This literature review demonstrates that teachers influence social skills of elementary school

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Abstract This literature review demonstrates that teachers influence social skills of elementary school children. The influence of the teacher is divided into the influence of the teacher on social skills through classroom management and the influence of the teacher on social skills through the teacher-child relationship. Providing children classroom management with robust instructional support, emotional support, organizational quality, responsive teaching and prosocial behavior will benefit children in their social skill development. Classroom strategies such as mitigate status extremes, support children who are isolated and provides opportunities for children to help each other. Teacher-attunement can also empower social skills in children. A higher quality teacher-child relationship does contribute to the social development skills as well. A few factors can contribute to the quality of the teacher-child relationship, like self- efficacy of the teacher and contact between parents and teachers. Main finding of this review is that children who already show high-quality social skills can benefit differently from the influence of the teacher than children who show problem behavior. Teachers influence through classroom management is mainly beneficial for children who are at risk for problem behavior and the teacher-child relationship will mostly help children who are not at risk for problem behavior. Only when a teacher shows emotional support, a child at risk for problem behavior can benefit from the teacher-child relationship. Through the decisions a teacher makes about classroom management and the kind of relationships that teachers have with children, they can influence the social skills of children in elementary school.Keywords: social skills, elementary school, teachers

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