The effect of pre-school education on first-grade students' social skill improvement

Abstract

Social skills are fundamental to children's successful adaptation within society, and the educational system plays a key role in their development. Despite widespread recognition of this importance, limited research has empirically examined the specific impact of early childhood education on social skill formation. This study investigates the influence of pre-school education on the development of social skills among first-grade students. Employing an applied causal-comparative design, the study involved 239 participants selected through random cluster sampling. Data were gathered using standardized instruments measuring social skills and social intelligence, supplemented by demographic items. The findings reveal significant differences in social development indicators between children with and without pre-school education. Specifically, children who attended pre-school exhibited higher levels of social skill improvement and social awareness, and demonstrated fewer behavioral problems. The results also suggest a positive relationship between early education and social skill acquisition, and a negative relationship with behavioral difficulties. These outcomes underscore the critical role of pre-school education in fostering children's social competence and highlight the value of incorporating such programs as a foundational component of formal education systems.

Keywords: Behavioral problems; early education; social awareness; social skills; socialization