Log in

Relevant bibliographies by topics / Child development Social interaction in children / Journal articles

To see the other types of publications on this topic, follow the link: Child development Social interaction in children.

Journal articles on the topic 'Child development Social interaction in children'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Child development Social interaction in children.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

MyersOlin, Eugene. "Child-Animal Interaction: Nonverbal Dimensions." Society & Animals 4, no. 1 (1996): 19–35. http://dx.doi.org/10.1163/156853096x00025.

Full text

Abstract:

AbstractExamples of child-animal interactions from a year-long ethnographic study of preschoolers are examined in terms of their basic nonverbal processes and features. The contingency of interactions, the nonhuman animal's body, its patterns of arousal, and the history of child-animal interactions played important roles in determining the course of interactions. Also, the children flexibly accommodated their interactive capacities to the differences in these features which the animals presented. Corresponding to these observable features of interaction, we argue that children respond to varia

APA, Harvard, Vancouver, ISO, and other styles

2

Jenkins, Joseph R., Samuel L. Odom, and Matthew L. Speltz. "Effects of Social Integration on Preschool Children with Handicaps." Exceptional Children 55, no. 5 (1989): 420–28. http://dx.doi.org/10.1177/001440298905500505.

Full text

Abstract:

This study examined the effects of (a) integrating handicapped and nonhandicapped children in preschools and (b) a condition designed to promote social integration. Fifty-six children with mild and moderate handicaps were randomly assigned to four experimental conditions: integrated/social interaction, integrated/child-directed, segregated/social interaction, and segregated/child-directed. Observation revealed a higher proportion of interactive play, as well as higher language development, in the social interaction conditions; and children in the integrated/social interaction condition receive

APA, Harvard, Vancouver, ISO, and other styles

3

Rahmawati, M., and M. Latifah. "Gadget Usage, Mother-Child Interaction, and Social-Emotional Development among Preschool Children." Jurnal Ilmu Keluarga dan Konsumen 13, no. 1 (2020): 75–86. http://dx.doi.org/10.24156/jikk.2020.13.1.75.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Shapiro, Henry L. "Language Development and Social Interaction in Blind Children." Journal of Developmental & Behavioral Pediatrics 22, no. 2 (2001): 147. http://dx.doi.org/10.1097/00004703-200104000-00014.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Nadlifah, Nadlifah. "Optimlisasi Kemampuan Interaksi Sosial Anak di PAUD Inklusi Ahsanu Amala Yogyakarta." Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 1, no. 1 (2017): 17–26. http://dx.doi.org/10.14421/jga.2016.11-02.

Full text

Abstract:

Education is a social process that can't happen without interaction between individuals Learning is a personal and social proccess when the child is in touch with other children in building understanding and knowledge together. Generally, Early Childhood have a low social interactions skill. This is evidenced by the frequent fights with his friend and selfish. Similarly in general, children who have mental disorders such as children with autism, Down syndrome, the hearing impaired etc, has the low skill ability in social interaction and communication. children who have maximum social interacti

APA, Harvard, Vancouver, ISO, and other styles

6

Anis, Lubna, Nicole Letourneau, Karen Benzies, Carol Ewashen, and Martha J. Hart. "Effect of the Attachment and Child Health Parent Training Program on Parent–Child Interaction Quality and Child Development." Canadian Journal of Nursing Research 52, no. 2 (2020): 157–68. http://dx.doi.org/10.1177/0844562119899004.

Full text

Abstract:

Background Exposure to chronic stressors (poverty, addiction, family violence) in early life can derail children’s development. Interventions focused on parental reflective function may promote parents’ abilities to regulate their feelings and behaviors toward their children and buffer the impact of chronic stressors on children’s development by nurturing high-quality parent–child interaction. Purpose To test the effectiveness of parental reflective function-focused intervention entitled Attachment and Child Health on parent–child interaction and child development. Methods We conducted two pil

APA, Harvard, Vancouver, ISO, and other styles

7

Glisic, Tanja. "Teacher-child interaction initiated with children’s questions." Zbornik Instituta za pedagoska istrazivanja 52, no. 1 (2020): 181–215. http://dx.doi.org/10.2298/zipi2001181g.

Full text

Abstract:

This paper presents a round of research conducted with the aim of determining the characteristics of interaction situations involving pre-schoolers and their teachers and initiated with children?s questions. Insight into the existing body of research shows that there is a lack of similar studies, which address the cognitive side of such situations, but where the social aspect is neglected. Systematic observation was used to describe interaction situations in preschools initiated by children aged three to six years asking teachers questions. Qualitative and quantitative data analysis was perfor

APA, Harvard, Vancouver, ISO, and other styles

8

Katsanis, Ilias A., and Vassilis C. Moulianitis. "An Architecture for Safe Child–Robot Interactions in Autism Interventions." Robotics 10, no. 1 (2021): 20. http://dx.doi.org/10.3390/robotics10010020.

