Relevant bibliographies by topics / Children's social interactions

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Children's social interactions'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Children's social interactions"

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Brown, Lorraine J., and Stella A. Crossley. "Delayed Children's Social Interactions Focus for Intervention." Australasian Journal of Early Childhood 25, no. 4 (December 2000): 27–32. http://dx.doi.org/10.1177/183693910002500406.

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Ramsey, Patricia G. "Possession Episodes in Young Children's Social Interactions." Journal of Genetic Psychology 148, no. 3 (September 1987): 315–24. http://dx.doi.org/10.1080/00221325.1987.9914561.

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Harris, Monica J., Richard Milich, Elizabeth M. Johnston, and Daniel W. Hoover. "Effects of expectancies on children's social interactions." Journal of Experimental Social Psychology 26, no. 1 (January 1990): 1–12. http://dx.doi.org/10.1016/0022-1031(90)90058-t.

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Craig, Holly K., and Julie A. Washington. "Children's turn-taking behaviors Social-linguistic interactions." Journal of Pragmatics 10, no. 2 (April 1986): 173–97. http://dx.doi.org/10.1016/0378-2166(86)90086-x.

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Strain, Phillip S., and Frank W. Kohler. "Analyzing Predictors of Daily Social Skill Performance." Behavioral Disorders 21, no. 1 (November 1995): 79–88. http://dx.doi.org/10.1177/019874299502100108.

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The purpose of this study was to examine the impact of play activities, teachers’ predictions of children's sociability, and intervention fidelity variables on the level of interaction between three preschoolers with autism and their typical peers. Children participated in daily play activity groups of three, including one youngster with autism and two peers. Following a baseline condition, all children in the class learned to exchange a range of prosocial overtures, including shares, play organizers, and assistance. Teachers then implemented an individual reinforcement contingency to maintain children's newly taught exchanges. Results indicated that social reciprocity and peer effort correlated most highly with target children's level of social interaction. Conversely, teachers’ choice of activity materials and predictions about sociability did not correlate with children's interactions during either experimental phase. These findings are discussed with regard to their implications for future social skills research and intervention.
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Moore, Kathleen A., and David J. Mellor. "The Nature of Children's Social Interactions at School." School Psychology International 24, no. 3 (August 2003): 329–39. http://dx.doi.org/10.1177/01430343030243005.

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Ballard, Keith D., and Terence J. Crooks. "Some Normative Data on Preschool Children's Social Behaviours." Behaviour Change 3, no. 1 (March 1986): 41–47. http://dx.doi.org/10.1017/s0813483900009098.

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Data on rate and qualitative features of social interactions and on peer social involvement in play were obtained from repeated observation measures taken across 14 to 23 weeks on two children randomly selected from each of 6 kindergartens. Session-by-session variability was found to be a feature of the social interaction and social play data, and there was evidence that social behaviours may vary systematically across different kindergarten settings. A case is made for obtaining normative data in each setting of interest in order to identify atypical behaviour and to evaluate the social validity of intervention outcomes.
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Brown, William H., and Samuel L. Odom. "Naturalistic Peer Interventions for Promoting Preschool Children's Social Interactions." Preventing School Failure: Alternative Education for Children and Youth 39, no. 4 (July 1995): 38–43. http://dx.doi.org/10.1080/1045988x.1995.9944641.

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Musser, Lynn M., and William G. Graziano. "Behavioral Confirmation in Children's Interactions with Peers." Basic and Applied Social Psychology 12, no. 4 (December 1991): 441–56. http://dx.doi.org/10.1207/s15324834basp1204_5.

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Hamilton, David, and Aphrodite Zoitas. "The Social Validity of Interventions for Promoting Preschool Children's Peer Interactions." Behaviour Change 20, no. 4 (December 1, 2003): 208–17. http://dx.doi.org/10.1375/bech.20.4.208.29380.

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AbstractThis analogue study investigated the social validity of classroom interventions designed to promote peer interactions in young children. The influences of child characteristics and diagnostic labels on social validity ratings were examined, as were the relationships among three components of social validity. Forty-two preschool teachers completed a 15-item social validity scale that yielded scores pertaining to intervention goals, procedures and effects. Participants rated three types of intervention, which varied according to individuals targeted and intensity of programming procedures, with reference to one of three case descriptions of children with social interaction problems. Half the participants were provided with the child's diagnostic label. Results indicated that social validity is affected by interactions between intervention methods and child characteristics. The inclusion of diagnostic labels in the case descriptions had no effect on social validity ratings. Strong positive relationships were found among the components of social validity. Implications for the use of empirically validated interventions in inclusive preschools are discussed.
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Dissertations / Theses on the topic "Children's social interactions"

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Cobb-Moore, Charlotte. "Young children's social organisation of peer interactions." Queensland University of Technology, 2008. http://eprints.qut.edu.au/18357/.

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Young children’s peer interactions involve their use of interactional resources to organise, manage and participate in their social worlds. Investigation of children’s employment of interactional resources highlights how children participate in peer interaction and their social orders, providing insight into their active construction and management of their social worlds. Frequently, these interactions are described by adults as ‘play’. The term play is often used to describe children’s activities in early childhood education, and constructed in three main ways: as educative, as enjoyable, and as an activity of children. Play in educational settings is often constructed, and informed by, adult agendas such as learning and is often part of the educational routine. This study shows how children work with a different set of agendas to those routinely ascribed by adults, as they actively engage with local education orders, and use play for their own purposes as they construct their own social orders. By examining children’s peer interactions, and not describing these activities as play, the focus becomes the construction and organisation of their social worlds. In so doing, this study investigates some interactional resources that children draw upon to manage their social orders and organise their peer interactions. This study was conducted within an Australian, non-government elementary school. The participants were children in a preparatory year classroom (children aged 4 – 6 years). Over a one month period, children’s naturally occurring peer interactions within ‘free play’ were video-recorded. Selected video-recorded episodes were transcribed and analysed, using the approaches of ethnomethodology, conversation analysis and membership categorization analysis. These methodologies focus on everyday, naturalistic data, examining how participants orient to and produce social action. The focus is on the members’ perspectives, that of the children themselves, as they interact. Ethnomethodology, conversation analysis and membership categorization analysis allow for in-depth examination of talk and action, and are used in this study to provide a detailed account of the children’s interactional strategies. Analysis focused on features of children’s situated peer interaction, identifying three interactional resources upon which the children drew as they constructed, maintained, and transformed their social orders. The interactional resources included: justification; category work, in particular the category of mother; and the pretend formulation of place. The children used these interactional resources as a means of managing peer participation within interactions. First, the children used justification to provide reasons for their actions and to support their positions. Justifications built and reinforced individual children’s status, contributing to the social organisation of their peer group. Second, the children negotiated and oriented to categories within the pretend frame of ‘families’. The children’s talk and actions jointly-constructed the mother category as authoritative, enabling the child, within the category of mother, to effectively organise the interaction. Third, pretense was used by the children to negotiate and describe places, thus enabling them to effectively manage peer activity within these places. For a successful formulation of a place as something other than it actually was, the children had to work to produce shared understandings of the place. Examining instances of pretense demonstrated the highly collaborative nature of the children’s peer interactions. The study contributes to sociological understandings of childhood. By analysing situated episodes of children’s peer interaction, this study contributes empirical work to the sociology of childhood and insight into the interactional work of children organising their social worlds. It does this by closely analysing social interactions, as they unfold, among children. This study also makes a methodological contribution, using ethnomethodology, conversation analysis, and membership categorization analysis in conjunction to analyse children’s peer interactions in an early childhood setting. In so doing, the study provides alternative ways for educators to understand children’s interactions. For example, adult educational agendas, such as the educative value of play, can be applied to examine children’s family play, highlighting the learning opportunities provided through pretend role play, or indicating children’s understanding of adult roles. Alternatively, the children’s interaction could be subjected to fine-grained analysis to explicate how children construct shared understandings of the category of mother and use it to organise their interaction. Rather than examining the interaction to discern what children are learning, the interaction is examined with a focus on how children are accomplishing everyday social practices. Close analysis of children’s everyday peer interaction enables the complex interactional work of managing, and participating in, social order within an early childhood setting to be explicated. This offers educators insight into children’s social worlds, described not as play, but as the construction and negotiation of social order.
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Sweeney, Carol A. "Children's social behaviours : mixed-age and peer interactions." Thesis, Cardiff University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326871.

