FAMILY VARIABLES AND SOCIO-EMOTIONAL DEVELOPMENT AMONG

PRESCHOOLERS IN PUBLIC SCHOOLS IN RIVERS STATE

CHAPTER 1

INTRODUCTION

1.1 Background of the Study

Education has been the best legacy a nation can give to her citizens especially the youths of

that nation. This is because education is the surest way for personal and national development.

Education is the process of transmitting what is worthwhile to members of the society

(Omeh, 2010). Education is a purposeful activity directed at achieving certain aims, such as

transmitting knowledge or fostering skills and character traits (Wikipedia, 2022).  Education

comprises all the experiences of the person through which knowledge is acquired and

intellect enlightened. Nwabachili and Egbue (1993) stated that education is what goes on from

one generation to another generation. In this context, education is the process of socializing the

child to grow up as a fulfilled member of the society through informal, formal and non-

formal process. Informal education is the process of acquiring knowledge about the

environment and beyond through living with one another. Stephen (2013) stated that formal

education is a structured and systematic form of learning. This is the education of a certain

standard delivered to students by trained teachers. To make sure formal education is

standardized in all learning institutions preprimary, primary, secondary and higher institutions,

the government put in place National Policy On Education ( Nwabachili and Egbue, 1993).

Formal education is a consciously planned form of socialization in a formal setting such as school

(Onah, 2018). They stressed that non-formal education involve all those systematic programmes

and processes of education and training that is done outside formal education setting. All these

forms of education cannot be achieved without the influence of the family.

The National Policy of Education (NPE 2013) philosophy and goals of education in chapter 9

stated the following objectives;

That the quality of instruction at all levels of education shall be oriented towards inculcating

the following values:

a. Respect for the worth and dignity of the individual:

b. faith in man's ability to make rational decisions:

c. moral and spiritual principles in inter-personal and human relations;

d. shared responsibility for the common good of society;

e. Promotion of the physical, emotional and psychological development of all children;

and

f. Acquisition of functional skills and competencies necessary for self-reliance.

Sections a, c, e and f are intriguing to this study in that, they have to do with socialization,

emotional and functional skills which are considered in this study.

Socio-emotional skills development is a child’s ability to understand the feelings of others,

control their own feelings and behaviors, and get along with peers and become independent and

comfortable to study the surroundings (Ashdown & Bernard, 2012). In order for children to

learn in their classes, they need such as cooperation, following directions, demonstrating self-

control and paying attention, they must have social-emotional skills. According to Ashdown and

Bernard (2012) there are core socio-emotional skills. These are: self-awareness, social

awareness, self-management, love, empathy, cooperation, appreciation, relationship skills and

responsible decision-making. These are vital to children’s well-being. Socio-emotional skills

include love, care, self-confidence, goal setting, empathy, responsible decision-making,

concentration, persistence, attentiveness, effective communication and problem-solving (Durlak

& Weissberg, 2001; Fettig, Santos, & Shaffer, 2012). Also recognizing if someone is sad or

happy, expressing yourself with your friends in a different way than with your parents,

understanding your thoughts and feelings, and being able to relate to others are essential in
preschoolers’ education Ashdown and Bernard (2012). Self-awareness is the tendency to

recognize and identify one’s own inner states, choices, preferences and abilities. Cherry, (2022)

stated that self-awareness is your ability to perceive and understand the things that make you

who you are as an individual, including your personality, actions, values, beliefs, emotions, and

thoughts. He further said Infants possess the awareness that they are a separate being from

others, which is evidenced by behaviors that it is a psychological state in which the self becomes

the focus of attention

Empathy as stated by Davis (2022) is the ability to understand and share the feelings of another.

When you are empathetic, you put yourself in another person’s shoes, make an effort to see the

world from their perspective, and feel the emotions that they feel.  Better kids (2022) said social

awareness is the ability to take the perspective of and empathize with others from diverse

backgrounds and cultures, to understand social and ethical norms for behaviour, and to

recognize family, school, and community resources and supports. They further stated that social

awareness is an important skill for preschoolers to develop in order to build positive

relationships and make responsible decisions. In addition to improving relationships and

communication skills, social awareness is also important for our own emotional well-being

Carnevale (2021) said cooperation is the ability to balance one’s own needs with someone

else’s. We often think of cooperation as children doing what adults want. He also stated that true

cooperation means a joint effort (a give and take) that is mutually satisfying. To develop a

cooperative spirit in children, we need to help them understand how our requests and rules are

good for everyone. Barowski (2022) opined that ccooperation is when two or more people work

together to achieve a set goal. For cooperation to work, everyone must be an active member of

the team and do what they agree to do. Teaching children how to cooperate helps them
understand teamwork at home and school, builds trust with others, increases empathy, promotes

social skills, forms healthy relationships, and gives them a sense of belongingness.

Children enrolled in an early childhood education devoted to promoting socio-emotional skills

in order to obtain the needed skills to be successful in childhood and in adult life. According to

Funk and Ho (2018), the two most important practices used to promote children’s socio-

emotional skills development are building relationships and intentional teaching. Building

trusting relationships provides a child with security. Children will feel more comfortable asking

questions, independently solving problems, trying new activities and verbally expressing

themselves (Funk & Ho, 2018). Relationships should be built gradually with children and their

families. This is an essential part of a quality early childhood education (Corso, 2007). Positive

family variables will help promote respectful relationships and make a positive difference in a

young child’s life. By creating opportunities for these interactions to occur, children will feel

validated. To create positive relationships with children, families need to intentionally embed

these opportunities into their homes each day by using the right and positive family variables

(Dombro, Jablon, & Stetson, 2011).

Family is one of the social institutions in the society and the basic unit for raising

children Onah (2018). A family is a group of people affiliated by recognized birth, by marriage,

or co-residence and shared consumption (Bell, 2011). Family represents people living

together by ties of marriage, blood or adoption, as a single household in a particular

society (Herman, 2011). Family therefore, refers to a social institution with the

responsibility of procreation, training and the protection of her offspring to be useful

members of the society. A family is the smallest unit of the society and has many types and

forms or structure. Family is described in the context of this study as a social institution

between people who are living together by marriage and share things together. This implies

that family brings together two different people, culture and of social class into one entity
and understanding. The family is primarily concerned in t r a i n i n g a n d molding the

behavioural pattern of their children for successful adaptation both at home, in school and

the society at large. Therefore, the nature of family variables will determines the usefulness,

and the socio-emotional development of their children at home, in school and the society at large

which psychologist like Piaget (1956) observed is based on family which centered on nature

and nurture.

Family variables are those variables that determine a child’s physical, mental, socio-emotional

development in the family Onah (2018). Similarly, Eze (2012) observed that family

variables refer to those factors that are innate or which a particular family is known for

which have an effect in the activities and development of their children. In support of the

above view, Stephen (2013) explained that families variables encompasses those biological

and environmental influence which families are exposed to which in turn affect the families

and their offspring. Family variables in this context refers to those physical, mental, and social

development which children obtain from their homes or parents’ and or the environment

which have great impact on their well-being, ability to perform a task, determination in life

and level of their socio-emotional development in school. Family variables therefore include

parental style of upbringing, parental standard of living (level of income), family type,

parental education status, parents’ occupation and family size, among others.

Family type refers to the status a child is ascribed at birth and this plays a major role in a

child’s life. It can also be described as the family state of birth of a child (Eric, 2010).

Anderson (2013) opined that the three main types of family are classified on the basis of size

or structure and the depth of generations which includes; nuclear, single parent and

extended families. Nuclear family is a family that consists of father, mother and their children.

