Exploring the Role of Early Childhood Educators in Cultivating Social Skills among Preschool Students: Strategies, Challenges, and Implications in Sri Lanka

This study delved into the critical role of early childhood educators in nurturing social skills among preschool students within Sri Lanka. Due to a lack of understanding of the type of stimulation that children under the age of three need, teachers do not pay enough attention to improving social skills for personality development. Employing a mixed research methodology and involving two preschools, forty parents, and six teachers, the research explored a diverse range of perspectives and experiences related to social skills development in preschool education. The objectives were to examine the motivation of teachers to develop soft skills of preschool students, examine the techniques used by teachers to develop social skills, identify classroom management strategies to improve social skills, and analyze the effects of teacher attitudes on social skill development. The study investigated various strategies employed by educators, challenges they encountered, and the broader implications of their efforts. Findings highlighted that teacher behavior and personality traits, as well as activities designed for children, significantly influenced the enhancement of social skills among preschoolers. Educators’ interactions with students, their teaching approaches, and the learning environments they created played pivotal roles in shaping the social development of young learners. These insights underscored the crucial role of early childhood educators in fostering social skills and preparing children for success in their academic and social lives. Furthermore, the study shed light on the complexities and nuances involved in cultivating social skills in preschool settings.