Full text

Abstract:

Autism Spectrum Disorder is a developmental disorder that affects children from a very young age and is characterized by persistent deficits in social, communicational, and behavioral abilities. Since there is no cure for autism, domain experts focus on aiding these children through specific intervention plans that are aimed towards the development of the deficient areas. Using socially assistive robots that interact in a social manner with children in autism interventions, efforts are being made towards alleviating the autistic behavior of children and enhancing their social behavior. However

APA, Harvard, Vancouver, ISO, and other styles

9

Nisa, Khoirun, and Abdul Muhid. "PERAN INTERAKSI SOSIAL TERHADAP POLA ASUH PERKEMBANGAN ANAK DI KELUARGA DALAM PANDANGAN ISLAM." journal Istighna 3, no. 2 (2020): 201–13. http://dx.doi.org/10.33853/istighna.v3i2.67.

Full text

Abstract:

Family involvement in developing children's abilities and social behavior is very much needed through interaction as a medium of actualization. The role of parents and children will be the basis of influence on child development parenting. in social life a person needs to interact with other people and when interacting one finds the true nature of himself as a social creature who needs each other. The task of parents must continue to hone and educate their children so that they can always socialize and interact well This article aims to discuss how the role of social interaction on parenting c

APA, Harvard, Vancouver, ISO, and other styles

10

Moore, John J., Ronald L. Mullis, and Ann K. Mullis. "Examining Metamemory within the Context of Parent-Child Interactions." Psychological Reports 59, no. 1 (1986): 39–47. http://dx.doi.org/10.2466/pr0.1986.59.1.39.

Full text

Abstract:

The production of memory-monitoring behaviors was investigated on two occasions, 1 yr. apart, for 9- and 10-yr.-old children and their parents. A structured block-design task was used to elicit verbal and nonverbal problem-solving strategies from children and their parents during dyadic interactions. Based on Vygotsky's zone of proximal development, it was proposed that children acquire more sophisticated cognitive skills through social interaction. Results support this view in that with experience, children and parents used fewer overt memory-monitoring strategies in problem solving.

APA, Harvard, Vancouver, ISO, and other styles

11

McIntosh, Jennifer, and Lynette Green. "H.U.G.S. A parent-child interaction program." Children Australia 15, no. 4 (1990): 35–39. http://dx.doi.org/10.1017/s1035077200003138.

Full text

Abstract:

This paper provides a brief account of a group program developed by Alys Key Family Care for parents and pre-school children where the growth of a sound, nurturing relationship has been significantly impaired. HUGS is an acronym for “Happiness, Understanding, Giving and Sharing”. The program has the overall aim of fostering positive interaction, enjoyment and the development of a reciprocal caring, confident bond between parents and children. The group has been evolving since 1987, with many refinements in its conceptualisation along the way. The agency is currently producing a manual which de

APA, Harvard, Vancouver, ISO, and other styles

12

Topçiu, Marta, and Johana Myftiu. "Vygotsky Theory on Social Interaction and its Influence on the Development of Pre-School Children." European Journal of Social Sciences Education and Research 4, no. 1 (2015): 172. http://dx.doi.org/10.26417/ejser.v4i1.p172-179.

Full text

Abstract:

The continuous process of human recognition has been explained by different schools of psychology. Among them, social constructivism emphasizes the importance of social environment, culture and social interaction with others, in this process. This study aims to highlight the role of using effective techniques and strategies that allow the possibility to study with the help and interaction with others in the pre-school age. The knowledge and application of the scaffolding technique within the Zone of Proximal Development helps accelerate the cognitive development of the child, making the learni

APA, Harvard, Vancouver, ISO, and other styles

13

Donii, E. I. "Social Interactions of Gifted Children in Homogeneous and Heterogeneous Environments." Современная зарубежная психология 7, no. 2 (2018): 60–69. http://dx.doi.org/10.17759/jmfp.2018070206.

Full text

Abstract:

The question of social interaction of gifted children with their peers leads to a number of disputes among specialists in giftedness. It is known that such an interaction has a beneficial impact on the intellectual development and social growth, supports developing a various set of social skills and abilities. Generally, gifted children build good relations with their peers, especially in elementary school. At the same time, gifted children can feel neglected and not needed, have difficulties when establishing and monitoring the relations with their peers. Educational environment (homogeneous

APA, Harvard, Vancouver, ISO, and other styles

14

Pennazio, Valentina. "Social robotics to help children with autism in their interactions through imitation." Research on Education and Media 9, no. 1 (2017): 10–16. http://dx.doi.org/10.1515/rem-2017-0003.

