Promotion of Interpersonal Skills in Preschool Children Through Behavior Modification Techniques

Abstract

Socialization is a key process in child development, allowing children to integrate into their cultural environment through adapting to diverse social norms (García, 2010). Entry into preschool expands opportunities for interaction, especially with peers, which calls for the development of skills such as self-regulation, assertive communication, emotional expression, and conflict resolution (Fernández & Benítez, 2010; Miller, 2019). These skills are part of interpersonal abilities, which are essential for forming appropriate social relationships and effective communication (Kostelnik et al., 2009). The objective of this study was to evaluate the effect of an online course for teachers on the use of behavior modification techniques to promote the development of interpersonal skills in preschool children through play. Seven public school teachers from preschool and first grade participated. The study used a criterion change design, establishing a baseline through hypothetical cases and setting five criteria to meet. The course comprised 10 theoretical and practical sessions, delivered remotely via Moodle and Zoom, incorporating videos, infographics, and exercises based on hypothetical cases. Teachers showed a steady increase in the effectiveness of their technique use, achieving between 90% and 97% in the final assessment. Their performance in practical exercises with hypothetical cases surpassed that observed in real classroom settings. Regarding children’s interpersonal skills development, improvements were observed across all three components from the first evaluation, with a clear alignment between the teachers’ focus and the component with the greatest gains. These findings offer evidence of the effectiveness and adaptability of behavior modification techniques in fostering interpersonal skills within school contexts, highlighting the potential of play as a facilitating tool during preschool years. Promoting these skills contributes not only to socialization but also to holistic development and acts as a protective factor against current and future socioemotional challenges (Márquez et al., 2016). Additionally, the results support teacher training through digital platforms as a practical strategy to enhance educational practices based on applied behavior analysis.