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Carrillo, Sonia. "Father-child interaction and its relation to children's interactions with peers /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Savage, Lorna J. "Exploring young children's social interactions in technology-rich preschool environments." Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/3653.

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In contemporary UK preschool, technological resources have become a standard feature of the environment. This has prompted widespread discussion around the appropriateness of technologies in preschools and for some time concerns were raised that technology is socially detrimental for children. These concerns have since been challenged as it has been argued that they are unsubstantiated and not evidence-based. Yet despite this realisation, few studies have been conducted about children’s social interaction around technologies in order to contribute to this debate. Furthermore, negative concerns have largely been attributed to the technological artefacts themselves and the cultural and wider preschool context is often overlooked. In the 1980s, research on the ecological preschool environment in relation to children’s social behaviours was widely available but similar studies situated in contemporary technology-rich preschool environments is limited. Thus, a body of literature to inform the technology debate in relation to social interaction is restricted. This study provides an empirical foundation to begin exploring 3 to 5 year old children’s social interactions in technology-rich local authority preschools by: identifying the observable child-child interactions as children engage with technology in preschools; exploring the preschool characteristics which may contribute to these interactions; and exploring the role that technologies play in contributing to these interactions. The study adopts an inclusive definition of technology and addresses a broad range of resources, providing a new perspective on the role of technologies in education and in relation to social interactions. These areas of interest were addressed using four qualitative methods: observation, activity mapping, researcher-led games with children and interviews with practitioners. Following the nine-month data collection phase and iterative thematic analysis, two key findings emerged from the data. Firstly, children’s social interactions during technological activities in preschool were complex and multifaceted with few discernible patterns emerging. Secondly, the wider preschool context made a large contribution to the contingent and divergent interactions observed, diluting claims that technological artefacts alone influence children’s social interactions.
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Huang, Junjie. "Spatial affordances for preschool children's social interactions in childcare environment." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18259/.

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Sachet, Alison. "Children's and Adults' Prosocial Behavior in Real and Imaginary Social Interactions." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12992.

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In everyday life, there are many situations that elicit emotional reactions to an individual's plight, leading to empathic thoughts and helping behaviors. But what if the observed situation involves fictional characters rather than real life people? The main goal of this dissertation was to investigate the extent that empathic thoughts and helping behaviors characterize children's responses to fictional social interactions, as well as to real ones. Another goal was to develop a new measure of prosocial behavior. In Study 1, 60 undergraduate students (36 female; Mage = 19.87, SDage = 4.46) played two computerized ball-tossing games, one with 3 co-players who were believed to be other students and one in which a ball was tossed between 3 walls. During the second half of each game, one of the co-players/walls was excluded by the other two co-players/walls; the participant's subsequent increase in passes to the excluded co-player/wall was recorded. Participants increased their passes to the excluded real co-player more than to the excluded wall, indicating that the increase in the Real Condition were attempts to help another person, rather than simply to even out the distribution of passes. Study 2 extended these findings to children and tested the relationship between reactions to real and fictional social interactions. Seventy-one 5- and 8-year-old children (36 females; 35 5-year-olds: Mage = 5 years, 8.2 months, SDage = 2.4 months; 36 8-year-olds: Mage = 8 years, 6.5 months, SDage = 2.9 months) played the computerized ball tossing game with (1) other children they believed to be real, (2) novel cartoon characters, and (3) walls. One of the co-players/walls was excluded in the second half of each game. Although children reported similar empathic reactions towards the excluded real and fictional co-players, they increased their passes to the excluded real co-player more than to the excluded fictional character or wall (controlling for individual differences in real life empathy). These results suggest that children's emotional reactions to what they experience in fiction and in real life are similar, but they take the behavioral steps to help another individual only when that individual is believed to be a real person.
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Galliger, Courtney C. "NAUGHTY OR NICE: SOCIAL INTERACTION ON THE SCHOOL BUS." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1148236809.

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Nelson, Pamela Brooke. "Let's Play a Trick: Children's Understanding of Mind within Social Interaction." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/psych_diss/57.