Full text

Abstract:

Abstract This article aims to reflect on the main variables that make social robotics efficient in an educational and rehabilitative intervention. Social robotics is based on imitation, and the study is designed for children affected by profound autism, aiming for the development of their social interactions. Existing research, at the national and international levels, shows how children with autism can interact more easily with a robotic companion rather than a human peer, considering its less complex and more predictable actions. This contribution also highlights how using robotic platforms

APA, Harvard, Vancouver, ISO, and other styles

15

Pierrehumbert, Blaise, Ronald J. lannotti, E. Mark Cummings, and Carolyn Zahn-Waxler. "Social Functioning with Mother and Peers at 2 and 5 Years: The Influence of Attachment." International Journal of Behavioral Development 12, no. 1 (1989): 85–100. http://dx.doi.org/10.1177/016502548901200105.

Full text

Abstract:

Patterns of social interactions and the relation of these patterns to quality of attachment to the mother were examined at 2 and 5 years. At 2 years, 49 children and their mothers were observed in three free-play sessions which included the child, his or her mother, and a familiar peer. At 5 years, 33 children returned for a fourth session of mother-child-peer. Analysis of the interactions within sessions indicated a "balanced" pattern in that interaction with one partner (mother) reduced opportunities for interaction with the other (peer). The quality of attachment to the mother at 2 years ha

APA, Harvard, Vancouver, ISO, and other styles

16

Zyga, Olena, and Anastasia Dimitropoulos. "Preliminary Characterization of Parent-Child Interaction in Preschoolers With Prader-Willi Syndrome: The Relationship Between Engagement and Parental Stress." American Journal on Intellectual and Developmental Disabilities 125, no. 1 (2020): 76–84. http://dx.doi.org/10.1352/1944-7558-125.1.76.

Full text

Abstract:

Abstract Early parent-child interactions (PCI) impact social cognitive development. Relatedly, children with various developmental disorders exhibit abnormal parental attachment relationships. Parental characteristics and behaviors can impact PCI and socioemotional development as well. No research has examined the parent-child dynamic in Prader-Willi syndrome (PWS), a neurodevelopmental disorder that presents with social cognitive deficits. This article provides a preliminary characterization of PCI quality and parenting stress in 17 PWS parent-child dyads, children ages 3–5 years, in comparis

APA, Harvard, Vancouver, ISO, and other styles

17

Konokotin, A. V. "Inclusion of Children with Special Educational Needs and Typically Developing Children in Joint Problem-Solving (With Tasks on Understanding Multiplicative Relations as an Example)." Cultural-Historical Psychology 15, no. 4 (2019): 79–88. http://dx.doi.org/10.17759/chp.2019150408.

Full text

Abstract:

This article presents results of an experimental study on inclusion of children with special educational needs (SEN) and normally developing children in the process of joint solving of learning tasks depending on the type of interaction and relationships between children and between children and adult. The hypothesis was that the inclusion and development of higher mental functions in children with SEN can occur in specially organized learning interactions with other children and the adult that contribute to the emergence and development of child-adult communities. It is shown that the interac

APA, Harvard, Vancouver, ISO, and other styles

18

Noviana, Ulva. "HUBUNGAN STIMULASI BERMAIN, KUALITAS INTERAKSI DAN VERBAL ABUSE DENGAN PERKEMBANGAN PERSONAL SOSIAL ANAK USIA PRASEKOLAH." NURSING UPDATE : Jurnal Ilmiah Ilmu Keperawatan P-ISSN : 2085-5931 e-ISSN : 2623-2871 1, no. 2 (2019): 7–15. http://dx.doi.org/10.36089/nu.v1i2.51.

Full text

Abstract:

One aspect of development in preschoolers is personal social development. Preliminary study results conducted on 10 children obtained results 6 children with caution assessment, 2 children with delayed assessment, and 2 children with normal assessment with the Suspect interpretation on the assessment of the Denver II test.The purpose of this study was to determine the relationship of play stimulation, the quality of interaction, and verbal abuse with the social development of preschoolers in kindergarten of Al-Djufri VI. This research use Analytical method with Cross Sectional approach with in

APA, Harvard, Vancouver, ISO, and other styles

19

Lubis, Mira Yanti. "MENGEMBANGKAN SOSIAL EMOSIONAL ANAK USIA DINI MELALUI BERMAIN." Generasi Emas 2, no. 1 (2019): 47. http://dx.doi.org/10.25299/ge.2019.vol2(1).3301.

Full text

Abstract:

Playing is an activity that is very important for the growth and development of children. Playing must be done at the initiative of the child and on the decision of the child itself, carried out with pleasure, so that all playful activities will produce a learning process in the child. Playing can also stimulate various children's developments such as physical-motoric, cognitive, logical-mathematical, language, moral-religious, social-emotional and artistic. Through playing, children's creativity will be built up and develop optimally. Children's social-emotional development in principle child

APA, Harvard, Vancouver, ISO, and other styles

20

Zonca, Joshua, Anna Folsø, and Alessandra Sciutti. "I'm not a little kid anymore! Reciprocal social influence in child–adult interaction." Royal Society Open Science 8, no. 8 (2021): 202124. http://dx.doi.org/10.1098/rsos.202124.

