parents. In the same context, a study conducted by Saltalı and İmir (2018) in Konya, Turkey found good relations with parents improved children social skills and positive parenting attitudes like warmth, positive engagement and affection result in positive child outcomes like better adjustment and socialization.The current study demonstrated that there was a statistically significant positive correlation between social skills and family size. This might be related to that the family were the most important institution that affect the child’s early development and help children’s to acquired social skills. This was supported by Ozcelik (2017) in Ankara city, Turkey who found that family improves social skills.
Conclusion
According to the findings of the present study, the following concluded:
The study showed that more than two thirds of study sample had high social skills and social order more common among children. Concerning best fitting multiple linear regression model for the social skills, indicated that female gender, good relations with siblings, mother age, and live with both parents were a statistically significant positive predictor of children’s social skills score.
Recommendations
On the basis of the current study findings, the study recommendedthat replicate the study on larger number of children in other settings to permit for generalization of the results.
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