Guthrie (2013) opined that a child born into a nuclear family may have more opportunity to
imbibe both ethnic, cultural, religious, social and economic gain and this count for both

physical and emotional stability of that child. Such child may receive more attention and co-

operation towards him or her; hence, there is less conflict at homes. Panas (2013)

explained that single-parent family is one where there is one parent and one or more

children. Single parent may be as a result of divorce, separation, out of wedlock, or

widowhood. Stephen (2013) states that extended family are where parents and children co-

reside with relatives. Stephen further explained that in this type of family, they may have

divided attention as conflicts arise most of the times in their home.

Furthermore, Marvick (2012) was of the view that the type of family a child is born into would

help shape to some degree, the way the child grows, socializes and the level of

development in certain areas of the his life. So, from the above discussion, it seems that

development of preschoolers socio-emotional skills may be attributed their to parents

educational level.

Parental educational status refers to the academic attainment and other trainings acquired by

parents. It is the ability or inability of the parents to acquire education (Isaac, 2012). In the

view of Larry (2012), parental educational status means the level at which a parent has

attained educationally. In support of the above, Kenla (2012) assert that parental educational

status is classified according to academic qualification starting from doctorate level, masters

level, degree holder, NCE, holder, WAEC holder, first school leaving certificate and illiterate.

Mark (2012) classified parental educational status as literate and illiterate which is in support

of (Isaac, 2012). The present study will focus on Mark’s classification of parental educational

status which is literate and illiterate. According to Olivia (2013), literate parents are educated

and may have high expectations and view education and the socio-emotional development of

their children to be very important. Roselyn (2013) asserts that literate parents may provide
and nurture their children to develop socio-emotional skills that will carry them all through

life.

Parental occupation refers to what parents do in life for their economic survival. Okafor

(2012) also described it as what parents do to earn their living. Okoye (2013) defined parental

occupation as the job parents do which is parental characteristic that predicts their soco-

emotional development of their children. In the opinion of Nan (2013), parental occupation

is the daily engagement of parents to make ends meet. Nan further classified parental

occupation thus business men and women, civil servants, farmers and politicians. Sam (2013)

explained that students whose parents are civil servants like teachers or lecturers may be

more interested d e v e l o p m e n t o f socio-emotional skills; hence their parents tend to show

them all the necessary skills.

This may be attributed to the fact that they want to assume the same or similar

occupations like their parents’ when they grow up. Some students whose parents are business

men and women, politicians and farmers may have little or no interest in education and tend

to be inactive, hence, their behavior may be affected (Brandy, 2013). The children might not

be emotional due to the fact that they are emulating their parents. But notwithstanding,

students socio-emotional skills development can as be affected by the size of students family.

Family size can be termed as the number of children in a giving family. Chima (2008) referred

to it as the number of children that make up a family. Udensi (2013) described family size as

a family trait which has significant effect on the interrelationship among its members and can

play a major role in the formation of a child's personality. Udensi asserts that a family may

be small or large in size. Okafor (2012) agreeing, said that a small family size contains small

number of children one to four children, while a large family size is made up of many children.
The size of the family also determines the kind of care the child or children which may affect

their socio-emotional skills development. He further explained that children from small

family size receive more attention, thus their needs especially school needs are provided with

ease as mentioned in the National Policy of Education. Nevertheless, Chima (2008), Okafor

(2012), Ashdown and Bernard, 2012) and Funk and Ho (2018) observed that children of today

lacked love, care for one another, goal setting, empathy, taking responsibility, responsible

concentration, persistence, attentiveness and many more.

In view of the above, the researcher seeks to determine the relationship between family

variables and the development of socio-emotional skills among preschoolers in Rivers

State.

1.2 Statement of Problem

Family represents people living together by ties of marriage, blood or adoption, as a

single household in a particular society primary responsibility for the education and

socialization of children as well as instilling values of citizenship and belonging in the society.

Observations have shown that some children do not exhibit the right socio-emotional

development skills such as self-awareness, social awareness, empathy, self-management, love,

appreciation, cooperation and many more. Children today have been viewed as a generation of

social and emotional but the needed socio-emotional skills that will enhance teaching and

learning are not observable. From an early age, children have been nurture and exposed

through social and emotional behavour, such as empathy, love, affection, cares and so on, to

explored and discovered new concepts. Family variables present in families are critical to the

development of the social-emotional skills. Therefore, this study seeks to determine the
relationship between family variables and socio-emotional skills development among

preschoolers in public schools in Rivers State

1.3 Purpose of the Study

The purpose of this study is to determine the relationship between family variables and socio-

emotional skills development among preschoolers in public schools in Rivers State. Specifically,

the objectives of the study are to:

1. Find out the relationship between family type and self-awareness as socio-emotional

skills development among preschoolers in public schools in Rivers State

2. Determine the relationship between parental education status and social awareness as

socio-emotional skills development among preschoolers in public schools in Rivers State

3. Examine the relationship between parents’ occupation and empathy as socio-emotional

skills development among preschoolers in public schools in Rivers State

4. Examine the relationship between family size and cooperation as socio-emotional skills

development among preschoolers in public schools in Rivers State

1.4 Research Questions

The following research questions will guide this study:

1. To what extent does family type relate to self-awareness as socio-emotional skills

development among preschoolers in public schools in Rivers State?

2. To what extent does parental education status relate to social awareness as socio-

emotional skills development among preschoolers in public schools in Rivers State?

3. To what extent does parents’ occupation relate to empathy as socio-emotional skills

development among preschoolers in public schools in Rivers State?

4. To what extent does family size relate to cooperation as socio-emotional skills

development among preschoolers in public schools in Rivers State?

1.5 Hypotheses

The following Null Hypotheses will be tested at an alpha level of 0.05:

1. There is no significant relationship between family type and self-awareness as socio-

emotional skills development among preschoolers in public schools in Rivers State

2. There is no significant relationship between parental education status and social

awareness as socio-emotional skills development among preschoolers in public schools in

Rivers State

3. There is no significant relationship between parents’ occupation and empathy as

socio-emotional skills development among preschoolers in public schools in Rivers State

4. There is no significant relationship between family size and cooperation as socio-

emotional skills development among preschoolers in public schools in Rivers State

1.6 Significance of the Study

The findings of this study will be beneficial to the teachers, parents, curriculum planners,

school administrators, ministries of education and the society.

The parents will benefit from this study in using the right family variables in developing

children social and emotional skills and problem-solving skills which will promote children

self-awareness, social awareness, self-management, love, appreciation, relationship skills and

responsible decision-making in school and all through their life. Also, the teacher will benefit

from this study and adjust in consideration of family variables in resolving maters in class in

order to improve teaching and learning to meet the needs of all preschoolers.
The study will help curriculum planners to appreciate and assess the impact of family

variables in developing socio-emotional skill for the implementation of the preschoolers’

curriculum. Adequate knowledge about the family variables could also help the school

authority or inspectorate unit to supervise teachers w h e n teaching preschoolers with

different family type, parental education status, parents’ occupation and family size.

The study will help educational authorities through the required specific agencies and

ministries to consider family variables in teaching pre-primary schools. The society at large

will benefit from this study because the end graduates that will go out of the school will

benefit the society at large. Other researchers who are working on similar topic may draw

some inspiration from the findings of this study.

The school guidance counselors will also benefit from the findings of this study. They will be in

position to guide and counsel students in the area of personal social interactions. The

findings of the study will be of immense help to educational administrators. They will use the

findings in the formulation of policy that will regulate equal educational opportunities for all

children irrespective of their family background in the distribution of equipment, facilities and

amenities to schools. The findings of this study will help the society at large in identifying how

family variables such as what parents’ level of education, parents’ income, parents’

occupation, and family size can affect preschoolers on socio-emotional skills development.

1.7 Delimitation

The content scope of this study is delimited to the parents in the nursery schools that are

nurturing the preschoolers with family variables (family type, parental education status,

parents’ occupation and family size) and socio-emotional skills development form the focus of

the study. The geographical scope of the study is Rivers State.

