Abstract

This study investigated the presence of anxiety in early childhood and its relationship to social development. The effects of applying psychological intervention techniques in a classroom setting in an effort to relieve anxiety and promote social development was also explored. To do this, participants were asked to complete a survey that combined three measures: The Revised Children’s Manifest Anxiety Scale (RCMA), the Social Skills Improvement Survey (SSI), and the Anxiety Interventions in the Classroom (AIC). It was hypothesized that the presence of anxiety in early childhood would have a relationship to and an effect on social development later in life. Additionally, early psychological intervention applied to a classroom setting could reduce the effects of anxiety in children, which would promote positive social development. After running a Pearson correlation and a multiple linear regression on the data, the results showed that anxiety in early childhood and the development of social skills had an indirect relationship. The data also suggested that the development of social skills had a direct relationship to the level of teacher intervention. Additionally, anxiety and intervention were found to be significant predictors of social skills. No significant relationship was found between anxiety in early childhood and the level of teacher intervention. These results both support the existing literature within the field, as well as suggest that further research is necessary to learn more about the relationship between anxiety, social development, and the intervention application in the early childhood setting.

Advisor

Abraham, Ashley

Department

Psychology

Disciplines

Early Childhood Education | Psychology

Keywords

anxiety, social development, psychological intervention, early childhood

Publication Date

2020

Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis

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© Copyright 2020 Zoe Luksa