A study of social skills development in newcomer, bilingual kindergarten students

Sohrabi, Tayebeh (2025) A study of social skills development in newcomer, bilingual kindergarten students. Doctoral (PhD) thesis, Memorial University of Newfoundland.

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Abstract

This study investigates the development of social skills in newcomer bilingual kindergarten students in Newfoundland and Labrador, Canada. It explores how these children develop social skills through interactions with their teachers, identifies barriers and facilitators in their development, and proposes ways to enhance educational settings to better support their social growth. The research addresses a central question: How do bilingual newcomer kindergarten-age children develop social skills? Sub-questions examine the factors that facilitate or hinder their social skills development in educational settings and how these environments can better support their social growth. Employing a qualitative phenomenological methodology, data were collected through interviews with teachers and parents of bilingual newcomer kindergarten-age children, supplemented by classroom observations. Thematic analysis of parent and teacher interviews revealed several challenges affecting the social skills development of these children, including the impact of limited English proficiency, negative emotions they might experience, the difficulties faced by newcomer parents in providing adequate support, cultural differences that hinder smooth integration, and the lack of sufficient preparedness in educational settings to support their social skills development. Additionally, the findings highlight the support available to bilingual newcomer children, the strategies educators use to nurture social skills, the importance of family engagement, and the role of cultural sensitivity in promoting inclusivity in education. Classroom observations were used to assess how these findings align with real-world practices. The study's findings offer valuable insights into how schools and educators can more effectively support the social development of bilingual newcomer kindergarten students. By fostering inclusivity, enhancing family engagement, and promoting cultural awareness, educational institutions can create more supportive environments that enable these students to thrive socially.

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