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Psychology 2014. Vol.5, No.2, 99-103 Published Online February 2014 in SciRes (http://www.scirp.org/journal/psych)
http://dx.doi.org/10.4236/psych.2014.52015
Influence of Age and Gender in Acquiring Social Skills in Portuguese Preschool Education
Rosa Maria Silva Gomes, Anabela Sousa Pereira
Education Department, University of Aveiro, Aveiro, Portugal Email: rosa.gomes@ua.pt, anabelapereira@ua.pt Received December 20th, 2013; revised January 23rd, 2014; accepted February 18th, 2014 Copyright © 2014 Rosa Maria Silva Gomes, Anabela Sousa Pereira. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. In accordance of the Creative Commons Attribution License all Copyrights © 2014 are reserved for SCIRP and the owner of the intellectual property Rosa Maria Silva Gomes, Anabela Sousa Pereira. All Copyright © 2014 are guarded by law and by SCIRP as a guardian.
The specificity of educational contexts as mediators of social development through positive interactions is critical to children’s involvement in the kindergarten and therefore for their holistic development. The qualities of teacher-child interactions enhance the child’s self-esteem and autonomy, promoting peer acceptance and providing a successful learning experience. The purpose of this study was to investigate whether the characteristic of gender and age are related to the acquisition of social skills of children attending kindergarten in a portuguese-speaking environment. The sample is composed of 581 children, age from 2 to 7 years old, who attended preschool education on average 18 months ago. Social Skills subscale (EAS) and Behavior Problems (EPC) was applied to the “Behavioral Scale for Preschool-PKBSpt” (Gomes & Pereira, 2012), Portuguese version of PKBS-2 (Merrell, 2002), Likert-type, four response levels, which seeks to assess the...
http://dx.doi.org/10.4236/psych.2014.52015
Influence of Age and Gender in Acquiring Social Skills in Portuguese Preschool Education
Rosa Maria Silva Gomes, Anabela Sousa Pereira
Education Department, University of Aveiro, Aveiro, Portugal Email: rosa.gomes@ua.pt, anabelapereira@ua.pt Received December 20th, 2013; revised January 23rd, 2014; accepted February 18th, 2014 Copyright © 2014 Rosa Maria Silva Gomes, Anabela Sousa Pereira. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. In accordance of the Creative Commons Attribution License all Copyrights © 2014 are reserved for SCIRP and the owner of the intellectual property Rosa Maria Silva Gomes, Anabela Sousa Pereira. All Copyright © 2014 are guarded by law and by SCIRP as a guardian.
The specificity of educational contexts as mediators of social development through positive interactions is critical to children’s involvement in the kindergarten and therefore for their holistic development. The qualities of teacher-child interactions enhance the child’s self-esteem and autonomy, promoting peer acceptance and providing a successful learning experience. The purpose of this study was to investigate whether the characteristic of gender and age are related to the acquisition of social skills of children attending kindergarten in a portuguese-speaking environment. The sample is composed of 581 children, age from 2 to 7 years old, who attended preschool education on average 18 months ago. Social Skills subscale (EAS) and Behavior Problems (EPC) was applied to the “Behavioral Scale for Preschool-PKBSpt” (Gomes & Pereira, 2012), Portuguese version of PKBS-2 (Merrell, 2002), Likert-type, four response levels, which seeks to assess the...