1.8 Operational Definition of Terms

Family Variables: Family variables are many among which are family type, family
size, birth-order, parenting style, etc. For this study, the family
variables are seen as the family factors that affects the upbringing
of the child such as the location, size and family income.
Single parent-family: This refers to a family with only one parent.
Development: This is act or the process where by a preschooler experiences
growth or progress in all areas of life.
Parental Education Level: This is the educational qualification of an individual who could be
the father, mother, siblings or member of the extended family.
Family size: Family size has to do with the total number of people in a single
family which may include the father, mother, children.
Socio-emotional skills: refers to the child’s experiences, expressions and his management
of emotions and his ability to establish positive and rewarding
relationship with others.

Empathy is the ability to understand and share another person’s feelings and emotions.

Social Awareness is the ability to take the perspective of and understand with others from

diverse backgrounds and cultures, to understand social and ethical

norms for behavior, and to recognize family, school, and community

resources and supports

Self-awareness is the ability to monitor your own emotions and reactions

Cooperation is the ability to balance one’s own needs with someone else’s.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents a reviews centrered on family variables and development of socio-

emotional skills among preschoolers in early childcare centers. It will be done under the

following headings;

Conceptual Framework

1. Family Variables

2. Socio-emotional skills Development

 Parental style and Socio-emotional skills

 Parental educational status and Socio-emotional skills

 Parental occupation and Socio-emotional skills

 Family size and Socio-emotional skills

 Socio-emotional skills among preschool children

Theoretical Framework

 Parental Attachment Theory by John Bowlby, (1967).

 Family systems theory by Kerr and Bowen, (1988)

 Social Learning Theory by Albert Bandura (1977)

Review of Related Empirical Studies

Summary of Review of Related Literature

Conceptual Framework

Concept of Family Variables

The origin of f a m i l y as a social institution is a subject that has aroused much interest in

man. The existence of man on earth is attributed to the existence of family as a social

institution. The perception of family has been viewed in various ways by different authors.

According to Harris (2012), family is generally regarded as a major social institution in the

society. Foucault (2013) noted that a family is a group of two or more people that are related

by blood, marriage, adoption, step or fostering, and who usually live together in the same

household. In human context, a family is a group of people affiliated by consanguinity (by

recognized birth), affinity (by marriage), or co-residence or shared consumption pattern. In

support of the above definitions (Johnson, 2013) asserts that a family is a group of people

who, in most cases, live together, share their money and food and are supposed to take care

of one another. Johnson further explained that members of family are either genetically

related or legally bounded to each other and thereby have the same or a similar surname.

Kelly (2013) conceptualized family as group of people related by blood in one form or the

other, and therefore there are restrictions for marrying within the family and bans for having

sexual relationship with relatives, especially with children.

Family variables refer to those factors which affect the entire growth and development of

children. According to Stephen (2013), family variables encompass those biological and

environmental influence which families are exposed to which in turn affect them and their

offspring. This means that family variables are those variables that determine a child’s

physical, mental, social and emotional development in the family. Eze (2012) noted that

family variables are those variables that are innate which a particular family is known for

and which affects the activities and behavior of their children. Family variables in this study
refer to those behavioral patterns or natures which children obtain from their homes or

parents’ which have great influence on the socio-emotional development and in teaching and

learning. These variables may be within or outside the family environment which includes

parental style of upbringing, parental standard of living (level of income), family type,

parental education status or background, parent’s occupation, family size and many more.

Family Type

Family type refers to the status a child is ascribed at birth. Similarly, Chen (2010)

described family types as a status one acquired at birth. In support of the above, Dowdall

(2012) opined that family type is the social placement which confers the child’s own social

identity at birth. Family type is classified into different types and forms or structures

according to sociologist which is based on different parameters and world norms. This study

is centered on the major types of family which includes nuclear, single parent

(divorced or separated, widow or widower and out of wedlock) and extended family. Family

type which the students come from is also one of the family variables that can promote or

impede the socio-emotional skills development of the students’ in schools. Griffi (2012)

asserts that the family type which the learners live also contributes to the capacities needed

for school success.

Nuclear family may have more opportunity to imbibe both ethnic, cultural, religious and

economic gain and this count for both physical and emotional stability of that child. A

nuclear family is a family unit consisting of two parents and their children (Gill, 2012). The

nuclear family is sometimes called the immediate family or the elementary family. Such child

may receive more attention and co-operation towards his/her education (God’spresence,

2013). Supporting the above view, Ellis (2013) recorded that a nuclear family supports the

socio-emotional skills development of the learners because the environment which the
 student or learners are exposed to are ventilated, proper-spaced reading rooms, good diet

and the like which positively supports the ability of the students’ to read and learn, no matter

the socio-emotional challenges faced by learners (Jabirus, 2012). This is because the family

may provide all the economic needs of the child both at home and in schools which enhance

emotional support. This will make the child to have the zeal to study in school. On the

contrast, Gill (2012) stated that some children from nuclear family lack conducive learning

environment for learning due to poverty. In such families the students’ live in squalor and

poor health conditions which do not support socio-emotional skills development. These

may influence the socio-emotional skills development of that child. In this case the child

is denied economic and emotional support.

Shuani (2022) said nuclear family is one which consists of the husband wife and their children.

Soon after marriage, the children leave their parental home and establish their separate

household. Hence a nuclear family is an autonomous unit free from the control of the elders.

Since there is physical distance between parents and their married children, there is minimum

interdependence between them. Thus a nuclear family is mostly independent. Modern family is

a typical example of nuclear family.

Single-parent families are families with children under age 18 headed by a parent who is

widowed or divorced and not remarried, or by a parent who has never married Smith (2020).

Jeremy (2021) stated that a single parent is someone who is unmarried, widowed, or divorced

and not remarried. The single-parent household can be headed by a mother, a father, a

grandparent, an uncle, or aunt. They must be raising the child or children in their residence

without a partner living there; they have divorced, widowed, legally separated, or unmarried; the

children must be legal dependents or biological. Single parent families usually have a shortage

of finances, which can have emotional effects on the children, such as increased frustration and

anger and an increased danger of violent behavior. They might experience feelings of sadness,
anxiety, loneliness, abandonment, and have difficulty with socializing (Smith, 2020).  She also

said the association of single parents with different partners can also leave a profound impact on

the child. Such single-parent children may also have a commitment phobia.

Kalapana (2022) said parenting is tough, and it gets even tougher when you are a single parent

and all the responsibilities are on you. A child gets a sense of security from home, which affects

how they interact with the outside world. Low expectation from people around them is another

effect of being raised by a single parent. They may be unable to maintain a happy and healthy

marriage life as they have not experienced living with both parents.  The primary cause of low

self-esteem in such children stems from the fact that they do not get adequate attention and

advice from their only parent, which can severely hinder their emotional and psychological

growth (Smith, 2020).  She further stated that single parent households usually have a shortage

of finances, which can have emotional effects on the children, such as increased frustration and

anger and an increased danger of violent behavior. They might experience feelings of sadness,

anxiety, loneliness, abandonment, and have difficulty with socializing. She further said negative

effects of single parenting on a child can affect a child’s social and emotional development.

Extended family on the other hand refers to the combination of two or more nuclear families

within a single family unit. Here, parents and children co-reside with other members of one

parent's family. Lifestyle (2015) stated that a typical extended family consists of multiple

generations living together in the same household, but some extended families also include

uncles, aunts and cousins who live under one roof. Although this living arrangement has been

very common in some cultures for many years, more everyday families are deciding to live

together as an extended family for many other reasons.

Parent’s Educational Status

Parent’s educational status refers to the act of education and training acquired by parents.