Full text

Abstract:

Human decisions are often influenced by others' opinions. This process is regulated by social norms: for instance, we tend to reciprocate the consideration received from others, independently of their reliability as information sources. Nonetheless, no study to date has investigated whether and how reciprocity modulates social influence in child–adult interaction. We tested 6-, 8- and 10-year-old children in a novel joint perceptual task. A child and an adult experimenter made perceptual estimates and then took turns in making a final decision, choosing between their own and partner's response

APA, Harvard, Vancouver, ISO, and other styles

21

Xu, Yiyuan, Jo Ann M. Farver, Zengxiu Zhang, Qiang Zeng, Lidong Yu, and Beiying Cai. "Mainland Chinese parenting styles and parent–child interaction." International Journal of Behavioral Development 29, no. 6 (2005): 524–31. http://dx.doi.org/10.1177/01650250500147121.

Full text

Abstract:

Parenting styles and mother–child interaction were examined with 97 Mainland Chinese mothers (M age 1/4 29.64 years, SD 1/4 3.64) and their young children (M 1/4 24.30 months, SD 1/4 4.57). Mothers completed questionnaires about their parenting styles, orientation to Chinese cultural values, perceived parenting stress, and sources of social support. The regression analyses showed that mothers’ adherence to Chinese values was associated with both authoritative and authoritarian parenting styles. Other characteristics of the family contexts, such as perceived parenting distress, social support,

APA, Harvard, Vancouver, ISO, and other styles

22

STERPONI, LAURA, and JENNIFER SHANKEY. "Rethinking echolalia: repetition as interactional resource in the communication of a child with autism." Journal of Child Language 41, no. 2 (2013): 275–304. http://dx.doi.org/10.1017/s0305000912000682.

Full text

Abstract:

ABSTRACTEcholalia is a pervasive phenomenon in verbal children with autism, traditionally conceived of as an automatic behavior with no communicative function. However, recently it has been shown that echoes may serve interactional goals. This article, which presents a case study of a six-year-old child with autism, examines how social interaction organizes autism echolalia and how repetitive speech responds to discernible interactional trajectories. Using linguistic, discourse, and acoustic analyses, we demonstrate that the child is able to mobilize echolalia to mark different stances, throug

APA, Harvard, Vancouver, ISO, and other styles

23

Tokaruk, L. "FORMATION OF SOCIAL COMPETENCY IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS OF ICT." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 6 (2020): 42–46. http://dx.doi.org/10.17721/2616-7786.2020/6-1/9.

Full text

Abstract:

The article defines the components of the formation of social competence in children with special educational needs by means of ICT and the peculiarities of the use of information and computer technologies in the education and education of children with special needs from the point of view of compensation of physical disabilities with the help of modern technical means. The legal framework for inclusive education of children with special needs analyzed and the existing technical developments of media applications for the development of children with different nosology's are examined. The curre

APA, Harvard, Vancouver, ISO, and other styles

24

Rubtsov, V. V. "Two Approaches to the Problem of Development in the Context of Social Interactions: L.S. Vygotsky vs J. Piaget." Cultural-Historical Psychology 16, no. 3 (2020): 5–14. http://dx.doi.org/10.17759/chp.2020160302.

Full text

Abstract:

The article is devoted to the problem of development and learning in the context of social interactions. This question is investigated on the basis of the analysis of the theoretical views of L.S. Vygotsky and J. Piaget. Both J. Piaget and L.S. Vygotsky substantiated the impact of social interactions and socialization on the development of the child’s thinking, and emphasized the close connection between the development of the child and the forms of interaction between the child and adults, as well as with other children. Two different approaches to understanding the child’s developmental path

APA, Harvard, Vancouver, ISO, and other styles

25

GOTTMAN, JOHN MORDECHAI, MICHAEL J. GURALNICK, BEVERLY WILSON, CATHERINE C. SWANSON, and JAMES D. MURRAY. "What should be the focus of emotion regulation in children? A nonlinear dynamic mathematical model of children's peer interaction in groups." Development and Psychopathology 9, no. 2 (1997): 421–52. http://dx.doi.org/10.1017/s0954579497002113.

Full text

Abstract:

This paper questions the assumption that children's social and emotional competence be placed within the developing child, rather than in the interaction of the child with the range of peer social ecologies in which the children might function. This paper presents a new nonstatistical mathematical approach to modeling children's peer social interaction in small groups using nonlinear difference equations in which both an uninfluenced and an influenced regulatory set point of positive minus negative interaction can be separately estimated. Using this model and the estimation procedure, it is po

APA, Harvard, Vancouver, ISO, and other styles

26

Korat, Ofra, and Iris Levin. "Spelling Acquisition in Two Social Groups: Mother-Child Interaction, Maternal Beliefs and Child's Spelling." Journal of Literacy Research 34, no. 2 (2002): 209–36. http://dx.doi.org/10.1207/s15548430jlr3402_5.

