Parental perceptions of social skills differences in kindergarten, first, and second grade children in differing classroom environments

The acquisition of language and social skills assist individuals in their communicative efforts. A deficiency can hinder implementation of successful communication. Augmentative language and social skills are learned in various circumstances including school environments. The additional demands of academic success and adjusting to the social situations within the school context increase the pressures that young children feel. This paper examines parental perceptions of social skills and academic performance differences in kindergarten, first and second grade children in open classrooms as compared to traditional classroom environments.