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Language Skills as Predictors of Social Skills and Behaviors in Preschool Children

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Abstract

The purpose of this study was to investigate whether language skills can predict teacher reports of social skills (empathy and assertion) and social behavior (prosocialness, aggression, and victimization) in preschool children. Relationships among social skills and behaviors were also examined. Ninety-eight preschool children were administered standardized language measures and nine classroom teachers completed portions of social skill rating scales. Correlational and regression analyses examined relationships among social and language variables. Results indicate positive associations among both language and social skills and prosocial behavior but negative associations between language abilities and victimization. However, measured language skills were not significant predictors for reported prosocial behavior, aggression, or victimization. Based on current findings, we cannot expect language skills alone to predict engagement in negative social behaviors in preschool classrooms. While correlations among several variables exist, social skill competence, particularly empathy and assertion, better predicted engagement in perceived appropriate social interactions than language abilities. The relationship between language and social skills warrants continued investigation, especially as the complex interplay of language and social skill development unfolds in preschool classrooms. Early childhood education teams should continue to support contexts for facilitated language and social growth to aid positive social behaviors.

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Authors and Affiliations

  1. Department of Communication Disorders and Sciences, Eastern Illinois University, 600 Lincoln Ave, Charleston, IL, 61920, USA

    Nichole Mulvey & Lyndsay Jenkins

  2. Florida State University, Tallahassee, USA

    Lyndsay Jenkins

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  1. Nichole Mulvey
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  2. Lyndsay Jenkins
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Correspondence to Nichole Mulvey.

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The authors declare that they have no conflict of interest. No financial interest or benefit has arisen from the direct applications of our research.

Informed Consent

Informed consent was obtained from guardians of all child participants included in the study, and child assent for participation was obtained prior to each interaction.

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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional Review Board at Eastern Illinois University (reference numbers 15-133 and 17-140) and Florida State University (2018.26040) and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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Mulvey, N., Jenkins, L. Language Skills as Predictors of Social Skills and Behaviors in Preschool Children. Contemp School Psychol 25, 503–514 (2021). https://doi.org/10.1007/s40688-020-00281-1

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