Home environment and social skills of Japanese preschool children pre- and post-COVID-19

Li, Xiang; Jiao, Dandan; Matsumoto, Munenori; Zhu, Yantong; Zhang, Jinrui; Zhu, Zhu; Liu, Yang; Cui, Mingyu; Wang, Yanlin; Qian, Meiling; Ajmal, Ammara; Banu, Alpona Afsari; Graça, Yolanda; Tanaka, Emiko; Watanabe, Taeko; Sawada, Yuko; Tomisaki, Etsuko; Anme, Tokie

doi:10.1080/03004430.2021.2021896

Cited by 7 publications

(2 citation statements)

References 26 publications

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“…They experienced higher levels of frustration and sadness [ 13 , 14 ]. The lack of face-to-face contact with classmates, friends, and teachers decreased children’s social stimulation and affected the development of their social skills [ 15 ]. Along with families experiencing unexpected disruptions to their daily lives and welfare, half of caregivers reported their child being less motivated in learning since schools were closed; one-third of children cried more often since the COVID-19 pandemic began; and some were speaking less fluently or destroying things more often [ 16 ].…”

Section: Literature Reviewmentioning

confidence: 99%

Unusual Experience in the COVID-19 Pandemic: Young Children’s Readjustment from Home to Preschool following School Closures in Different Risk Regions

Hong

Zhao

Liu

2022

IJERPH

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Children’s readjustment to preschool following long-term school closures during the COVID-19 pandemic merits special attention. This study examined children’s preschool readjustment using a survey of 1008 teachers in a high-risk region and 1399 teachers in a fluctuating-risk region of China. Results found are as follows. (1) children’s preschool readjustment was at a medium level after the long-term school closures. However, children’s preschool readjustment scores in the fluctuating-risk region were significantly lower than those in the high-risk region. (2) Children in both regions were divided into four profiles based on their preschool readjustment: low-level, middle-level, upper-middle-level, and high-level groups. (3) Preschool transition practices and teachers’ turnover intention are common factors relating to preschool readjustment in both regions. Teachers’ professional development support impacted children’s preschool readjustment only in the high-risk region. The findings inform the design of targeted interventions to help children readjust to preschool across different risk regions.

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Section: Literature Reviewmentioning

confidence: 99%

Unusual Experience in the COVID-19 Pandemic: Young Children’s Readjustment from Home to Preschool following School Closures in Different Risk Regions

Hong

Zhao

Liu

2022

IJERPH

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“…Cognitive regulation, emotional competences and social skills are fundamentally intertwined in the learning process, and academic learning can happen most effectively when each one of these three dimensions are well supported (Jones & Kahn, 2017, as cited in Kamei & Harriott 2021. While many studies have examined the effect of the pandemic on children, only a few have examined their home environment and social skills pre-and postpandemic process (Li et al, 2022). From this aspect, this study examined the social skills of preschool children who are continuing their education through online and face-to-face education during the pandemic.…”

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confidence: 99%

The Effect of Online Education on Children s Social Skills During the COVID-19 Pandemic

Günindi¹

2022

iejee

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This study aimed to determine whether there is any conspicuous difference in the social adaptation skills of five-year-old preschool children who did not attend any social skills intervention program besides the ongoing curriculum but continued their education process in different environments (face-to-face/online) because of the pandemic. Included in the study were 296 children enrolled in independent kindergartens, who were within the five-year-old age group and were from similar socioeconomic families. Among them, 159 attended face-to-face and 137 attended online classes. At the beginning of their formal education, the Social Adaptation Skills Scale (SASS) was administered to the children in both groups as a pre-test. At the end of the trimester, the SASS was repeated as a post-test. A significant difference was found between the face-to-face education group and the online education group, in favor of the former, in terms of the social adaptation sub-factor of the SASS. Furthermore, the social incompatibility sub-factor scores of the face-to-face education group were significantly lower than those of the children in the online education group.

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Measurement invariance and country difference in children’s social skills development: Evidence from Japanese and Chinese samples

Zhu

Jiao

et al. 2022

Curr Psychol

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The diversity of child social skills development is not well detected among Asian countries. Culturally validated assessments are needed for practitioners to evaluate child social skills. This study tested the measurement invariance of the Social Skill Scale (SSS) across Japanese and Chinese samples and explored country differences in child social skills development. The SSS utilizes a widely used factor structure (assertion, self-control, and cooperation subdomains) and has established Japanese and Chinese versions. We conducted investigations with an identical process and materials with different language versions, collecting data from 931 Japanese kindergarten children (M age = 4.35, SD age = 1.07; 53.6% boys) and from 1130 Chinese kindergarten children (M age = 4.47, SD age = 1.00; 52.3% boys). We used multiple confirmatory factor analysis to test measurement invariance of the SSS and established the validity, reliability, and scalar measurement invariance for the first-order factor structure of the SSS across the two country samples. We also examined country differences on the associations between demographics, parenting practice, and child social skills development. We found that, compared to the Chinese sample, cooperation skills significantly increased more with age among the Japanese sample. However, spanking was negatively related to self-control skills development in both countries. Our findings contribute to the demonstration of the diversity of child social skills development and have important implications for assessing and developing child social skills using culture-specific strategies.

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Home environment and social skills of Japanese preschool children pre- and post-COVID-19

Cited by 7 publications

References 26 publications

Unusual Experience in the COVID-19 Pandemic: Young Children’s Readjustment from Home to Preschool following School Closures in Different Risk Regions

Unusual Experience in the COVID-19 Pandemic: Young Children’s Readjustment from Home to Preschool following School Closures in Different Risk Regions

The Effect of Online Education on Children s Social Skills During the COVID-19 Pandemic

Measurement invariance and country difference in children’s social skills development: Evidence from Japanese and Chinese samples

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