Relationship and influence between children’s social-emotional competence, self-help skills, and child-teacher interaction

Objectives The purpose of this study is to investigate the relationship and influence of children's social-emotional competence, self-help skills, and child-teacher interaction. Methods The subjects of the study were 140 3-year-old children attending a kindergarten in Gyeonggi-do. Data were collected through questionnaires, and correlation analysis and stepwise multiple regression analysis were performed to analyze the collected data. Results First, it appears that there is a positive correlation between children's social-emotional competence, self-help skills, and child-teacher interaction, and the higher the child's social-emotional competence, the higher the self-help skills and child-teacher interaction. Second, children's social-emotional competence was found to have a significant impact on self-help skills, and among the sub-factors of children's social-emotional competence, emotional recognition and understanding, emotional expression, emotional regulation, social understanding, interpersonal skills, and social problem solving. It was found to have a positive effect on. And among the sub-factors of children's social-emotional competence, emotional recognition and understanding, emotional expression, emotional regulation, social understanding, interpersonal skills, and social problem solving were found to have a positive effect on the child-teacher interaction. Conclusions Through this study, we were able to confirm the importance of developing children's self-help skills and social-emotional competence to increase child-teacher interaction, and suggested that teachers' efforts are needed to help children's social-emotional competence.