,
, Abstract
This literature review demonstrates that teachers influence social skills of elementary school
children. The influence of the teacher is divided into the influence of the teacher on social
skills through classroom management and the influence of the teacher on social skills through
the teacher-child relationship. Providing children classroom management with robust
instructional support, emotional support, organizational quality, responsive teaching and
prosocial behavior will benefit children in their social skill development. Classroom strategies
such as mitigate status extremes, support children who are isolated and provides opportunities
for children to help each other. Teacher-attunement can also empower social skills in
children. A higher quality teacher-child relationship does contribute to the social development
skills as well. A few factors can contribute to the quality of the teacher-child relationship, like
self- efficacy of the teacher and contact between parents and teachers. Main finding of this
review is that children who already show high-quality social skills can benefit differently
from the influence of the teacher than children who show problem behavior. Teachers
influence through classroom management is mainly beneficial for children who are at risk for
problem behavior and the teacher-child relationship will mostly help children who are not at
risk for problem behavior. Only when a teacher shows emotional support, a child at risk for
problem behavior can benefit from the teacher-child relationship. Through the decisions a
teacher makes about classroom management and the kind of relationships that teachers have
with children, they can influence the social skills of children in elementary school.
Keywords: social skills, elementary school, teachers
, Abstract
This literature review demonstrates that teachers influence social skills of elementary school
children. The influence of the teacher is divided into the influence of the teacher on social
skills through classroom management and the influence of the teacher on social skills through
the teacher-child relationship. Providing children classroom management with robust
instructional support, emotional support, organizational quality, responsive teaching and
prosocial behavior will benefit children in their social skill development. Classroom strategies
such as mitigate status extremes, support children who are isolated and provides opportunities
for children to help each other. Teacher-attunement can also empower social skills in
children. A higher quality teacher-child relationship does contribute to the social development
skills as well. A few factors can contribute to the quality of the teacher-child relationship, like
self- efficacy of the teacher and contact between parents and teachers. Main finding of this
review is that children who already show high-quality social skills can benefit differently
from the influence of the teacher than children who show problem behavior. Teachers
influence through classroom management is mainly beneficial for children who are at risk for
problem behavior and the teacher-child relationship will mostly help children who are not at
risk for problem behavior. Only when a teacher shows emotional support, a child at risk for
problem behavior can benefit from the teacher-child relationship. Through the decisions a
teacher makes about classroom management and the kind of relationships that teachers have
with children, they can influence the social skills of children in elementary school.
Keywords: social skills, elementary school, teachers
