Date of Conferral

6-18-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Patricia Anderson

Abstract

The problem addressed through this study was many preschool students in the United States lack the social skills needed to be successful in kindergarten. The study’s purpose was to explore preschool teachers’ perspective regarding some children’s lack of social skills needed for success in kindergarten and the efforts teachers made to promote development of these skills. Using Flavell’s theoretical framework of metacognition and cognitive monitoring, 2 research questions were developed to address teachers’ perspectives and efforts to improve children’s social skills. Twelve preschool teachers from Louisiana with one to twenty years of experience in early childhood were interviewed via Zoom, and the collected data were analyzed using open coding to identify themes. Participants described children who lack social skills as having limited impulse control, poor language skills, and being prone to social anxiety due to a lack of self-confidence. Teachers described a wide range of techniques, such as individualized support or modified tasks to guide these children but also indicated need for more support in the classroom, from parents, and through training. Future research recommendations included exploring how teacher training in mindfulness, understanding children’s emotional states, and the development of metacognition contributes to teacher readiness to promote children’s social skill development. This study may lead to positive social change when the findings are used to help childcare directors and licensing bodies address the frustration of teachers and children surrounding social skill deficits and provide teachers with the support they need to promote children’s social skill development and school success.

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