Results of a Survey and Follow-up Interview with Head Start Staff Concerning Social Skills Instruction in Preschool Classrooms

Abstract

Failure to promote preschoolers’ social competence can lead to significant deficits in social skills development, school readiness, and academic success.  While early childhood teachers play an essential role in fostering children’s social competence, there is limited research available about the value teachers place on social skill instruction and the instructional strategies they use.  This study employed a survey and interviews to investigate the practices used by five Head Start (HS) programs in the Mid-Atlantic region to promote childrens’ social competence.  Results indicated that  respondents: (a) identified peer interaction and friendship skills most often as important social skills to teach; (b) reported using classroomwide and naturalistic interventions to teach these skills; and (c) described challenges to addressing children’s social skill needs. Implications of these findings for preschool programs are discussed in terms of professional development to support teachers to implement evidence-based social skill methods.