My thesis explores the role of preschool teachers in developing social skills among first-grade students and is divided into two main sections.
In the theoretical part, I begin by discussing the social development of a child up to middle childhood, a period that also includes first grade students. Alongside social development, the socialization process of the child occurs. In the chapter on socialization, I focus on its timeline and the influencing factors. Children, through these factors, learn and acquire skills crucial for their interactions with others, which are termed social skills. In the following chapter, I detail the components of these skills, their development, and assessment methods. Social skills are essential for maintaining good and positive relationships. The theory section also elaborates on the most significant relationships at school for a child, including those among students and between students and teachers. Moreover, it underscores the importance of the interactions among educational staff, as they demonstrate proper collaboration and communication methods to the children. A vital component of this theory includes the final chapter on the preschool teacher's role in the first grade. Here, I describe the effective collaboration between teachers and preschool tecahers, how they should divide tasks, and the preschool teacher's role in making the transition from kindergarten to first grade as stress-free as possible for the children.
The empirical part of my thesis summarizes the findings from my research, conducted through an online survey targeted at preschool teachers working in the first grade of elementary school. The results suggest that the role of preschool teachers in evaluating and developing social skills is equally important as that of a class teacher. Most preschool teachers involved in the survey also track and assess these skills, engaging in workshops, social games, and other methods to enhance them. They expressed a desire for additional knowledge in this field.
|
