Differentiated Didactic Methods for Teaching and Learning the Division of Classes in the Plantae Kingdom in 7th Grade

Abstract

Brazilian and international literature describes a relationship between parental social skills (PSS) and academic performance, with parental educational practices being decisive for the proper development of children in various contexts, with repercussions in adolescence and adulthood. Depending on the parental model present in different family types, children's learning of socially skilled behavior may be favored. Thus, it is necessary to understand the meaning of social skills (SS) and their correlation with parental and academic contexts. This study aims to analyze, through articles from national and international sources published over the past 18 years, the relationship between parental style and practice, social skills, and academic competence. As a method, a systematic review was conducted using the databases Lilacs, Scielo, Sage Journals, Bireme, and the American Psychological Association, selecting a total of 59 articles. Most of the studies are empirical in nature, involving the use of instruments to assess social skills and their correlations; the remaining are categorized as conceptual, review, or experience reports. Based on the analyzed literature, the influence of parental social skills models on children's academic performance is inferred. The relevance of this research lies in its contribution to identifying theoretical gaps in areas involving the correlation between parents’ social skills and their children's academic performance, paving the way for future studies on the topic