Abstract
Supporting kindergarten students’ social skills through the implementation of respective intervention programmes has been significantly examined. The aim of this review was to investigate the effectiveness of intervention programmes, to register the appropriate intervention strategies and to define the role of kindergarten teachers. The research in the existing literature demonstrated that social skills are further developed mostly through playful interventions and less through cognitive processes. Besides, the latter cost a lot as far as money and time of application is concerned. The evaluation of
social skills and the direct observations of students in multiple interaction situations during free play are necessary in order to make a proper planning of intervention programmes. Teachers have an important role in planning and organizing the school environment (in the classroom and in the outdoor area), also in observing and guiding kindergarten children as well as participating in playful interventions. Furthermore, parental intervention is important in this process.
Impact of intervention programmes on kindergarten children’s social skills: Theoretical framework and literature review