Full text

Abstract:

Spelling was investigated from socio-cultural and cognitive perspectives among low and high SES groups. Collaborative writing among 40 mothers and their second-grade children was observed, and maternal beliefs on spelling were extracted from interviews. Children's spelling was assessed prior to interaction. LSES children had more spelling errors and discussed spelling with their mothers more frequently than the HSES children. LSES mothers expressed nontolerant beliefs on spelling errors compared to the HSES mothers. Correlations were found within groups between the child's independent spelling

APA, Harvard, Vancouver, ISO, and other styles

27

Dwiyatna, Archie Arman, Irwanto Irwanto, Yunias Setiawati, and Indrayuni Lukitra Wardhani. "The impact of child care on child development in daycare and at home." Pediatria i Medycyna Rodzinna 16, no. 3 (2020): 289–94. http://dx.doi.org/10.15557/pimr.2020.0053.

Full text

Abstract:

Background: The insufficient amount of time allocated by working parents is one of the causes of reduced interaction between parents and children. Consequently, the solution of entrusting children to daycare centres remains a choice. The development of children aged 3–72 months is extremely significant because the brain volume develops to reach 95% of the adult brain volume. This makes the stimulation provided by caregivers extremely important. This study aimed to identify differences in the development of children entrusted to daycare centres compared to the home care. Methods: The study was

APA, Harvard, Vancouver, ISO, and other styles

28

Parkinson, Samantha, and Sara McLean. "Social Development in Children with Foetal Alcohol Spectrum Disorders." Children Australia 38, no. 3 (2013): 124–28. http://dx.doi.org/10.1017/cha.2013.16.

Full text

Abstract:

Foetal Alcohol Spectrum Disorders (FASD) develop when unborn children are exposed to alcohol prenatally. As a result of this exposure, children with FASD exhibit a range of social, behavioural, cognitive and even physical deficits that can impede their life-long development. These deficits can be influenced by maltreatment and the instability resulting from being placed into out-of-home care, and/or multiple foster-care placement breakdowns. The aim of this article is to increase awareness amongst child welfare professionals of how prenatal alcohol exposure impacts on children's social develop

APA, Harvard, Vancouver, ISO, and other styles

29

Dolgovykh, I. V., M. V. Maslakova, and L. I. Patrakova. "Information interaction of libraries with children at risk." Bibliosphere, no. 1 (March 30, 2019): 64–70. http://dx.doi.org/10.20913/1815-3186-2019-1-64-70.

Full text

Abstract:

The topic relevance is increasing due to the children number rise of homeless, dysfunctional, incomplete, low-income, left without parental care, from families using destructive methods, bringing to congenital disorders of the physical and psychological development, who could falling into unfavorable environment take the path of asocial behavior, disharmonious development and, as a result, getting into the «risk groups». The article objective is to determine the library involvement in preventing the children at risk neglect through multiformat forms of the work popularizing books and reading f

APA, Harvard, Vancouver, ISO, and other styles

30

NOEL, MELANIE, CAROLE PETERSON, and BEULAH JESSO. "The relationship of parenting stress and child temperament to language development among economically disadvantaged preschoolers." Journal of Child Language 35, no. 4 (2008): 823–43. http://dx.doi.org/10.1017/s0305000908008805.

Full text

Abstract:

ABSTRACTOral language skills in the preschool years are predictive of children's later reading success and literacy acquisition, and among these language skills, vocabulary and narrative ability play important roles. Children from low socioeconomic families face risks to their language development and because of threats to these skills it is important to identify factors that promote their development among high-risk groups. This preliminary study explored two potential factors that may be related to language skills in 56 low SES mother–child dyads (children aged 2 ; 8–4 ; 10), namely child te

APA, Harvard, Vancouver, ISO, and other styles

31

Gauvain, Mary. "Social Influences on the Development of Planning in Advance and During Action." International Journal of Behavioral Development 15, no. 3 (1992): 377–98. http://dx.doi.org/10.1177/016502549201500306.

Full text

Abstract:

This paper reports on a study of the development of children's planning skills with particular attention to the development of planning in advance of action as contrasted with planning during the course of action as adults and children plan together. The nature and extent of maternal assistance and child involvement during dyadic planning involving 40 mothers and their 4 or 8-year-old children, and the influence of the process of joint planning on the child's later individual planning were examined using a route planning task. In addition to planning in advance and planning-in-action, adult an

APA, Harvard, Vancouver, ISO, and other styles

32

Butler, Ashley M., and Sheila M. Eyberg. "Parent–child interaction therapy and ethnic minority children." Vulnerable Children and Youth Studies 1, no. 3 (2006): 246–55. http://dx.doi.org/10.1080/17450120600973577.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Koval’, Ol’ga A. "Emotional development of preschool children with speech pathology, and its connection with the emotional characteristics of mothers." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 26, no. 3 (2020): 164–72. http://dx.doi.org/10.34216/2073-1426-2020-26-3-164-172.

