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<p>This cross-cultural study examines the life skills of preschool children in Turkey and Rwanda, exploring similarities, differences, and the socio-cultural and educational contexts that influence these skills. Life skills, defined as adaptive and positive behaviors that enable individuals to cope effectively with life’s demands, are critical for holistic development. Using an exploratory sequential mixed-methods design, quantitative data were collected using the “Preschool Life Skills Scale” from 200 children (100 from each country), while qualitative data were gathered through semi-structured interviews with 30 teachers. Findings demonstrate notable differences in life skills profiles between the two groups, with Turkish children achieving higher scores in specific subdomains like social life, decision-making, and self-care. These differences are contextualized within educational frameworks, socio-economic factors, and community resources in the respective countries. The study highlights the inherent challenges in assessing life skills using psychometric tools and underscores the critical role of culturally adapted education systems. Recommendations focus on fostering life skills through contextualized curricula, targeted investments, and international collaborations that address disparities.</p>

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Cross-Cultural Examination of Early Childhood Life Skills: Comparative Analysis of Educational Practices in Turkey and Rwanda

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年2月24日

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  • Yakup Yildirim,
  • Idrissa Niyomugabo

摘要

This cross-cultural study examines the life skills of preschool children in Turkey and Rwanda, exploring similarities, differences, and the socio-cultural and educational contexts that influence these skills. Life skills, defined as adaptive and positive behaviors that enable individuals to cope effectively with life’s demands, are critical for holistic development. Using an exploratory sequential mixed-methods design, quantitative data were collected using the “Preschool Life Skills Scale” from 200 children (100 from each country), while qualitative data were gathered through semi-structured interviews with 30 teachers. Findings demonstrate notable differences in life skills profiles between the two groups, with Turkish children achieving higher scores in specific subdomains like social life, decision-making, and self-care. These differences are contextualized within educational frameworks, socio-economic factors, and community resources in the respective countries. The study highlights the inherent challenges in assessing life skills using psychometric tools and underscores the critical role of culturally adapted education systems. Recommendations focus on fostering life skills through contextualized curricula, targeted investments, and international collaborations that address disparities.