Teacher Observed Social Skills of 4-Year-Old Children with and without Typical Language Development
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| Title: | Teacher Observed Social Skills of 4-Year-Old Children with and without Typical Language Development |
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| Language: | English |
| Authors: | Colleen E. Fitzgerald (ORCID |
| Source: | Journal of Early Childhood Research. 2026 24(1):83-96. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Interpersonal Competence, Language Skills, Behavior Problems, Student Behavior, Empathy, Interpersonal Relationship, Cooperation, Participation, Early Childhood Education, Preschool Children |
| Assessment and Survey Identifiers: | Clinical Evaluation of Language Fundamentals, Social Skills Improvement System Rating Scales |
| DOI: | 10.1177/1476718X251363714 |
| ISSN: | 1476-718X 1741-2927 |
| Abstract: | Social skills are related to language abilities during early childhood. Children who do not demonstrate certain social skills according to teacher report are more likely to have below average scores on comprehensive language assessments. The purpose of this exploratory study was to examine patterns in social skills of six children, as observed by teachers, to identify aspects of teacher observations linked to language. Three children were identified as having lower language scores (M age = 4;6; SD = 2.5 months) and three as having typical language scores (M age = 4;10; SD = 0.6 months). We were interested in consistencies in teacher ratings on a tool assessing social skills and 'problem' behaviours that may vary based on children's language status. Teacher ratings revealed patterns in teacher concerns of children's social skills but not their behaviours. Teachers reported concerns for children in both groups regarding skills not observed in the areas of empathy, engagement, cooperation and assertation. The greatest degree of overlap in teacher ratings across groups was observed for assertion and empathy. Ratings were consistent across groups for children who seldom or never question rules that may be unfair (n = 6), stand up for others who are treated unfairly (n = 6), comfort others (n = 5) or feel bad when a peer was sad (n = 5). Teacher ratings also overlapped regarding cooperation and engagement skills such as following instructions and inviting others to join in play. We identified teacher concerns about social skills that require language despite three of the children having typical language skills. To display empathy, engagement, cooperation and assertion social skills, children must draw on expressive language in both group and one-to-one settings and receptive language when following classroom directions. Understanding teacher-observed social skills in young children and the skills teachers believe are important has educational practice and clinical implications. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499343 |
| Database: | ERIC |
| Abstract: | Social skills are related to language abilities during early childhood. Children who do not demonstrate certain social skills according to teacher report are more likely to have below average scores on comprehensive language assessments. The purpose of this exploratory study was to examine patterns in social skills of six children, as observed by teachers, to identify aspects of teacher observations linked to language. Three children were identified as having lower language scores (M age = 4;6; SD = 2.5 months) and three as having typical language scores (M age = 4;10; SD = 0.6 months). We were interested in consistencies in teacher ratings on a tool assessing social skills and 'problem' behaviours that may vary based on children's language status. Teacher ratings revealed patterns in teacher concerns of children's social skills but not their behaviours. Teachers reported concerns for children in both groups regarding skills not observed in the areas of empathy, engagement, cooperation and assertation. The greatest degree of overlap in teacher ratings across groups was observed for assertion and empathy. Ratings were consistent across groups for children who seldom or never question rules that may be unfair (n = 6), stand up for others who are treated unfairly (n = 6), comfort others (n = 5) or feel bad when a peer was sad (n = 5). Teacher ratings also overlapped regarding cooperation and engagement skills such as following instructions and inviting others to join in play. We identified teacher concerns about social skills that require language despite three of the children having typical language skills. To display empathy, engagement, cooperation and assertion social skills, children must draw on expressive language in both group and one-to-one settings and receptive language when following classroom directions. Understanding teacher-observed social skills in young children and the skills teachers believe are important has educational practice and clinical implications. |
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| ISSN: | 1476-718X 1741-2927 |
| DOI: | 10.1177/1476718X251363714 |