According to Umar (2011), is the ability or inability of the parents to acquire education. In

the view of Larry (2012), parent’s educational status means the level in which a parent

attained education formally. Larry further classify Parent’s educational status into four

categories; O’level, NCE, first degree, masters and Ph.D. The level of education of parents has

so much influence in the children’s socio-emotional skills and their academic performance

(Wilson 2013). Parental educational status is another paramount family variable that may

influences the socio-emotional skills development of preschoolers. Some parents are literate

while some are illiterate. Eddy (2012) asserts that educated parents can better understand the

educational needs, social needs, emotional needs and their children’s aptitude. They can help

their children in their early education which affects their proficiency in their relative area of

knowledge and socio-emotional skills. Students’ or learners from literate parents’ are more

likely to achieve higher in school than the students’ from literate families even in socio-

emotional skills development. This is because literate parent or families are fully aware of the

socio-emotional needs and educational needs of their children than the reverse case.

Parental educational status determines the family expectations of their children. Family

expectations influence to a great extent the socio-emotional skills development of children in

the school.

Families with high expectations view education of their children to be very important and as

a result, they provide all the educative materials, taking into consideration of their socio-

emotional skills development and every other thing needed by children in the school. The

resultant effect is that this helps to boost interest of children and their socio-emotional skills

development and in academic performance. By this, there would be an improvement in

their self-zeal to achieve well; hence, their interest is aroused to meet up with the demands

of their family. The children welfare is very important in respect to the traditions, norms

and beliefs held by the family about their children’s intellectual work in general and

socio-emotional skills development in particular. According to Wilson (2013), the behaviour

and conditions resulting from these traditions are related to school success. Walberg

(2012) asserts that family educational status affect children’s work habits, socio-emotional,

guidance and academic performance

Family educational status provides children with intellectual, social and emotional capacities

which greatly improve their chances of mastering the school curriculum (Mark, 2012).

According to Jacobs (2012), the primary mechanisms that is joining particular types of

family educational status with student success are the capabilities children assume by

virtue of experiences with and relationships among immediate and extended family

members. Such “social capital” according to Yakubu (2013) is comprised of the assets

people accrue by virtue of their relationship with other individual and networks of people.

Depending on the existence of high level of trust, these assets may take a number of form,

such as reciprocal obligations, access to information and norms which enforce functional

learning or socio-emotional behaviour of the students. Therefore, the educational status of

the parents’ may affect greatly the socio-emotional skills development of the students’ in

school.

Parental Occupation

Parental occupation refers to what parents do to earn their living. According to Jacobs

(2012) parental occupation refers to job descriptions of parents. Some parents are business

men or women, civil servants, farmers and politician. According to Gods power (2013),

children who their parents are civil servants do well in school as their parents’ have high
 academic expectation and socio-emotional skills development. Such Parents’ expect their

children to succeed in school. Civil servants do not accept excuses for poor behaviour or

laziness. On the other hand, parents who are businessmen or women, farmers, and

politicians according to Hanbury (2012) tend to concentrate more on their occupation in

pursuance of wealth and power as the case may be and as such, their children most of the

time follow their trend. Children from such parents may not have socio-emotional skills

development in school. Therefore, it is expected that children from parents who are civil

servant have higher expectations and may perform better than those children whose parents

are business people, farmers and politician. In support of the above, Mark (2012) asserts that

parental aspirations and expectation on their children is dependent on their occupation.

Chand (2022) stated profession, Employment and Business as types of occupation. Herrity

(2022) stated that a profession is a disciplined of individuals who adhere to ethical standards and

who hold themselves out as, and are accepted by the public as possessing special knowledge and

skills in a widely recognized body of learning derived from research, education and training at a

high level, and who are prepared to apply this knowledge and exercise these skills in the interest

of others. The primary objective of every profession is to provide services. The professionals get

some remuneration for providing such services. Thus, doctors, lawyers, and other professionals

work with service motive and in the process to earn money for their livelihood (Mark, 2012).

Thus, profession refers to as an occupation, which requires specialized knowledge, education

and training to practice it. Specialized knowledge: Every profession requires specialized

knowledge to be acquired through training. This knowledge cannot be inherited. A doctor

cannot become a doctor without pursuing the necessary course of studies for medical degree. A

lawyer must have knowledge and training in law to be able to provide legal services to the

people. To be a chartered accountant one has to pass the examinations conducted by the Institute
of Chartered Accountants of Nigeria (Chand, 2022). These professionals nurture and guide their

children education, physical, social and emotional development as they grow.

Employment refers to an occupation in which a person works regularly for others and get

wage/salary in return. Government servants, company executives, bank officials, factory

workers are all said to be in employment (Larry, 2012). The characteristics of employment are

work for others; they are not free to decide the work to be done, they have to follow the

instructions of their boss or employer and terms and conditions in employment; there are certain

terms and conditions regarding work to be performed, hours of work, amount of remuneration

and other facilities, if any (Omeh, 2010). The employer who offers employment normally

decides these conditions. The person seeking a job must join the work only after being satisfied

with the terms and conditions. The remuneration payable to an employee is fixed and is paid in

the form of wage or salary. An employee gets his wage or salary at regular intervals. This may

be on daily or monthly basis. The increments in pay, and other allowances are also payable on

the basis of the terms and conditions of employment (Chand, 2022).

Business refers to an occupation in which goods and services are produced, sold and exchanged

in return for money (Herrity, 2022). It is carried out on a regular basis with the prime objective

of making profit. Mining, manufacturing, trading, transporting, storing, banking, and insurance

are examples of business activities. Parental type of occupation (profession, Employment and

Business) may influence the socio-emotional development of the preschoolers.

Family Size

Family size refers to the number of people that make up a family. Larry (2012) opined that

family size is the number of people that live together in a home. Family size has a significant

effect on the interrelationships among its members and can play a major role in the formation
of a child's personality (Chand, 2022). Family size can be small or large. Children in small

families receive greater amount of individual attention and tend to be comfortable around

adults at an early age (Wilson, 2013).

Onah (2018) stated that children from a small family size are overprotected, however, may

result to dependency, lack of initiative, and fear of risks, and the increased parental

attention. Petito (2011) pointed out that children from small family size tend to have high

intelligent quotient; successful academically and socio-emotional skills because of the attention

shown by their parents. However, only children from small family size have been found to

have more psychological problems than children from larger families (Chand, 2022). A small

family size comprises of father, mother and few (usually one to four) children (Adeyinka,

2013). Small family size receives a greater amount of individual attention and tends to be

comfortable among them( Ene, 2021). He further stated the following are the characteristics of

small family size: It consists of small number of people (two to six members), members of the

small family know one another very well, there is love and harmony, problem is quickly

resolved because of its manageable size, they are blood related, they have strong feelings for

one another and any happening concerns everybody in the family.

Large family size is a family that has mother, father and more than four children with or without

relations (Chand, 2022). Children of large families have greater opportunity to learn

cooperation at an early age as they learn to get along with siblings (Adeyinka, 2013). Such

children also take on more responsibilities, both for themselves and often for younger brothers

and sisters. These children cope with the emotional crises of sibling rivalry, from which they

may learn important lessons that will aid them later in life (Chand, 2022). Larry (2012) said a

large family size consists of father, mother, brothers, nephews, grandparents and many children.
Family size may influence the development of the socio-emotional skills of the preschoolers

depending on the attention and concern given.

Social-emotional skills are essential for connecting you with others, they help us manage our

emotions, build healthy relationships, and feel empathy Carnevale (2021). He also said that

children start learning these skills from birth, as soon as they begin interacting with the people

who care for them; they begin to develop and understand feelings. Parents help to nurture social-

emotional skills (Self-awareness, social awareness, love, empathy, self-esteem, decision

making, cooperation and many more) so children can develop healthy relationships with

classmates, caregivers, friends and family members. Chand, (2022) opined that even as a babies,

they pick up on how you respond to their social and emotional needs. He further stated that

children feel safe at home and in your presence.

