Coping skills and its relationship to social shyness among kindergarten children

Abstract

The current research included the topic (adaptation skills and its relationship to social shyness among kindergarten children). The research included four chapters. Involving themselves in dangerous events or circumstances that may cause them harm, such as the child risking his life in order to assert himself and in order to appear and be proud of himself, or because the parents or one of the parents encouraged the reckless behavior of their child with the aim of joking, or because the teacher encouraged one of the children spontaneously to behave strangely on the part of the child in which there is daring and distinction .)) Social shyness is considered one of the behavioral problems, as the child has excessive shyness, shrinkage, and reluctance to mix with others, and he does not play the role and social function towards one of his friends and relatives because shyness is controlled by him and he does not venture or risk contact and social integration, and it comes in the form of alienation from relatives and friends at school. And to stay away from them and avoid entering with them by talking and sharing with them, as it suffices to talk with his close colleagues only with members of his family. And its importance ((The students’ acquisition of coping skills is important for their social development and adaptation with other peers, and their integration into the school community with which they interact, and therefore children who do not have the appropriate and necessary amount of coping skills will face major problems in their interaction and adaptation with themselves and with others of those around in the environment)) and the objectives of the research, which included identifying: - Identifying the level of coping skills among kindergarten children. Identifying the level of social shyness among kindergarten children. Is there a relationship between coping skills and social shyness among kindergarten children? And the limits of research and definition of terminology, while the second chapter includes the theoretical framework and includes the most important writers, theories, and Arab and foreign studies prior to the first variable (adaptation skill) and the second variable (social shyness), while the third chapter includes the research methodology from the research community of primary school students of Baghdad Rusafa Education and a sample The research amounted to (60) male and female students from the primary stage of Diyala education, who were chosen by the simple random method, and the two research tools that the researcher adopted were from the scales (Dr. Al-Ani, 2017) and (Dr. Al-Waeli, 2016), which consisted of (53) paragraphs. The stability of the scale was reached by the method of retesting, so the value of the stability of the first scale was (0.85) and (0.79) the value of the stability of the second scale, which is an acceptable value for the stability of the two scales. The researcher reached the following results: 1- The sample of the current research is children Riyadh have no coping skills. 2- The current research sample of kindergarten children have social shyness. 3- There is a relationship between coping skills and social shyness among kindergarten children. Recommendations: In the light of the results of the current research, the researcher recommends the following: 1- Parents should use cognitive methods and scientific concepts in teaching their children to create a child who has all the positive qualities and correct thinking. 2- The Ministry of Education should hold training courses to train Riyadh teachers on how to help pupils in brainstorming. 3- The Ministry of Education should enrich school libraries with various illustrated publications that show the importance of coping skills and social shyness. Suggestions 1- Conducting research similar to this research on different age and academic stages with balancing the results. 2- Carrying out studies examining the relationship of coping skills with a number of variables such as: mutual social trust - personality (introversion-extroversion) etc. 3- Conducting research examining the relationship of social shyness with a number of variables, such as: unhealthy behavioral phenomena - self-concept - psychological alienation. 4- Conducting studies examining the relationship of alternative perceptions with a number of variables, such as: test anxiety - stress and motivation for achievement - mental health. 5- Conducting experimental research using different strategies to reduce social shyness in children.