Social thinking and social adjustment in the 5-year-old preschool classroom: A portrait of Quebec children at the beginning of their elementary school pathway
This study provides a multidimensional portrait of social thinking in children attending a five-year-old preschool class and how it relates to their social adjustment. Data was collected from 72 children (43 boys and 29 girls) (M = 68 months, SD = 3.55) and their teachers (n = 4). Individual tests measuring the child’s social thinking (e.g., prosociality) and a questionnaire on the child’s social adjustment in the preschool class as perceived by the teacher were used. Hierarchical regression analyses reveal prosociality and gender to be predictors of children’s social adjustment. The results are discussed in terms of their educational implications for five-year-old preschool.