Full text

Abstract:

The article is devoted to the study of emotional development in preschool age children with violations of speech development, and its relationship with emotional intelligence of the mother, the emotional interaction between mother and child, implemented a style of emotional upbringing. Topicality of the work is determined by the increasing number of children with speech pathology and, accordingly, the increasing acuteness of issues affecting their social adaptation and the formation of readiness for school. Two abnormal groups and two normative groups participated in the study. Abnormal groups

APA, Harvard, Vancouver, ISO, and other styles

34

Longobardi, Claudio, Laura Elvira Prino, Tiziana Pasta, Francesca Giovanna Maria Gastaldi, and Rocco Quaglia. "Measuring the Quality of Teacher-Child Interaction in Autistic Disorder." European Journal of Investigation in Health, Psychology and Education 2, no. 3 (2012): 103–14. http://dx.doi.org/10.1989/ejihpe.v2i3.18.

Full text

Abstract:

The teacher-child relationship fulfils critical functions for the well being of the child, affecting emotive development, academic achievements, behavioral conducts and relationships with peers. The goal of the presented study is to compare the perceptions of the class teacher and of the support teacher concerning their relationship with subjects with autistic spectrum disorders (ASD; N=14; Mean age =90.07 months; SD=19.36) and with children of the control group (4 classmates per every subject of the experimental group, for a total of 56 pupils, Mean age = 80.36 months; SD=18.33). The percepti

APA, Harvard, Vancouver, ISO, and other styles

35

Longobardi, Claudio, Laura Elvira Prino, Tiziana Pasta, Francesca Giovanna Maria Gastaldi, and Rocco Quaglia. "Measuring the Quality of Teacher-Child Interaction in Autistic Disorder." European Journal of Investigation in Health, Psychology and Education 2, no. 3 (2012): 103–14. http://dx.doi.org/10.3390/ejihpe2030009.

Full text

Abstract:

The teacher-child relationship fulfils critical functions for the well being of the child, affecting emotive development, academic achievements, behavioral conducts and relationships with peers. The goal of the presented study is to compare the perceptions of the class teacher and of the support teacher concerning their relationship with subjects with autistic spectrum disorders (ASD; N=14; Mean age =90.07 months; SD=19.36) and with children of the control group (4 classmates per every subject of the experimental group, for a total of 56 pupils, Mean age = 80.36 months; SD=18.33). The percepti

APA, Harvard, Vancouver, ISO, and other styles

36

Gatta, Michela, Marina Miscioscia, Lorenza Svanellini, Chiara Peraro, and Alessandra Simonelli. "A Psychological Perspective on Preterm Children: The Influence of Contextual Factors on Quality of Family Interactions." BioMed Research International 2017 (2017): 1–10. http://dx.doi.org/10.1155/2017/9152627.

Full text

Abstract:

Preterm birth has a critical influence on interactive, communicative, and expressive child behaviour, particularly during the first years of life. Few studies have stressed the assessment of mother-father-child interaction in families with preterm children, generating contradictory results. The present study wished to develop these fields: (i) comparing the quality of family interactions between families with preterm children and families with children born at full term; (ii) observing the development of family interactions after six months in the families with children born preterm; (iii) ass

APA, Harvard, Vancouver, ISO, and other styles

37

Priede, Ligita, and Dagnija Vigule. "INTERACTION BETWEEN PEDAGOGUE AND CHILD TO PROMOTE PLANNING SKILLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 577. http://dx.doi.org/10.17770/sie2019vol2.3820.

Full text

Abstract:

The goal of the pre-school competence-based education lies in the promotion of all areas of development – physical, social, emotional and cognitive, as well as helping children to acquire core competencies, including the ability to plan own activities. The research aims at theoretical and empirical study of opportunity to promote planning skills within interaction between child and pedagogue.When dealing with both daily and teacher-created problem situations, children are involved in decision-making, are trusted to be co-responsible for the decision made. By working together with an adult, chi

APA, Harvard, Vancouver, ISO, and other styles

38

Afnita, Juli, and Maemonah Maemonah. "PEMIKIRAN PENDIDIKAN ANAK USIA DINI MENURUT IBNU QAYYIM Al-JAUZIYAH." Jurnal Kajian Anak (J-Sanak) 1, no. 02 (2020): 36–48. http://dx.doi.org/10.24127/j-sanak.v1i02.203.

