Malaysian pre-school teachers’ approaches in nurturing social skills among preschoolers for school readiness

Social skills play a vital role in the early developmental stages of children, as deficiencies in these skills can result in social isolation, diminished self-esteem, and adverse effects on both emotional and physical well-being. This research examines the ways in which teachers impart social skills within kindergarten settings by analyzing their understanding of social skills and school readiness, as well as their instructional methods aimed at equipping preschoolers for a successful transition to school. The study was conducted amidst the COVID-19 pandemic, which imposed limitations on preschool selection and participant availability. Ultimately, only two kindergartens consented to take part, resulting in the involvement of ten teachers who expressed their willingness to participate. Qualitative design using semi-structured interview were adopted to collect rich data from the respondents. The research questions are as follows: What are teachers’ understanding of the dimensions of social skills with preschoolers? How can a preschool teacher's knowledge of school readiness help prepare preschoolers for formal education? How do teachers' teaching approaches affect the development of social skills in preschoolers for school readiness? Finally, what challenges do teachers encounter in nurturing social skills when teaching preschoolers? The primary themes emerging from teachers' perceptions of social skills in preschool-aged children include communication, emotional confidence, respect, and the capacity to adhere to instructions. Thematic analysis revealed that preschool educators' comprehension of school readiness plays a crucial role in preparing children for formal education, especially when teachers demonstrate knowledge, motivation, confidence, and selfefficacy. Additionally, the researcher noted a preference for teaching methods that emphasize motivational strategies and child-centered approaches. The analysis also highlighted that the challenges in promoting social skills are significantly affected by the attitudes of both teachers and parents. This research highlights the critical role of repetitive instruction and comprehension, coupled with practical application, in equipping educators and parents to tackle challenges. It advocates for teachers to develop social skills and knowledge necessary for preparing children for their educational journey. The findings indicate that it is vital to focus on improving social skills among kindergarteners through the adoption of appropriate teaching strategies, which can be effectively realized by ensuring that teachers possess sufficient knowledge of social skills and relevant qualifications. The Malaysian preschool system may tend to overlook the integration of social skills in their educational practices, primarily due to the significant focus on cognitive development and academic success. Educators may feel inadequately prepared or lacking in the necessary skills to teach these competencies, as they have not received training in social skills during their own educational and professional journeys. It is imperative for the Ministry of Education to embed social skills instruction within the preschool curriculum, while parents should also emphasize the importance of fostering these skills in their children. In summary, effective social skills are crucial for readiness for school. Children who exhibit strong social competencies are more likely to thrive academically, emotionally, and socially, thus setting the stage for a successful future.