They learn how to empathize, respond to the emotions of others, and say “I’m sorry” by

following your lead. With healthy social-emotional skills, preschoolers are more likely to

succeed in school, work, and in life (Ene, 2021). He also stated that social-emotional skills help

preschoolers to; make friends and keep friendships, gain confidence, resolve conflicts, manage

stress and anxiety, learn social norms, make appropriate decisions, resist negative social

pressure, learn strengths and weaknesses, gain awareness of what others are feeling. Social-

emotional growth takes time, early experiences with family, caregivers, and peers greatly impact

social and emotional development, but throughout our lives we will continue to be shaped by

our experiences (Kaiser, 2022). These experiences can include meeting new people, overcoming

difficult situations, or even raising children.

Self-awareness is the ability to monitor your own emotions and reactions. It enables you know

your strengths, weaknesses, triggers, motivators and other characteristics (Barowski , 2022).
Being self-aware means taking a deeper look at your emotions, why you feel a certain way, and

how your sentiments could turn into reactions. Carnevale (2021) stated that self-awareness is the

ability to understand that the self is separate from others; however, to be self-aware, a person

must be able to recognize and label their own feelings, thoughts, and behaviors. If a person is

self-aware, he can assess his own physical, mental, and emotional states and understand there

are various aspects of his internal personality that allow you to interact with the external world

(Barowski, 2022).

He further said that there are two types of self-awareness; private self-awareness and public self-

awareness. Private self-awareness is introspective, approaching your feelings and reactions with

curiosity. Private self-awareness is a moment of realization that only you involve yourself.

Public self-awareness is the ability to understand how others perceive you and usually follows

social norms in school, home and in the world at large.

Kaiser (2022) said social awareness is an important skill for preschoolers to develop in order to

build positive relationships and make responsible decisions. In addition to improving

relationships and communication skills, social awareness is also important for our own

emotional well-being, how often do we find ourselves consciously aware of the feelings and

perspectives of those we interact with every day, whether they are familiar or strangers? At

school, preschoolers have numerous interactions with peers, teachers, and more. Outside of

school, social situations can include being around family members at home, friends at the

park, or community members at the local library or stores. How can we teach our children to

take the perspective of the various people they interact with, and show compassion and

concern for their feelings?

In addition to improving relationships and communication skills, social awareness is also

important for our own emotional well-being. Remember Maslow’s hierarchy of needs? We
need to feel loved and fulfill our sense of our belonging (Barowski, 2022). In order to

recognize others’ emotions, we first need to be able to recognize our own emotions. This

social awareness is an essential tool for taking perspective for the feelings of those around

us. Finn (2020) said recognizing emotions through social awareness includes reading facial

expressions, body language, and understanding voice intonations. Here are some examples

of situations in which the child has social awareness; appreciation for cultural differences

and diversity. Our social awareness helps us to connect with the world around us; Strong

teamwork - both family members and children can work together as teams that embody

respect and strong communication when they are aware of the feelings and perspectives of

those around them. Barowski, (2022) stated the following as practicing social awareness;

Listening - Modeling and practicing good listening skills is a good step to take when

building social awareness. As parents and teachers we can model listening with verbal and

nonverbal cues.

For example, after listening to your children or student tell a story about their day you can

share their perspective and recognize any social and emotions they might have shared.

Recognizing Social Cues - One aspect of developing socialization is being able to recognize

social cues, or social norms. These include voice intonations, body language, and verbal and

nonverbal cues. Features a catalog of activities that focus on these skills can help

preschoolers learn more about observations and communication with real-life examples.

Reading Books - Books are a great way to help children build social awareness through

visual representation and storytelling. This is especially true with books that have real-life

examples; children can connect to and relate to the characters. Reading Books can help spark

meaningful conversations for children to learn more about themselves, others and the world

around them (Finn, 2020). Expressing gratitude - When we are expressing gratitude we are

recognizing and acknowledging kindness that was shown to us, and we want to return that
kindness. Practicing gratitude daily will help to strengthen our ability to empathize and be

compassionate (Carnevale 2021).

Ene, (2021) said developing social awareness, as with all social emotional skills, is the best

as children will face challenges along the way and being aware of those around them, their

feelings, and their perspectives will take practice. Practice also the ability to build strong

relationships and make responsible decisions in the family and at school when they face

challenges.

Andrew (2022) said empathy is the ability to understand and share another person’s feelings and

emotions. It is essential to building good relationships, at home, school, work and in your

personal life. People who do not exhibit empathy are viewed as cold and self-absorbed, and they

often lead isolated lives. Sociopaths are famously lacking in empathy. Conversely, someone

who is empathetic is perceived as warm and caring. Balani, (2020) said empathy is the ability to

understand and respect another person’s perspective, is the foundation of all human interaction.

As your preschooler grows, he/she is beginning to recognize what others are feeling, and you

can help teach your child about empathy and its importance even at this young age. Observation

is a key feature of empathy, and children in preschool are beginning to read the gestures, facial

expressions, and actions of others to figure out what they are feeling. You can build your child’s

observation skills by pointing out when you see someone behaving kindly, or poorly, as this will

help show her how actions are related to empathy.

Bryant (2022) opined that empathy is being able to "put yourself in someone's shoes" and see

things from their view. Empathy is the first step in having positive relationships because it helps

us understand and relate to others. He further stated that empathy has two parts, shared emotion

and seeing other perspectives. Both parts of empathy are ways in which we make the effort to
understand other people and share an emotion with them. If you want to understand empathy

and build your ability to understand others, here are some great tools to start (Andrew 2022).

They are challenge yourself, get out of your usual environment, get feedback, explore the heart

not just the head, walk in others’ shoes, examine your biases, cultivate your sense of curiosity

and ask better questions. 

Carnevale (2021) said school is a critical environment for children to interact with others and

develop social and emotional skills. So much learning, experience, and development happens

during school time, especially at young ages. It is important to create a classroom that teaches

and values empathy so preschoolers can learn healthy behaviours and build healthy relationships

in their lives now and in the future. He further stated that to be empathetic, or to have empathy,

means trying to understand someone else’s experience and to connect with the emotions they are

feeling. The foundation of an empathic response is the ability to step into the shoes of another

person and to understand their feelings and perspectives. Empathy is most often associated with

responding to others who are struggling with feelings of fear, isolation, anger, and loneliness.

Empathy also responding to positive feelings people experience like joy, satisfaction, and

success (Barowski, 2022). As preschoolers begin to develop empathy, they become aware

of the differences between themselves and other people. They start to realize that we all

have contrasting thoughts, opinions, and feelings, which helps them become tolerant and

accepting of other people at home and in the classroom (Finn, 2020).

Carnevale (2021) said cooperation is the ability to balance one’s own needs with someone

else’s. We often think of cooperation as children doing what adults want. He also stated that true

cooperation means a joint effort (a give and take) that is mutually satisfying. To develop a

cooperative spirit in children, we need to help them understand how our requests and rules are

good for everyone. Barowski (2022) opined that ccooperation is when two or more people work

together to achieve a set goal. For cooperation to work, everyone must be an active member of
the team and do what they agree to do. Teaching children how to cooperate helps them

understand teamwork at home and school, builds trust with others, increases empathy, promotes

social skills, forms healthy relationships, and gives them a sense of belongingness

Finn (2020) said cooperation is the act of working together for the benefit of everyone involved,

versus competing against one another for personal gain. Competition has its place, but

cooperation is the backbone of our families, communities, schools and cultures. Teaching

children cooperation paves the way for healthy relationships, collaboration, productivity, and a

sense of being an important part of something bigger than themselves. Teaching a baby or a

preschooler to cooperate has its challenges, but there are ways to steadily incorporate lessons of

cooperation into your day to day in the family and school (Wikipedia, 2022). 

