Abstract
In this study, 5-6-year-old children who attend to kindergarten were researched if there is a difference in their level of social skills according to their mothers’ attitudes, their gender, mother’s employment status, the number of the children in the family, and to the caretaker. The study group was formed of 354 children who attend to kindergarten in the city centre of Mersin, Turkey and their mothers. “Social skills evaluation scale on children” developed by Ataş, Efe- Cinar and Tatar (2016) was used to evaluate social skills of the children and “parents’ attitude scale” developed by Karabulut, Demir and Sendil (2008) was used to evaluate mothers’ child bringing-up attitudes. Dual variance analyse was used to understand if children’s social skill level becomes different or not according to their mothers’ attitudes, their gender, employment status, the number of the children in the family, and to the caretaker. The source of the meaningful difference among groups as a result of the variance analyse was examined via Tukey HSD test. Level of significance in the research was accepted as 0,05. According to research result, general social skills become different according to mothers’ attitudes. The children whose mothers are democratic and permissive seem to have higher social skills than the children whose mothers are authoritative and protective.
Highlights
Has a decisive effect on individual’s early childhood period as well as each growing period
Do the 5-6-year-old children’s, who attend to kindergarten, social skill level become different according to their mothers’ attitudes, their gender, their mothers’ marital status, employment status, the number of the children in the family and the caretaker?
According to the research result, 5-6 year old children’s, who attend to kindergarten, social skills become different according to their mothers’ attitudes
Summary
Has a decisive effect on individual’s early childhood period as well as each growing period. Children express their emotion and behaviours without limits with the effect of the trust given by family environment. In the basis of the effect of the family on children growing and maturing, their first social experience is with the family and they gain their own socialness. The children learn the basic skills such as how to behave to others and how to behave when there is a problem by observing the behaviours in the family (Kol, 2016: 50). Skill is defined as the possibility and the capacity of doing a desired thing or doing what is needed to gain it (Goodman, Joshi, Nasim and Tyler, 2015: 14). Skill is defined as the possibility and the capacity of doing a desired thing or doing what is needed to gain it (Goodman, Joshi, Nasim and Tyler, 2015: 14). Ikesako and Miyamato (2015: 12), who make various studies and researches on development of social skill programs, define skill as personal features which interests at least one part of person’s welfare and social development, can be evaluated and developed by educating
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