Differences in the level of social skills of children from urban and village kindergartens

Abstract

The term "social skill" is not perceived uniformly in the literature. Pruche, Walterova and Mares (2009, p. 129) define social skill as "the ability, skill, and capability to successfully perform certain activities and solve certain tasks, particularly in work and other life situations". This concept perceives competence and skill as synonyms. In the text, however, we are inclined towards a concept that understands social skill as a prerequisite for adequate social interaction and communication (Gillernova, Krejcova, Hoskovcova Horakova, Sirova, & Stetovska, 2012). It is therefore a set of skills required for performance in one or more life domains; it is, in its most basic form, learning (Matsumoto, 2009, p. 121). In a research study, we assessed the level of social skills of 100 preschool children attending kindergarten (50 children from the city and 50 children from the village). The aim of the study was to compare the level of social skills of children from urban and village kindergartens. To measure the level of social skills of children, we used the Scale (own design). 7 areas were assessed. The results indicate a slight predominance of the social skills of children from village kindergartens in all monitored areas.