Developmental Trajectories of Social Skills during Early Childhood and Links to Parenting Practices in a Japanese Sample

Abstract

This study used data from a nationwide survey in Japan to model the developmental course of social skills during early childhood. The goals of this study were to identify longitudinal profiles of social skills between 2 and 5 years of age using a group-based trajectory approach, and to investigate whether and to what extent parenting practices at 2 years of age predicted developmental trajectories of social skills during the preschool period. A relatively large sample of boys and girls (N > 1,000) was assessed on three social skill dimensions (Cooperation, Self-control, and Assertion) at four time points (ages 2, 3, 4, and 5), and on four parenting practices (cognitive and emotional involvement, avoidance of restriction and punishment, social stimulation, and social support for parenting) at age 2. The results indicated that for each social skill dimension, group-based trajectory models identified three distinct trajectories: low, moderate, and high. Multinomial regression analysis revealed that parenting practice variables showed differential contributions to development of child social skills. Specifically, Cooperation and Assertion were promoted by cognitive and emotional involvement, Self-control by social stimulation, and Assertion by avoidance of restriction and punishment. Abundant social support for parenting was not associated with higher child social skills trajectories. We found heterogeneity in developmental profiles of social skills during the preschool ages, and we identified parenting practices that contributed to different patterns of social skills development. We discussed the implications of higher-quality parenting practices on the improvement of child social skills across early childhood.

Marital relationship, parenting practices, and social skills development in preschool children

“…The Social Skills Scale (SSS) is a 24-item measure of children’s social competence in “cooperation,” “self-control,” and “assertion” [27–29], factors affecting social adaption in later life [14]. In this study, children’s teachers evaluated their social skills using this scale’s three subscales: Cooperation (8 items e.g.…”

Mother Support for Early Childhood Development

“…This increase is very urgent as stated by Suryanto et al, [10] in his research that the role of mothers has a positive effect on the growth and development of personal social, language, motoric in infants. Likewise, the findings of Takahashi et al [11], that highquality care practices have implications for improving children's social skills at an early age.…”

Peningkatan Keterampilan Sosial melalui Kegiatan Tari Saman

“…Penelitian selanjutnya Kızbes Meral Kılıç Mengungkapkan bahwa terdapat pengaruh positif program pelatihan keterampilan sosial terhadap keterampilan sosial anak, sedangkan anak yang sering mengalami temperamen dapat menyebabkan keterampilan sosial yang rendah (Kızbes Meral Kılıc, 2017). Kemudian Takahashi, Okada, Hoshino, & Anme, menjelaskan bahwa praktik pengasuhan orang tua memberikan kontribusi yang berbeda untuk pengembangan keterampilan sosial anak yang dilihat dari tiga dimensi keterampilan sosial, yaitu Kerjasama, Kontrol diri,dan perilaku (Takahashi, Okada, Hoshino, & Anme, 2015). Maksud dari tiga dimensi tersebut adalah membangun kerjasama yang baik dapat dilakukan dengan memberikan pemahaman kognitif dan emosional pada anak, kemudian Kontrol diri dapat ditingkatkan dengan memberikan stimulasi sosial, dan prilaku positif dapat dibentuk dengan menghindari pembatasan dan hukuman pada anak.…”