Family Educational Role in Developing Social Skills in Kindergarten Children of Jordan

Abstract

The study aims to identify educational role of the family in developing social skills in kindergarten children of Jordan in light of the following variables: child’s mother age, academic qualification, and number of children in the family, using the descriptive analytical approach.

To achieve its objectives, a questionnaire, comprising (50) items with the following three domains: communication skills, interaction and emotional sharing skills, and self- assertion and responsibility skills, was designed and applied to a sample of (351) mothers from Amman governorate. Findings of the study revealed that the role ranked medium, while the second rated first with a high rank, and the third rated second with a medium rank. The findings also revealed that there were statistical differences, pertaining the issue of development that might be attributed to the variables: (qualification, mother’s age, and number of children in the family). They were in favor of: qualified mothers, mothers of more than 40 years of age, and families with (5) children or more. The study recommends to emphasize educational role of the family as it is crucial for building up child’s personality, especially in developing communication skills reflected in the positive use of body language and in steering family concerns to developing skills of self-assertion and responsibility in their children. Which can be attained through teaching them how to exchange opinions with others.