Kaiser (2022) stated that teaching children how to cooperate helps them understand teamwork,

builds trust with others, increases empathy, promotes social skills, forms healthy relationships,

and gives them a sense of belongingness. He further stated some tips for teaching cooperation:

Practice turn-taking and sharing, Problem-solve together, discuss the reasons why there are

family rules, offer praise when they show signs of cooperation, Provide opportunities for them

to cooperate, Plan a family project. Teaching babies and preschoolers to cooperate, is to help

them understand teamwork and collective problem-solving skills, Build trust with others,

Learn empathy, grow emotional skills, Feel safe and secure in their environments, Bond with

their peers, Learn social skills, Enhance language and communication skills, Feel a sense of

belonging, Form healthy relationships. Basically, cooperation brings out the best in us, in order

to successfully cooperate, we need to be thoughtful, respectful, understanding, and empathetic.

These characteristics do not just make our kids better people, they also make our families,

communities and society stronger (Barowski, 2022).

The conceptual framework discussed above is presented in a diagram below.

Box A

Family Variables
Family type,
Parental education status
Parental occupation and
Family size.

Figure 2.1: Family Variables, Preschoolers, and Socio-emotional Skills.

Figure 2.1 is showing if there will be a relationship between family variables (family type,

parental education status, parental occupation and family size.) and socio-emotional skills

development among preschoolers.

Family Variables

Parental
educational status

Family type,

Family Variables

Parents’
occupation

Family size
Figure 2.2: Family Variables

Figure 2.1 is showing if there will be a relationship between family variables (family type,

parental education status, parents’ occupation and family size.) and socio-emotional skills

development among preschoolers.

2.2 Theoretical Framework

The theoretical foundation of this study was done on three schools of thoughts.

1. Parental Attachment Theory by John Bowlby, (1967).

2. Family systems theory by Kerr and Bowen, (1988)

3. Social Learning Theory by Albert Bandura (1977)

Parental Attachment Theory (John Bowlby 1967).

Parental attachment theory was proposed by Bowlby (1980). The theory states that the child

forms a strong emotional bond with anther person (caregiver) during childhood with lifelong

consequences. According to the theorist, sensitive and emotionally available parenting helps

the child to form a secure attachment style which foster a child’s socio- emotional

development and well-being. Less s e n s i t i v e and emotionally available parenting or

neglect of the child’s needs may result in insecure forms of attachment style, which is a risk

factor for many mental health problems.

The theory is relevant to this study in view of the fact that the proponent provides clues in

emotional development of children. He also made reasonable suggestions for parents and

guardians. Parents and guardians can now see the necessity of forming secure attachment bond

with their children. Such bonds will enable the children to end up with secure attachment and

secure state of mind later in life. Parents will learn to understand the biological and

psychological needs of the children, and to avoid unrealistic expectations of the child
behaviour. In this way, parents may seek to avoid frustration that occurs when they expect

things beyond the child’s capability.

Family Systems Theory (Kerr and Bowen, 1988)

Family systems theory by Kerr and Bowen in 1988 is a theory of human behavior that defines

the family unit as a complex social system, in which members interact to influence each other's

behavior. Family members interconnect, allowing to view the system as a whole rather than as

individual elements. It is also a theory of human behavior that views the family as an

emotional unit and uses systems thinking to describe the unit’s complex interactions. It is

the nature and variables of a family that its members are intensely connected

emotionally. Families so profoundly affect their members’ thoughts, feelings, and actions

that it often seems as if people are living under the same “emotional skin.” People solicit

each other’s attention, provisions, approval, and support, and they react to each other’s

needs, expectations, and upsets. This connectedness and reactivity make the functioning

of family members interdependent. A change in one person’s functioning is predictably

followed by reciprocal changes in the functioning of others,. Families differ somewhat in

their degree of interdependence, but it is always present to some degree. This emotional

interdependence presumably evolved to promote the cohesiveness and cooperation

families require to protect, shelter, and feed their members. Heightened tension,

however, can intensify these processes that promote unity and teamwork, and this can

lead to problems.

When family members get anxious, their anxiety can escalate by spreading infectiously

among them. As anxiety goes up, the emotional connectedness of family members

becomes more stressful than comforting. Eventually, one or more members feel

overwhelmed, isolated, or out of control. These members are the people who

accommodate the most to reduce tension in others. It is a reciprocal interaction. Family

Systems Theory is related to this study because the family has the role of nurturing and

provision of the basic needs of her children. If the family socio-economic states are low, it

will be very difficult for this function to be performed efficiently; hence, poor condition may

tend to affect the socio-emotional development of students in school.

Social Learning Theory (Albert Bandura 1977)

Social learning theory by Albert Bandura in 1977 posits that people emulate the behavior they

observe in their environment, especially if that behavior is reinforced in others. Children

observes their parents going to work every day, volunteering at a local community center and

helping their significant other with tasks around the home, the child is likely to mimic those

behaviors. If rewarded, these behaviors become reinforced and most likely repeated by the

individual. Children also learn by imitating the most relevant models. Therefore, females would

be more affected by their mother's parenting skills; whereas males would be more affected by

their father's parenting skills and they may be affected by the family variables practice by their

parents. The father’s and mother's parenting skills affect the children academic, physical

development social and emotional development because they emulate and practice from their

parents. He also emphasizes the importance of observing, modelling, and imitating the

behaviors, attitudes, and emotional reactions of others. Social learning theory considers how

both environmental and cognitive factors interact to influence human learning and behavior.

2.3 Review of Related Empirical Studies

Several scholars have investigated empirically into some areas of academics as related to family

variables in preschools. This section dealt with those empirical researches conducted by others

researchers.

Parenting styles and Socio-emotional development

Onah (2018) in his study titled “ investigated family factors as correlates of interest and

academic achievement of senior secondary school students in English language in South-East

Nigeria”. The need for the study arose because of the fluctuations in public senior secondary

school students’ achievement in English language in external examinations in the area.

Twelve research questions and twelve null hypotheses guided the study. Correlational survey

research design was used in the study. The population of the study comprised of 30, 820

male and female SS2 students, in which 385 were drawn using multistage sampling

technique. Family Factors Inventory (FFI), English Language Interest Inventory (ELII)

and English Language Achievement Test (ELAT) were designed by the researcher and used

for data collection. These instruments were validated by five experts. Two in Sociology of

Education, one from Language Education and another two from Measurement and Evaluation;

all from University of Nigeria, Nsukka. The instruments (FFI and ELII) yielded a reliability

coefficient of 0.88 and 0.72 respectively using Cronbach Alpha co- efficient, whereas, Kudar –

Richardson (K-R20) formula was used for ELAT and gave reliabilit y co-efficient of 0.76. The

data were analyzed using Pearson (r) and Spearman (rho) correlation coefficient for the

research questions, while, Analysis of Variance (ANOVA) were used to test the 12 null

hypotheses at 0.0 5 level of significance.

The study found among other thing that parental style of upbringing has moderate but negative

relationship on students’ interest, parental style of upbringing revealed high and positive

relationship on students’ academic achievement, parental standard of living showed positive

but low relationship on students’ interest, while their academic achievement indicated a

positive and high relationship with parental standard of living. Furthermore, family type,

parents educational status, parents occupation, and family size have high and positive, high

but negative, low and positive, low and negative relationships respectively with interest

and academic achievement of students’ in English language in the area. The findings were

discussed exhaustively and conclusion made. Based on the findings, recommendations and
suggestion for further studies were also made. The reviewed study is related to the current

study in the area of content family factors. However, the study differ from the current study

vary in population, location, scope and, among other things

Parental occupation and Socio-emotional development

Adeleke (2010) carried out a study tittled “influence of parents’ occupation on the academic

achievement of secondary school students in Yoruba language’ in Kwara state,

Nigeria”. The population of the study was 6160 students and the sample of the study was

1300 students selected through simple random sampling technique. The design of the study

was ex- post facto. The instrument for data collection titled “parents occupation and academic

achievement questionnaire on Yoruba language’ (POAAQYL) was used for the study. Five

research questions and four hypotheses guided the study. Mean and standard deviation was

used to analyze the research questions, while, t-test and analysis of variance (ANOVA) were

used to test the null hypotheses at 0.05 level of significance. The findings of the study

among other things showed that parents’ occupation has influence on students’ academic

achievement in learning Yoruba language in school. The reviewed study is related to the

current one in the area of content (family factors such as parents occupation), but varies in

area of study and research design, location, population among other things.

