Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Journal of Multidisciplinary Academic and Practice Studies
Tleumbetova Kalligul Dlimbetovna
Tashkent Institute of Economics and Pedagogy, Uzbekistan
Humanities Decision Sciences, Operations Research & Management Languange, Linguistic, Communication & Media Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Factors of Developing Social Adaptation and Communication Skills in Preschool Children Tleumbetova Kalligul Dlimbetovna
Journal of Multidisciplinary Academic and Practice Studies Vol. 4 No. 3 (2026): August
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jomaps.v4.n3.p205-217.2025

Abstract

Purpose: This study aims to analyze the psychological and pedagogical factors influencing the development of social adaptation and communication skills in preschool children, focusing on the role of family, teachers, peers, and cultural values. Research Methodology: The study employs a qualitative-descriptive approach based on a review of psychological and pedagogical literature, combined with an analysis of practices in preschool education settings. Results: Findings indicate that the preschool period (ages 3–6) is a sensitive stage for forming communication competence and adapting to social environments. Family upbringing, the teacher’s pedagogical approach, peer interaction, and exposure to cultural and moral values significantly affect a child’s ability to express themselves, assume social roles, and cooperate with others. Conclusions: Effective preschool education requires a holistic integration of psychological support, family involvement, and structured peer interaction to foster resilience, empathy, and communication competence. Social adaptation developed at this stage strongly influences academic achievement, interpersonal relationships, and long-term mental well-being. Limitations: The study is conceptual in nature and does not include empirical fieldwork; thus, further quantitative and longitudinal research is recommended to validate findings. Contributions: The article contributes to early childhood education theory and practice by highlighting key developmental factors and offering practical recommendations for educators and policymakers to enhance social adaptation in preschool children.
Co-Authors