PARENTING COMMUNICATION PRACTICES AS A FOUNDATION FOR PRESCHOOLERS' SOCIAL COMPETENCE: INSIGHTS FROM MALAYSIAN KEMAS PRESCHOOLS

Abstract

Social competence in early childhood predicts long-term academic achievement, emotional well-being, and interpersonal success. This study examines how parental communication patterns shape the social competence of preschoolers in Malaysian KEMAS preschools. Guided by Bronfenbrenner's Ecological Systems Theory (2005) and Family Communication Patterns Theory (Koerner & Fitzpatrick, 2002), a qualitative phenomenological design was used to explore parents' lived experiences through semi-structured interviews with five parents selected via purposive sampling. Thematic analysis following Braun and Clarke's (2006) six-phase framework identified four themes: (1) modelling positive communication, (2) promoting emotional understanding, (3) encouraging prosocial behaviour, and (4) guiding conflict resolution. These communication practices supported children's empathy, cooperation, emotional regulation, and problem-solving, reflecting the influence of the family microsystem within Bronfenbrenner's ecological model. The findings contribute culturally grounded, qualitative insights into parenting communication within the KEMAS community-based preschool context and align with the Malaysia Madani vision emphasising compassion, respect, and social well-being.