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The importance of early childhood narrative skills in social relationships and children’s internal capacity is of utmost interest to be studied. This aim of this study is to examine how the social group functioning, narrative skills, school success and non-verbal intelligence are interconnected. This is a mixed design study with a sample of 109 children who have been subjected first to the sociometric method defining the social group they belong. Second, their narrative skills were assessed by commenting the book ‘Frog Where Are You?’. Grade point average records have been collected by respective class record-keeping books. Results show that there are differences between the type of social group in relation to the school success and non-verbal IQ. There is a significant relationship between non-verbal intelligence, narrative skills and school success. School success is predicted by non-verbal intelligence and narrative skills.

Non-verbal intelligence and the importance of group functioning in developing narrative skills and school success in children aged 7–9 years