Full text

Abstract:

Education takes place in a variety of forms, patterns and institutions. Education can happen anywhere, anytime and anywhere in life. Ibn Qayyim's view sees education of children as an effort to develop from its innate potential. Children need their parents to determine direction in their development. Therefore, children need teaching and training in order to be able to live a variety of potentials and education obtained by children. In the development of children requires social interaction and religious interaction. The connection of thought of Ibn Qayyim in the philosophy of early childhood

APA, Harvard, Vancouver, ISO, and other styles

39

Salah El-Din, Ebtissam M., Mona A. Elabd, Maysa S. Nassar, et al. "The Interaction of Social, Physical and Nutritive Factors in Triggering Early Developmental Language Delay in a Sample of Egyptian Children." Open Access Macedonian Journal of Medical Sciences 7, no. 17 (2019): 2767–74. http://dx.doi.org/10.3889/oamjms.2019.642.

Full text

Abstract:

BACKGROUND: Language acquisition and child development during the early years of life depend on multiple interacting factors. AIM: To explore potential factors that can impact language development in 2 groups of Egyptian children, one with normal language development and the second with delayed development. Also, to explore to what extent can the involvement of impaired motor development potentiate the risk of developmental language delay. METHODS: This cross-sectional case-control study involved Egyptian children belonging to the middle socioeconomic class between 18 and 36 months

APA, Harvard, Vancouver, ISO, and other styles

40

Zhou, Jing, and Lixian Jin. "Do educational backgrounds make a difference?" Chinese Language and Discourse 3, no. 1 (2012): 90–108. http://dx.doi.org/10.1075/cld.3.1.05zho.

Full text

Abstract:

For decades there has been a debate about whether parents with different socioeconomic status have differential influences on their children’s language development. This study focuses on the features of language use of Mandarin-speaking mothers with different educational backgrounds in interaction with their 3–6 year old children to explore the similarities and differences between the mothers’ communication with their children. Data were collected from videotaped semi-structured mother–child interactions among different age groups. The main research finding reveals that the communicative acts

APA, Harvard, Vancouver, ISO, and other styles

41

Garvin, Melissa C., Amanda R. Tarullo, Mark Van Ryzin, and Megan R. Gunnar. "Postadoption parenting and socioemotional development in postinstitutionalized children." Development and Psychopathology 24, no. 1 (2012): 35–48. http://dx.doi.org/10.1017/s0954579411000642.

Full text

Abstract:

AbstractChildren adopted from institutions (e.g., orphanages) overseas are at increased risk of disturbances in social relationships and social understanding. Not all postinstitutionalized children exhibit these problems, although factors like the severity of deprivation and duration of deprivation increase their risk. To date, few studies have examined whether postadoption parenting might moderate the impact of early adverse care. Three groups were studied: postinstitutionalized and foster care children both adopted internationally and nonadopted children reared in their families of origin. T

APA, Harvard, Vancouver, ISO, and other styles

42

Lai, Philip To. "Expressivity in children with autism and Williams syndrome." Advances in Autism 6, no. 4 (2020): 277–88. http://dx.doi.org/10.1108/aia-11-2019-0044.

Full text

Abstract:

Purpose The purpose of this study is to investigate the social and affective aspects of communication in school-age children with HFA and school-age children with WS using a micro-analytic approach. Social communication is important for success at home, school, work and in the community. Lacking the ability to effectively process and convey information can lead to deficits in social communication. Individuals with high functioning autism (HFA) and individuals with Williams syndrome (WS) often have significant impairments in social communication that impact their relationships with others. Curr

APA, Harvard, Vancouver, ISO, and other styles

43

Liang, Xi Yao, and Renee Shiun Yee Chew. "Parent Emotional and Social Support for Child Adaptation: A Study of Chinese Preschoolers in Thailand." International Journal of Early Childhood Special Education 13, no. 1 (2021): 96–106. http://dx.doi.org/10.9756/int-jecse/v13i1.211012.

Full text

Abstract:

In recent years, there has been various research on Chinese international students. This research aimed to understand Chinese parents’ consciousness of the difficulties Chinese children experienced and their coping strategies in Thailand. Qualitative analysis of semi-structured interviews with the parents was adopted. Participants were 9 Chinese families whose children aged 3 to 6 enrolled in a private international kindergarten located in Bangkok. Results revealed that interaction adjustment, school environment, and cultural adjustment are common difficulties encountered by Chinese mothers an

APA, Harvard, Vancouver, ISO, and other styles

44

Egeland, Byron, Robert Pianta, and Maureen A. O'brien. "Maternal intrusiveness in infancy and child maladaptation in early school years." Development and Psychopathology 5, no. 3 (1993): 359–70. http://dx.doi.org/10.1017/s0954579400004466.

