Abstract: The significance of the first years in educational institutions, the family remains the first institution that a child will be presented to and embraced. Despite a plain explanation of what social life and socialization might have, it is profoundly meaningful. Speaking with each other, adapting to others, sharing experiences and games, sharing moments, and exchanging knowledge is not quite simple, not as it can be perceptive at first sight.
This research study aims to analyse the meta-analysis criteria, understand the impact that attending preschool education has on children’s social skills development, and observe the intra-countries differences between children’s preschool education attendance and social skills development. Six meta-analytical research papers are studied. The selection of these studies was not undemanding because the main topic, social skills, cannot stand alone, as many factors affect it continually. The criteria for choosing the papers were: as many common elements as possible, the same group age, the same profile of researching, different cultures to have colourful data, different traditions, as much data that provided statistical calculation, a high number of respondents, and a high number of institutions, and countries where these studies were conducted, including California, Iran, Turkey, Greece.
According to the obtained results, I may conclude that culture influences the development of social skills; law, tradition, rules, and habits should not be taken into consideration when the principal scope is children’s social skill development, and every child is unique, no strict rules on learning social skills should be used.
Keywords: children, pre-school, education, social skills
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Author Info:
Assist. Prof. Albana Sadiku, PhD
Faculty of Education
University “Isa Boletini” – Mitrovica, Kosovo
е-mail: albana.sadiku@umib.net
English 
Български