Social Psychology Research

Abstract Introduction: Human development involves systematic use of personal resources to understand the surrounding world, with children learning socialization through evolutionary-genetic processes. This systematic review aimed to identify factors affecting socialization in preschool-aged children (3-6 years). Methods: This qualitative study employed a systematic review methodology following PRISMA guidelines. Searches were conducted in domestic databases (Comprehensive Humanities Portal, Noor specialized journals, Jihad Daneshgahi, Mag Iran) and international databases (Google Scholar, PubMed, Science Direct) from 2015 to 2024 using keywords "socialization" and "sociability of preschool children." After quality assessment using the PRISMA checklist, 85 articles were selected for final analysis using content analysis methods. Results: Content analysis revealed six main categories affecting preschool socialization: parent-child relationships, individual differences in children, developmental factors, psychological factors and processes, environmental-cultural factors, and gender-related factors, each containing multiple subcategories. Conclusion: The findings indicate that parent-child relationships, individual differences in children, and psychological factors/processes constitute the most significant contributors to preschool children's socialization. These factors warrant attention in clinical assessments and should inform the development of targeted educational interventions for caregivers and child mental health professionals.