Family size and Socio-emotional development

Ugwu (2010) carried out a study on the influence of family size and family birth order on

academic achievement of Adolescents in government tertiary institutions in Enugu state,

Nigeria. The researcher adopted expo-post facto research design. The population

comprised 10,200 pre-degree male and female students’ in three tertiary institutions that offer

pre- degree programme in Enugu state of Nigeria. The sample comprised 102 male and female

pre -degree students’ selected through purposive and simple random sampling technique. A

questionnaire titled “family size and birth order questionnaire (FSBOQ)” was used to elicit

information from the respondents. Mean and standard deviation were used to answers the four
research questions whereas t-test statistic was used to test the three null hypotheses formulated

for the study. The findings of the study shows that family size and birth order have an

influence on academic achievement of pre-degree students’ of tertiary institution. The

reviewed study is related to the current study in the area of content (family size). However,

the study differ from the current study vary in population, location and scope, among other

things.

Okogu (2011) in his study family size and its socio-economic implications on the inhabitants of

Delta State, Nigeria The size of the family is a matter of great concern not only to the state

alone, but also to the welfare and health of the individual, family and the community. This

study assessed the basic factors responsible for choice of family size and the socio-economic

implications of such choices. The specific objective is to access the relationships that exist

between family sizes and socio-economic life of the inhabitants of Delta State of Nigeria. The

review indicated that family size depends on: family income, cost of children and wages. It

realized that choice of family size is influenced by socio- economic variables in the State.

Hence a campaign that will sensitize families on the need to maintain a manageable family size

should be taken seriously by appropriate government agencies. The reviewed study is related

to the current study in the area of content (family size). However, the study differ from the

current study vary in population, location and scope, among other things.

Studies on Socio-emotional Skills

Syed (2019) in his study titled “this literature review explores young children’s social

emotional development and its importance. Social emotional development is crucial to a

child’s success in school and in life”. Social emotional development is defined and ideas are

presented on how to promote it. Social emotional skills can be promoted in early childhood

classrooms everyday. This can be done in a variety of lessons and activities. Social emotional

development can be promoted by embedding it in all areas of the day. In recent years, other
priorities have been seen in early childhood classrooms and at home. Some researchers believe

this has resulted in a lack of promotion of social emotional development in young children.

This literature review will explore academic pushdown, technology and children, and limited

free time, including recess. These may affect a young child’s social emotional competency,

therefore they may exhibit more challenging behaviors. Three social emotional development

programs are explored. Social emotional development is so vital in the early years of a child’s

life. Families and teachers need to understand its importance. The reviewed study is related to

the current study in the area of content socio-emotional. However, the study differ from the

current study vary in population, location, scope and, among other things

Akpan and Onwuasonya (2019) in their study “the components of life-skills education that

girls in the South-South States need to acquire. Two research question and two hypotheses

guided the study. The design of the study was descriptive survey design. The population of the

study was 240,000 female SSII students of 2015/2016 academic session. The sample size for

the study was 672 drawn through multi-stage sampling procedure. The instrument used for data

collection was life-skill education for girls’ questionnaire with a reliability coefficient of 0.85.

The research questions were answered using mean and standard deviation while the

hypotheses were analyzed using analysis of variance (ANOVA) and tested at 0.05 level of

significance. The findings from the study reveal that there is no significant difference in the

mean response of girls on components of life-skills education relating to self-awareness and

empathy in the South-South States of Nigeria. Based on these findings it is recommended that

self-awareness and empathy as component of life-skills should be used to educate the girls in

South-South States, Nigeria. The reviewed study is related to the current study in the area of

content (self-awareness and empathy). However, the study differ from the current study vary in

population, location and scope, among other things.

2.4 Summary of Review of Related Literature

Textbooks, journals, internet and completed project works were consulted for this study. The

literature review centered on theoretical framework, conceptual framework and review of

empirical studies. Under conceptual framework, the concept of Family v a r i a b l e s s u c h a s

f a m i l y type, Parental education status, Parents’ occupation and Family size. The review

showed that family variables seems to have influence in the socio-emotional skills

development of preschoolers which have so much impact in any teaching and learning

situation.

The theoretical frame work, examined three theories of family systems such as the Parental

Attachment Theory by Bowlby, Family Systems Theory by Kerr and Bowen, and Social

Learning Theory by Albert Bandura. Parental attachment theory opined that sensitive and

emotionally available parenting helps the child to form a secure attachment style which foster

a child’s socio- emotional development and well-being. Less sensitive and emotionally

available parenting or neglect of the child’s needs may result in insecure forms of attachment

style, which is a risk factor for many mental health problems. While Family systems theory

views the family as an emotional unit and uses systems thinking to describe the unit’s

complex interactions. It is the nature and variables of a family that its members are

intensely connected emotionally. Families so profoundly affect their members’ thoughts,

feelings, and actions that it often seems as if people are living under the same “emotional

skin.” People solicit each other’s attention, provisions, approval, and support, and they

react to each other’s needs, expectations, and upsets. This connectedness and reactivity

make the functioning of family members interdependent. A change in one person’s

functioning is predictably followed by reciprocal changes in the functioning of others.

Also, social learning theory suggests that social behavior is learned by observing and imitating

the behaviour of others. These theories are related to this study because they lay emphasis on the

importance of family and parenting in the growth, development and the education of the
preschoolers (children) but this study was anchored on the Parental attachment theory was

proposed by Bowlby in 1980.

CHAPTER 3

METHODOLOGY

This chapter deals with the various strategies employed to carrying out this study. They include

the following: Research Design, Area of the Study, Population of the Study, Sample and

Sampling Techniques, Instrument for Data Collection, Validation of the Instrument, Reliability

of the Instrument, Administration of the Instrument, and Data Analysis Procedure.

3.1 Design of the Study

This study will adopt a correlational research design. Nwankwo (2013) opined that correlational

study seeks to investigate or establish whether two or more variables relate. They usually

indicate the direction of the relationship, whether negative or positive. He further stated that

whenever a researcher is interested in finding out whether there is a relationship between two or

more variables, and data from such variables scores to be correlated, such should be

correlational design. Therefore, correlational research design is the most suitable for this study

because it allows this study to examine the relationship that exists between the variables and it

also shows the extent of relationship that exists between the variables.

3.2 Area of the Study

The study was carried out in Rivers State, Nigeria. The area is made up of twenty three Local

Government Areas namely: Abua-Odual, Ahoada East, Ahoada West, Akuku Toru, Andoni,

Asari-Toru, Bonny, Degema, Emohua, Eleme, Etche, Gokana, Ikwerre, Khana, Obio-Akpor,

Ogba-Egbema-Ndoni, Ogu-Bolo, Okrika, Omumma, Opobo-Nkoro, Oyigbo, Port Harcourt and

Tai. Rivers State was created May 27th 1967, with an area of 11,077 km 2 and a population of
7,031,973. Its capital and largest city, Port Harcourt, is economically significant as the Centre of

Nigeria oil industry. Rivers State is bounded on south by the Atlantic Ocean, to the North by

Imo, Abia and Anambra States, to the East by Akwa Ibom state, and to the West by Bayelsa and

Delta States. The major occupation of the inhabitants includes; business, education, civil

service, farming, fishing, timber and many others. The choice of this area was due to the

researcher’s observation and knowledge that parents’ have peculiar care, love, support,

orientation and sacrifices for their children’s needs and welfare, especially as it concern

education, physical, social and emotional necessities. Similarly, the area has many public

primary schools that are attached with 530 pre-primary where teachers have passion for

education, physical, social and emotional skills of the preschoolers. So, the researcher’s interest

was aroused in carrying out this study in the area because of the seemingly poor social and

emotional skills display among preschoolers in pre-primary schools in Rivers State, Nigeria.

3.3 Population of the Study

1,371 Caregivers is the population of this study in the 530 Early Childhood Care Development

Education (ECCDE) centers in the three Senatorial Districts and 23 Local Government Areas in

Rivers State Source: (Rivers State Universal Basic Education Board, 2020).

Table 3.1: Distribution of population of Caregivers of ECCDE per District

S/N Name of Senatorial No. of No of Centers No of Caregivers

District LGAs
1 Rivers West District 8 151 412

3 Rivers East District 8 232 986

2 Rivers South-East District 7 147 395

Grand Total 23 530 1793

(Rivers State Universal Basic Education Board, 2020).

3.4 Sample and Sampling Technique

The sample size will comprise of 269 caregivers. The sample represents 15% of the total

population of the caregivers on 80 centers in Rivers State. In stage one; the researcher will use

purposive sampling technique to select eleven local government areas out of twenty three in

Rivers States, Nigeria. The local government areas that will be selected Abua-Odual,

Ahoada East, Ahoada West, Akuku Toru, Eleme, Gokana, Obio-Akpor, Port Harcourt, Ikwerre,

Emohua and Oyigbo. This selection was based on the numbers of preschools in the local

government areas.

In stage two, the researcher employed proportionate simple sampling technique in selecting

15% on centers of Abua-Odual 6 centers , Ahoada East 6 centers , Ahoada West 6 centers ,

Akuku Toru 5 centers, Eleme 8 centers Gokana 7 centers Oyigbo 7 centers, Obio-Akpor 10

centers, Port Harcourt 10 centers, Ikwerre 7 centers and Emohua 7 centers respectively, totaling

80 centers out of 530. Also 15% on the 1,371 caregivers of Abua-Odual 16 , Ahoada East 16

centers , Ahoada West 16 centers , Akuku Toru 15 centers, Eleme 21 centers Gokana 21 centers

Oyigbo 17 centers, Obio-Akpor 44 centers , Port Harcourt 44 centers, Ikwerre 30 centers and

Emohua 30 making up 269 caregivers sample for this study.

Table 3.2: Sample size of ECCDE per District

S/ Name of No. of No of Population Sample size

No District LGAs Centers of
Caregivers Centers Caregivers
1 Rivers West 8 151 412 23 62
District

3 Rivers East 8 232 986 35 148

District

2 Rivers South- 7 147 395 22 59

East District

Grand Total 23 530 1793 80 269

3.5 Instrumentation

The instruments for data collection in this study are “Family Variables Scale (FVS) and Socio-

Emotional Skill Development of Preschoolers Scale” (SESDPS). The FVS is a 20-item

instrument and SESDPS is a 20-item instrument, both will be scored on a 4-point rating scale of

Strongly Agree (SA): 4 points, Agree (A): 3 points, Disagree (D): 2 points and Strongly

Disagree (VLE): 1 point. The FVS and SESDPS scales are to be used to examine the degree of

development of Socio-emotional skills of Preschoolers on the play family variables.

3.6 Validation of the Instrument

Copies of Family Variables Scale (FVS) and Socio-Emotional Skill Development of

Preschoolers Scale (SESDPS) will be sent to the research supervisor and two experts in Early

childhood/primary education department for face and content validity. All their

recommendations, suggestions and corrections will be strictly incorporated in the final version

of the instrument.

3.7 Reliability of the Instrument

The reliability of the instruments (FVS and SESPS) will be determined by administering the

instruments to 20 selected caregivers in Rivers State outside the scope of this study. The scores

from the instruments will be analyzed and determined using Cronbach Alpha.

3.8 Administration of the Instrument

The instruments will be administered by the researcher and 2 research assistants. The research

assistants will be taught on the importance and purpose of the study before sending them to the

field. Administration of the FVS and SESPS will be done concurrently for a period of two

weeks. Copies of the instruments FVS and SESPS that are filled will be collected immediately

to avoid instrument mortality.

3.9 Methods of Data Analysis

The data from respondents will be analyzed using Pearson’s Product Moment Correlation (r) to

answer the research questions and Linear Regression will be used to test the hypotheses. SPSS

will be used in all the calculations.

 FAMILY VARIABLES SCALE (FVS)

Instruction: Please tick (√) in the box provided where applicable.

Key:
Strongly Agree (SA) 4 points, Agree (A) 3 points, Disagree (D) 2 points and Strongly Disagree
(SD) 1 point.

Family Variables Scale

S/NO FAMILY TYPE SA A D SD
A
1 Preschoolers from single parent family are not obedient
2 Preschoolers from nuclear family are good listeners
3 Preschoolers from extended family are always distracted
4 Preschoolers from nuclear family are always insecure
5 Preschoolers from extended family always cheating in class
B PARENTAL EDUCATION STATUS
6 Educated parents always seek for the social awareness report of
their children from your school
7 Educated parents provide conducive environment for children’s
social awareness skills development
8 O’Level parents give less attention their children’s social
awareness skills development
9 FLSC parents give attention their children

10 Preschoolers whose parents attained First Degree and above do

not have challenge of social awareness
C PARENTS OCCUPATION

11 Parents whose are professionals attend to their children’s socio-

emotional needs.
12 Some occupations do not give parents time to attend to
their
13 Parents on poor occupations find it difficult to attend to their
children’s socio-emotional needs.
14 Parents who are i n t o business attend to their children’s socio-
emotional needs.

15 Parents who are farmers to attend to their children’s socio-

emotional needs.
D FAMILY SIZE

16 Preschoolers from small family size develop cooperation more

than those from large family size.
17 Parents from small family size give full attention to their
children’s socio-emotional needs
18 Parents from small family size attend to their children’s socio-
emotional needs more than those from large family size.
19 Preschoolers from large family size develop socio-emotional
skills faster than those from small family size.
20 Preschoolers from small family size develop empathy more than
those from large family size.

SOCIO-EMOTIONAL SKILL DEVELOPMENT OF PRESCHOOLERS SCALE” (SESDPS).

Instruction: Please tick (√) in the box provided where applicable.

Key:
Strongly Agree (SA) 4 points, Agree (A) 3 points, Disagree (D) 2 points and Strongly
Disagree(SD) 1 point.

Socio-Emotional Skill Development of Preschoolers Scale” (SESDPS).

S/NO SOCIO-EMOTIONAL SKILLS DEVELOPMENT SA A D SD
1 Preschoolers from single parent family lean into others'
perspectives with curiosity.
2 Preschoolers from nuclear family always recognize and
acknowledging the inherent strengths in others.
3 Preschoolers from single parent family demonstrate understanding
and compassion for others
4 Preschoolers from extended family always showing concern for
the feelings of others.
5 Preschoolers from nuclear family always observe the behavior of
people around them
6 Preschoolers from extended family behavior influences others
7 Preschoolers from educated family see things from other people’s
points of view
8 Children of the professionals observe people when communicating
with them
9 Preschoolers from family where parents are professionals always
understand others perspective
10 Preschoolers from family where parents are farmers always
understand others perspective
11 Preschoolers from family where parents are doing business hardly
understand others perspective
12 Preschoolers from family where parents are professionals consider
others circumstances when talking with them.
13 Preschoolers from family where parents are doing business always
mind their business in class
14 Preschoolers from family where parents are farmers always in
 competition.
15 Preschoolers from small family size participate in group work
16 Preschoolers from small family size do not participate in group
work
17 Preschoolers from large family size participate in group work
18 Preschoolers from small family size do not participate in group
work
19 Preschoolers from large family size participate in group work
20 Preschoolers from large family size always engage in leadership
position