The Effectiveness of Social-Emotional Competence Training on Social Skills and Empathy of Preschool Children

Purpose: This study aimed to examine the effectiveness of social-emotional competence training on social skills and empathy among preschool children in Shahreza. Methods and Materials: The research employed a quasi-experimental design with an experimental group and a control group, using a pre-test and post-test approach. The sample consisted of 30 preschool children selected through non-random convenience sampling and divided equally into the experimental (n = 15) and control (n = 15) groups. The experimental group received social-emotional competence training across eight sessions, each lasting 45 minutes. Data were collected using the Empathy Questionnaire (Yong et al., 2009) and the Social Skills Rating System—Teacher Form (Gresham Elliott, 1990). Analysis was conducted using analysis of covariance (ANCOVA). Findings: The results of the analysis of covariance (ANCOVA) demonstrated that social-emotional competence training had a significant effect on social skills and empathy in the experimental group compared to the control group. Specifically, for total social skills, there was a significant difference between the experimental and control groups in the post-test, F(1, 27) = 47.09, p .001, η² = .636, indicating a large effect size. Significant improvements were also observed in the individual components: self-control, F(1, 27) = 77.02, p .001, η² = .740; cooperation and empathy, F(1, 27) = 58.08, p .001, η² = .683; assertiveness, F(1, 27) = 69.22, p .001, η² = .719; and responsibility, F(1, 27) = 4.03, p = .045, η² = .430. Additionally, for empathy, the experimental group showed a significant increase in post-test scores, F(1, 27) = 22.43, p .001, η² = .454, demonstrating a medium to large effect. These findings confirm the efficacy of the training program in enhancing social and emotional competencies. Conclusion: Social-emotional competence training is effective in improving social skills and empathy among preschool children. The results support the integration of structured social-emotional training programs in early childhood education to promote social and emotional development. Early interventions may yield lasting benefits, equipping children with essential skills for academic and social success.