Full text

Abstract:

AbstractUsing longitudinal data, a subsample of 37 high-risk children whose mothers were observed to be intrusive in their interactions with their 6-month-old infants in feeding and play situations were compared to 145 children from the same environmental risk sample. The children of mothers judged to be intrusive were doing poorly academically, socially, emotionally, and behaviorally in first and second grades. The findings were robust even after covarying out the effects of a maternal social/affective interaction factor, IQ, and stressful life events experienced by the family. The relation b

APA, Harvard, Vancouver, ISO, and other styles

45

Lytvynova, Nataliia. "Work with the Social Environment of the Family in the Process of Reintegration." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (338) (2020): 175–86. http://dx.doi.org/10.12958/2227-2844-2020-7(338)-175-186.

Full text

Abstract:

The article reveals the method of working with the child's immediate environment, which helps to ensure optimal conditions for reintegration. Partnership between parents, relatives, other important people, social professionals, practical psychologists, specialists and organizations involved affects the overall well-being of the child at different levels of social interaction. The consequences of the specific conditions of keeping and living of orphans and children deprived of parental care in boarding schools, as well as the conditions necessary to achieve the welfare of the child are describe

APA, Harvard, Vancouver, ISO, and other styles

46

Журавлёва and S. Zhuravleva. "Senior Preschool Child’s Subject Position Formation in the Course of Interaction with Peers As Prerequisite of His Social and Communicative Development." Primary Education 3, no. 2 (2015): 36–41. http://dx.doi.org/10.12737/11183.

Full text

Abstract:

A subject approach to consideration of a senior preschool child’s social and communicative development phenomenon has been presented in this paper. Results of an experimental study conducted taking into account and according to ecopsychological types of children interaction in group forms of game activity and in communication with peers have been analyzed. Psychological and pedagogical conditions necessary for successful development of the preschool child as subject of social and communicative interaction have been described.

APA, Harvard, Vancouver, ISO, and other styles

47

Dautenhahn, Kerstin. "Socially intelligent robots: dimensions of human–robot interaction." Philosophical Transactions of the Royal Society B: Biological Sciences 362, no. 1480 (2007): 679–704. http://dx.doi.org/10.1098/rstb.2006.2004.

Full text

Abstract:

Social intelligence in robots has a quite recent history in artificial intelligence and robotics. However, it has become increasingly apparent that social and interactive skills are necessary requirements in many application areas and contexts where robots need to interact and collaborate with other robots or humans. Research on human–robot interaction (HRI) poses many challenges regarding the nature of interactivity and ‘social behaviour’ in robot and humans. The first part of this paper addresses dimensions of HRI, discussing requirements on social skills for robots and introducing the conce

APA, Harvard, Vancouver, ISO, and other styles

48

Fletcher-Flinn, Claire M., and Thomas Suddendorf. "Do Computers Affect ‘The Mind’?" Journal of Educational Computing Research 15, no. 2 (1996): 97–112. http://dx.doi.org/10.2190/wwk4-m6mb-mujj-wqp0.

Full text

Abstract:

It has been claimed that computers affect the way children think and learn, yet no research has examined the capacity of computer interaction to affect “the minds” of young children. This study aimed to examine the relation between computer use and the development of metacognitive abilities, in particular the child's theory of mind and mental time travel. The parents of forty preschool children were surveyed as to whether there was a computer in the home, accessibility of a computer at home or elsewhere, and the frequency of use by their child. Each child was given a battery of tests measuring

APA, Harvard, Vancouver, ISO, and other styles

49

LEHANKOVA, Volha, Tatyana SOTSENKO, and Darja CHIKILEVA. "Analysis of Particular Parameters of a Social Situation of the Development of a Pre-School Aged Child in Conditions of the Family and Pre-School Education Institutions." Main Issues Of Pedagogy And Psychology 19, no. 1 (2021): 56–66. http://dx.doi.org/10.24234/miopap.v19i1.393.

Full text

Abstract:

The changing conditions of social development give considerable relevance to a study of parameters of a social situation of the development of the individual at the stage of childhood. The aim of the study: research of characteristics of a social situation of the development of a pre-school aged child at the present stage of society. The study was conducted in the cities of Minsk and Zhlobin (The Republic of Belarus); children of pre-school education institutions (n=100) and their parents (n=28) participated in the study. Diagnostic tools: “Parents composition”, “Choice in action”, “Stair”, “F

APA, Harvard, Vancouver, ISO, and other styles

50

Lisinskienė, Ausra, and Saulius Sukys. "COACH’S ROLE IN ENCOURAGING PARENT–CHILD EDUCATIONAL INTERACTION IN SPORTS." Global Journal of Sociology: Current Issues 6, no. 1 (2016): 01. http://dx.doi.org/10.18844/gjs.v5i1.293.

Full text

Abstract:

The research into the educational effect of sport for youths aims at finding the ways for the coaches and parents to create a positive motivational environment for young athletes. Participation of family members in youth sports has a great effect on young athlete’s development and continuation of sports activities. In this background coaches have ample opportunities to influence parent–child relations and positive development of these relations. The coach can unite parents and children through sport, encourage their collaboration, act as a moderator, mediator, and counsellor. The article analy

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!