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

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

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

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2

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

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3

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 (1990): 1–12. http://dx.doi.org/10.1016/0022-1031(90)90058-t.

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4

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

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5

Strain, Phillip S., and Frank W. Kohler. "Analyzing Predictors of Daily Social Skill Performance." Behavioral Disorders 21, no. 1 (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

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6

Moore, Kathleen A., and David J. Mellor. "The Nature of Children's Social Interactions at School." School Psychology International 24, no. 3 (2003): 329–39. http://dx.doi.org/10.1177/01430343030243005.

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7

Ballard, Keith D., and Terence J. Crooks. "Some Normative Data on Preschool Children's Social Behaviours." Behaviour Change 3, no. 1 (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 valid

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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 (1995): 38–43. http://dx.doi.org/10.1080/1045988x.1995.9944641.

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9

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

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10

Hamilton, David, and Aphrodite Zoitas. "The Social Validity of Interventions for Promoting Preschool Children's Peer Interactions." Behaviour Change 20, no. 4 (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 procedure

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11

Kochanska, Grazyna, Sanghag Kim, Robin A. Barry, and Robert A. Philibert. "Children's genotypes interact with maternal responsive care in predicting children's competence: Diathesis–stress or differential susceptibility?" Development and Psychopathology 23, no. 2 (2011): 605–16. http://dx.doi.org/10.1017/s0954579411000071.

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AbstractWe examined Genotype × Environment (G × E) interactions between children's genotypes (the serotonin transporter linked promoter region [5-HTTLPR] gene) and maternal responsive care observed at 15, 25, 38, and 52 months on three aspects of children's competence at 67 months: academic skills and school engagement, social functioning with peers, and moral internalization that encompassed prosocial moral cognition and the moral self. Academic and social competence outcomes were reported by both parents, and moral internalization was observed in children's narratives elicited by hypothetica

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12

Tremblay-Leveau, Hélène, and Jacqueline Nadel. "Young Children's Communication Skills in Triads." International Journal of Behavioral Development 18, no. 2 (1995): 227–42. http://dx.doi.org/10.1177/016502549501800203.

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The purpose of this study was to investigate children's nonverbal intrusions into an ongoing interaction. The subjects were 60 children, divided into groups of 11, 16, and 23 months of age. Two same-aged peers were observed together with an adult experimenter. Both children and adult behaviours were recorded with two cameras. Coding of behaviours proceeded in four steps in order to sort object oriented and socially directed behaviours specifying their social aim and their temporal organisation. The results show that as early as 11 months, children produce acts directed to one as opposed to two

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13

Harris, