Kindergartners' Classroom Engagement and Inhibitory Control: Keys to their Social Skills

Social skills are essential for personal growth and making strong relationships with others. This study explores the influence of classroom engagement and inhibitory control on the social skills of kindergarten learners in a central school in Manolo Fortich II, Bukidnon. Utilizing a descriptive-correlational design with 144 kindergarten students and six teachers, data were gathered using validated observational tools and analyzed through canonical correlation analysis. Results revealed high levels of engagement, inhibitory control, and social skills among learners. Strong positive correlations were found between classroom engagement and inhibitory control with social skills, affirming the pivotal role of these variables in early childhood development. The findings revealed a significant positive correlation between classroom engagement and social skills, with a good percentage of the variation in social skills explained by classroom engagement. Inhibitory control also played a crucial role in fostering cooperation, communication, and empathy. Activities such as group tasks, role-playing, and turn-taking games were highlighted as effective tools for enhancing both social skills and self-regulation. The study concludes that fostering a highly engaging and emotionally supportive classroom environment is essential for developing positive social behaviors in kindergarten students. The research recommends that educators implement more structured activities to improve self-regulation and social competence in young learners, enhancing their readiness for both academic and social success.