During the preschool periodon domestic communication and social skill developmentopinions of parents, teachers and administrators

In this study, the aim is to examine the relationship between family communication and social skill development in early childhood based on the perspectives of parents, teachers, and administrators. The study population consists of teachers, administrators, and parents involved in independent public kindergartens, private kindergartens, daycare centers, and preschool classrooms within primary schools in Melikgazi and Talas districts of Kayseri province during the 2023-2024 academic year. The quantitative sample of the study comprises 256 participants selected through a simple random sampling method. For the qualitative section, semi-structured interviews were conducted with 30 individuals selected using a purposive sampling method. The research was designed using the explanatory sequential design, one of the mixed-method approaches, and employed both quantitative and qualitative data collection tools. Quantitative data were collected using the "Preschool Social Skills Assessment Scale" (Ömeroğlu at al., 2014). The data were analyzed using descriptive statistics and regression analysis. Qualitative data were evaluated using the content analysis method. The findings revealed that parents believe effective family communication supports the social skill development of children, while teachers emphasized that the quality of family communication directly impacts children's peer relationships and social interactions in the classroom. The research findings were interpreted by comparing them with similar studies in the literature, and recommendations were provided for relevant stakeholders. Keywords: Family communication, social skill development, early childhood,