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Despite numerous studies of the development of theory of mind, how children express their understanding of mind in less structured, play settings has gone largely unstudied. Many developmental accounts, regardless of disagreement on other theoretical issues, agree that the child’s engagement within social contexts is crucial to the development of understanding of mind. Our goals were to collect a detailed account of how children use their understanding of mind and how mothers align their support to the child’s capabilities within social interactions. In this longitudinal study, typically developing preschoolers (N = 52) engaged in a hiding game with their mothers in a semi-structured play setting when the children were 42-, 54-, and 66-months old. Aspects of children’s understanding of mind were rated including understanding of knowledge access, deception, false belief, and emotional response to false belief, as well as, affective charge and engagement with the task. Mothers’ utterances were coded for various characteristics, particularly role and content. Children’s understanding of mind increased across visits and positively correlated with false belief task performance at the 42- and 54-month visits, rs = .35 and .39, p < .05, but not the 66-month visit, rs = –.25, p = .10. Children’s enthusiasm was positively related to their understanding of mind at the first and second visits, but not the last. Mothers tailored the content of their utterances to the child’s growing expertise, but whether mothers adjusted the role of their utterances to children’s understanding of mind remains unclear. Observing children’s playful use of their emerging understanding of mind in social interactions allowed for the capture of subtle variations in how children express and caregivers support their understanding.
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Bick, Johanna Renee. "Women's and children's neuropeptide production following physical interactions the role of biological relatedness /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 42 p, 2008. http://proquest.umi.com/pqdweb?did=1597633411&sid=7&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Mastrangelo, Sonia. "Children's attitudes and social interactions towards peers with autism, process and outcomes of a peer mediated buddy program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62988.pdf.

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Books on the topic "Children's social interactions"

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W, Gottfried Allen, Brown Catherine Caldwell, and Johnson & Johnson Baby Products Company., eds. Play interactions: The contribution of play materials and parental involvement to children's development : proceedings of the Eleventh Johnson & Johnson Pediatric Round Table. Lexington, Mass: Lexington Books, 1986.

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A, Conroy Maureen, ed. How to teach social skills and plan for peer social interactions. Austin, Tex: PRO-ED, 2006.

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Gina, Conti-Ramsden, ed. Language development and social interaction in blind children. Hove, East Sussex, UK: Psychology Press, 1999.

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Talk and social interaction in the playground. Aldershot, Hants, England: Ashgate, 2008.

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Howes, Carollee. Peer interaction of young children. [Chicago: published for the Society for Research in Child Development by Chicago University Press, 1988.

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Howes, Carollee. Peer interaction of young children. Chicago: University of Chicago Press, for the Society for Research in Child Development, 1988.

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L, Bayer Cherie, ed. Interaction between parents and children. Newbury Park, Calif: Sage Publications, 1993.

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Social skills games for children. London: Jessica Kingsley Publishers, 2008.

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Hourcade, Juan Pablo. Interaction design and children. Boston: Now Publishers, 2008.

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1960-, Roe João, ed. Children with visual impairments: Social interaction, language and learning. London: Routledge, 1998.

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Book chapters on the topic "Children's social interactions"

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Naimoli, Andrea E. "Technology and Social Web: Social Worldwide Interactions." In Telemedicine for Children's Health, 79–87. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06489-5_7.

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Goulart, Christiane, Carlos Valadão, Vinícius Binotte, Alvaro Favaratto, Douglas Funayama, Eliete Caldeira, and Teodiano Bastos-Filho. "Social Robot for Interaction with Children." In XXVI Brazilian Congress on Biomedical Engineering, 711–15. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2119-1_109.

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van Noorden, Leon, Leen De Bruyn, Raven van Noorden, and Marc Leman. "Embodied Social Synchronization in Children’s Musical Development." In The Routledge Companion to Embodied Music Interaction, 195–204. New York ; London : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315621364-22.

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Obaid, M., W. Barendregt, P. Alves-Oliveira, A. Paiva, and M. Fjeld. "Designing Robotic Teaching Assistants: Interaction Design Students’ and Children’s Views." In Social Robotics, 502–11. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25554-5_50.

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Tamm, Anni. "Peer Interactions: Culture and Peer Conflict During Preschool Years." In Children’s Social Worlds in Cultural Context, 103–15. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27033-9_8.

