The Role of Early Childhood Education Schools in Developing Children's Social Skills

Abstract

The research aimed to identify the role of early childhood schools in providing children with social skills from the point of view of female teachers in Bisha Governorate. The research adopted the descriptive approach (field survey) and the questionnaire as a tool for collecting data. After verifying the validity and reliability of the questionnaire, it was finally composed of two main axes (the role of school administration and the role of the teacher). Each axis has three dimensions that include skills (verbal and non-verbal communication, order, cooperation and emotional participation). The questionnaire was applied to a sample size of (110) female teachers, who were selected randomly from teachers of government and private early childhood schools in Bisha Governorate. The research reached the most important results: The role of early childhood schools (overall) in providing children with social skills was at a “very large” degree. The results also revealed the absence of statistically significant differences at a significance level of (0.05) in the responses of the research sample attributed to the variables (academic qualification, training courses), and the presence of statistically significant differences regarding the variable (years of service), in favor of fewer years of service. In light of these results, the researcher came out with a number of recommendations. The most important of these is providing the necessary budget for early childhood schools to enable various activities that help children acquire social skills, and holding training courses for early childhood school teachers on how to teach children social skills.