FRIENDSHIP SKILLS ENHANCEMENT IN KINDERGARTEN CHILDREN

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Published: Jul 1, 2014
DOI: https://doi.org/10.12681/icw.17979
Keywords:
social competence friendship enhancement kindergarten age
Ελευθερία Μπεαζίδου (Eleftheria Mpeazidou)
Καφένια Μπότσογλου (Kafenia Mpotsoglou)
ΠΤΕΑ, Πανεπιστήμιο Θεσσαλίας
Ελένη Ανδρέου
Πανεπιστήμιο Θεσσαλίας
Abstract
Positive peer relationships at an early age have been increasingly linked to social competence. Based on a careful review of the literature, we have identified that indicative aspects of social competence in kindergarten are factors related to children’s individual characteristics such as: children’s social behavior, social play with peers and social skills especially friendship skills. The purpose of the current study was to examine the influences of children’s social behavior, social play with peers and friendship skills to participation in friendship. We evaluated our proposed model with a sample of 147 kindergarten boys and girls, 5,5 years old. Multilevel Regression Analysis was applied and the results suggested that friendship was predicted from sustaining friendship skills (F1,145=35.07, p<.001) and social cooperative play (F1,144=21.46, p<.001). Additionally, different models were emerged for boys and girls. It was hoped that a better understanding of these influences could be of use in selecting more effective interventions, in kindergarten curriculum and individualized teaching for helping at-risk children in kindergarten.
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