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Weisleder, Adriana, and Anne Fernald. "Social environments shape children’s language experiences, strengthening language processing and building vocabulary." In Language in Interaction, 29–50. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tilar.12.06wei.

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Leite, Iolanda, Ginevra Castellano, André Pereira, Carlos Martinho, and Ana Paiva. "Long-Term Interactions with Empathic Robots: Evaluating Perceived Support in Children." In Social Robotics, 298–307. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-34103-8_30.

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Yin, Lee Ching, Abd Razak Zakaria, Abdul Muhsein Sulaiman, and Fonny Dameaty Hutagalung. "Creativity in Messy Play Among Preschool Children." In Social Interactions and Networking in Cyber Society, 59–70. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4190-7_6.

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Dodge, Kenneth A. "Facets of Social Interaction and the Assessment of Social Competence in Children." In Children’s Peer Relations: Issues in Assessment and Intervention, 3–22. New York, NY: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-6325-5_1.

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Hinshaw, Stephen P., and James P. McHale. "Stimulant Medication and the Social Interactions of Hyperactive Children." In Personality, Social Skills, and Psychopathology, 229–53. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-0635-9_10.

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Conference papers on the topic "Children's social interactions"

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Alves-Oliveira, Patricia, Patricia Arriaga, Guy Hoffman, and Ana Paiva. "Boosting children's creativity through creative interactions with social robots." In 2016 11th ACM/IEEE International Conference on Human-Robot Interaction (HRI). IEEE, 2016. http://dx.doi.org/10.1109/hri.2016.7451871.

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Strohkorb, Sarah, Iolanda Leite, Natalie Warren, and Brian Scassellati. "Classification of Children's Social Dominance in Group Interactions with Robots." In ICMI '15: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2818346.2820735.

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Adam Assim, Mohamad Ibrani Shahrimin Bin, and Mohamad Maulana Bin Magiman. "Sociocultural Imperatives of Collaborative Interactions among Malaysian Indigenous and Non-Indigenous Children in an Educational Environment." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.16-1.

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This paper seeks to describe the vital traits of sociocultural artifacts within collaborative social interactive patterns exhibited by indigenous and non-indigenous children in a computer environment. The case investigative method was used in one pre-primary centre in metropolitan Perth, Western Australia, to examine the patterns of collaboration among young children whilst working with computers. To assess the children’s current social skills and computer competence, and their general social interaction with peers, the researcher interviewed the children and their teacher through a semi-structured interview, to guide the discussion. Both observational comments, descriptions and data analyses were presented with anecdotes. 243 interactions were identified and classified into 16 interaction patterns. The frequency of occurrence of identified interactions was analysed in the form of descriptive statistics. Factors facilitating the collaborative interaction of children whilst engaged in computer activities were found to be related to the sociological imperatives of the immediate contexts of the social interactions involved. Associated with the main findings were three major variables: (1) The classroom teacher variable (philosophy and educational beliefs, task-structure and computer management); (2) the software variable (sociocultural appropriateness, developmentally appropriateness, content, design, and programmed task-structure); and (3) the child variable (computer competency and attitude towards computer, social goals, social skills, and personal relationship with collaborators). By identifying the imperatives of sociocultural traits of collaborative social interactions of children, and factors that may facilitate or inhibit these interactions, sociologists, social anthropologists, educationists, linguists, and early childhood educators will be in a better position to integrate the computer into their classroom and to promote positive sociocultural-appropriate prosocial interaction among indigenous and non-indigenous children whilst engaged at the computer.
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"Mobile Devices and Parenting [Extended Abstract]." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3981.

