Behavioural Problems and Acquisition of Social Skills Among Preschool Children in Early Childhood Centres In Rivers East Senatorial District of Rivers State

Abstract

The study investigated the behavioural problems and acquisition of social skills among preschool children in early childhood centres in Rivers East Senatorial District of Rivers State. The study had two objectives, two research questions, and two corresponding null hypotheses. A correlational research design was adopted, targeting a population of 3,450 preschool children from 232 early childhood centres. A sample of 345 preschoolers was selected using a simple random method. Data were collected using two researcher-designed instruments: the Behaviour Problem Checklist (BPC) and the Preschool Social Skill Checklist (PSSC), comprising 20 and 40 items, respectively. The instruments were validated by three experts in Primary Education Studies and Measurement and Evaluation, yielding reliability coefficients of 0.9 and 0.8, established using the Cronbach Alpha method. The collected data were analysed using descriptive statistics (mean and standard deviation) to answer the research questions and inferential statistics (ANOVA) to test the null hypotheses at a 0.05 significance level. Findings revealed a significant inverse relationship between anxiety and social skill acquisition, with anxiety accounting for 15.1% of the variance. Similarly, temper tantrums showed a strong negative effect, explaining 10.1% of the variation in social skills acquisition. These findings suggest that anxiety and tantrums negatively impact preschoolers' ability to develop essential social skills. Based on the findings, recommendations include fostering a supportive learning environment, equipping preschoolers with coping strategies, and ensuring that caregivers have the skills and interest necessary to nurture positive interactions and early social development.