Abstract:

Empathy and social skills are fundamental competencies that develop in childhood and have a significant impact on children's social and educational lives.Consequently, this study focuses on assessing the relationship between empathy and social skills in preschool children in an educational center.This research was quantitative, basic, non-experimental, cross-sectional and descriptive-correlational in scope. Direct observation techniques and checklists were used to collect data on the variables empathy and social skills. The population consisted of 90 children aged 3 to 5 years, and the sample was selected in a simple random probabilistic manner, consisting of 38 children. The empathy variable is defined as the ability to understand and respond to the emotions of others, showing sensitivity and concern. It was operationalized on the basis of two dimensions: cognitive and affective, whose indicators were emotion recognition, expression of concern and initiative to help. The social skills variable is defined as the ability to interact effectively with others, demonstrating appropriate behaviors. It was operationalized in three dimensions: basic, advanced and related to feelings and aggression management. Both were measured on a nominal scale (yes/no). To assess the reliability of the instruments used in the study, the internal consistency test known as KR-20 was applied. The results were as follows: Empathy instruments: 0.88 and Social Skills: 0.83. The methods of data analysis were descriptive and inferential. The results show a significant relationship between empathy and social skills in pre-school children. This implies that as children's capacity for empathy increases, their social skills also tend to improve. The results of the survey conducted, the level of empathy in children is predominantly low: 71% of the 38 children surveyed have a low level of general empathy, while only 29% are at a high level. Analyzing the dimensions of cognitive and affective empathy, in both 71.05% of the children are located at a low level. In affective empathy, 28.95% are at a medium level, while in cognitive empathy, 28.95% reach a high level. In social skills, the low level also predominates, with 66% of the children. Only 24% present a high level of social skills. When social skills are broken down, low levels stand out in skills about feelings (66%) and to get out of aggression (68%). Basic skills show 50% at the medium level. Cognitive empathy facilitates the identification of others' feelings, understanding their intentions and predicting their behavior. Affective empathy involves the activation of cognitive and emotional mechanisms, which improves communication and social interaction. The study shows that there is a significant relationship between empathy and social skills in preschool children. It is suggested that the authorities and teachers of the educational institution implement programs and activities that promote the development of empathy in children, since this is directly related to the improvement of their social skills. The level of empathy and social skills in these children is low, which underscores the need to implement programs that promote the development of cognitive and affective empathy, as well as social skills training. It is recommended that the educational institution develop workshops, group activities and curricula that integrate social-emotional learning.

Keywords:

Social skills, education, socialization, learning, social values, behavior.