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Aim/Purpose: This presentation will discuss how mobile devices are used to keep children busy and entertained during child care activities. Mobile devices are considered the 21st “Century Nanny” since parents and caregivers use those tools to engage children’s attention for indefinite periods of time. Research background on touch screen devices and children’s age groups are presented to map age to screen activities and the type of device used. The literature is then compared to a small sample of 45 students attending Pasitos, a pre-k and 1st and 2nd grade school in El Salvador, and the type of mobile devices they used after school. Background: The wide adoption of mobile devices to keep children busy and entertained is a growing concern and a cause for passionate debates. Methodology: This study considered two types of research to compare findings. One study was gathered from the literature to demonstrate how children use mobile devices, apps, and video genres based on age groups. The second study looked at 45 children attending Pasitos and the type of mobile devices they used during child care time at home. Pasitos is a pre-k and 1st and 2nd grade school in El Salvador. Contribution: Identify the type of mobile devices mostly used by children during child care activities. Findings: (1) Touchscreens are the most intuitive interfaces for young children; (2) children’s use of technology can strengthen the relationships between home and school; and (3) mobile apps consider children’s emotions, learning activities, and interaction in the development and design. Recommendations for Practitioners: Touchscreens are the most intuitive interfaces for young children, and adult supervision enhances the children's experience. Recommendation for Researchers: Mobile apps for design and development must consider children’s emotions, learning activities, and interaction. Impact on Society: Children’s use of technology can strengthen the relationships between home and school. Future Research: Few studies have researched the impact of young children’s cognitive and social development with the use of mobile apps.
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Cîrstea, Beatrice-Elena. "Școala în contextul crizei pandemice." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p182-184.

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The school was considered a source of the COVID-19 virus, so measures were taken to keep it closed. This measure was one that had a great impact on several levels because the school defines not only the education but also the psycho-socio-emotional development of children. The closure of schools and kindergartens has had a major impact for each individual who is part of the education system affecting it more or less, in different forms. Schools are not only a place for academic education, but also a place for learning social and emotional skills, a space for interaction and social support. The closure of schools has not only disrupted the children's education process, but also access to social services.
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Manikutty, Gayathri, Nagarajan Akshay, Shruti C. M., Radhika Shetty, Mukil M. V., and Rao R. Bhavani. "Social making." In IDC '20: Interaction Design and Children. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3397617.3397834.

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Chiou, Yan-Ming, Tia Barnes, Chrystalla Mouza, and Chien-Chung Shen. "Social robot teaches cybersecurity." In IDC '20: Interaction Design and Children. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3397617.3397824.

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Bar-El, David, Oren Zuckerman, and Yaron Shlomi. "Social Competence and STEM." In IDC '16: Interaction Design and Children. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2930674.2936005.

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9

Ptakauskaite, Nora, Priscilla Chueng-Nainby, and Helen Pain. "Supporting Social Innovation in Children." In IDC '16: Interaction Design and Children. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2930674.2935980.

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10

Mykyteichuk, Khrystyna, Lyudmyla Tymchuk, and Valentyna Zvozdetska. "Pedagogical Diagnostics at the Stage of Preparing a Child for School in Poland." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/19.

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The current tendency of the European educational strategy on the compulsory children’s involvement in the preschool education before elementary school raises the issue of preparing children for school and the preschool education functioning, modernization and updating the content and technology of pedagogical activities at this stage. The article highlights the innovation of the Polish theory and practice in preparing a child for school i.e. the transfer of the pedagogical diagnosis function in school readiness from psychologists to preschool teachers. The organization of systematic, daily observation and interpretation of children's activities has become an integral part of the teacher's work. The essence of systematic pedagogical diagnostics of school readiness in Polish preschool institutions is revealed. On the basis of retrospective analysis, it is highlighted the evolutionary development in Polish pedagogy of the diagnosing children's readiness problem in school. According to the chronological principle, diagnostic methods are systematized; their semantic and procedural aspects are characterized. It is substantiated that as a result of diagnostic techniques, mastering the tools and ability to perform diagnostic procedures, the teacher gets the opportunity to determine the degree of mental and social development of the child, which contributes to school tasks, as well as factors that determine this development. The teacher forms a complex child’s profileconcerningthe knowledge and competencies, and on its basis develops a strategy of pedagogical influence and interaction with the child at the beginning of school.
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Reports on the topic "Children's social interactions"

1

Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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School-based interventions. ACAMH, May 2018. http://dx.doi.org/10.13056/acamh.1088.

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Children and young people spend a great deal of time at school, so it has an important role to play in their development. Time spent in school impacts not just on academic and cognitive progress, but also on social interactions, peer relationships, emotional regulation and behaviour. All these areas affect, and are affected by, mental health (Fazel et al, 2014).
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