An Integrated Approach to Teaching Social Skills to Preschoolers at Risk

Abstract

Early childhood educators and early childhood special educators are charged with preparing all children for kindergarten and other inclusive settings. Some young children from at risk backgrounds have particular difficulty in developing the social skills necessary for these environments. Early childhood professionals in child care, Head Start, and other preschool settings have the opportunity and the responsibility to prepare at risk preschool children for the social demands of the kindergarten classroom. This article describes a method of teaching social skills that incorporates developmentally appropriate practice with more systematic, teacher-directed instruction.