Primary Caregivers’ Influences on Children’s Social Competence Development

Abstract

Cognitive competence and academic achievement have long been regarded as key indicators of success in school in Chinese cultures. Yet, other attributes such as social competence in personal and affective domains are now considered equally important because they help children succeed in school and adapt to the ever-changing world. The most immediate context affecting young children’s social development is undoubtedly the family—and therefore the family dynamics that most significantly influence children’s social competence merit deeper investigation. Purpose: This paper reports initial findings on the relationship between family caregiver influences and children’s social competence. The data were obtained as part of an ongoing early childhood play intervention program in Hong Kong. This program consists of a series of seminars, workshops and practical sessions for parents and kindergarten teachers. The aim is to equip these individuals with the necessary knowledge, skills and attitudes to support children’s development of social competence through structured play and group games. It should be noted that in Hong Kong, in addition to parents and grandparents, it is common to find that domestic helpers (maids) are also part of the primary care-giving network within families that supports young children. Method: To evaluate the effectiveness of the program, a quantitative method using data from questionnaires was used to obtain parents’ perception of how their own relationship with children influences their social competence and the value of structuring group games and in this context. A longitudinal design is being used to evaluate the effectiveness of the program. Data are collected one week before the program starts (Time 1), one week after (Time 2), and three months (Time 3) after the program ends. The questionnaire was constructed by adapting items from the Social Skills Improvement System Rating Scales (SSIS), Child-Parent Relationship Scale (CPRS), Early School Behavior Rating Scale (ESBRS) and Attitudes towards Nurturing Children Play Competence Scale (AANCPCS). These scales have proved in previous research to have good reliability and validity, and are culturally appropriate for use in a Chinese context. This paper refers to data analysis from Time 1 questionnaires (N= 226). MANOVA analysis revealed significant differences in ratings in ESBRS and SSIS across type of primary caregiver (parent vs. grandparent vs. domestic helper). The differences were in such areas as children’s communication, responsibility, engagement and cooperation. Differences were also evident in subtle behaviors such eye contact and appropriate responses during conversation. More, children with grandparents as primary caregivers tended to use other people’s property more carefully, were more able to join in group games, and more likely to follow rules while playing games with others. In contrast, children with domestic helpers as primary caregivers helped less with housework, and were less able to interact with other children and start conversation with peers. These initial findings revealed interesting differential effects of primary caregivers on Hong Kong children’s social competence. Implications for childhood intervention for social competence will be discussed.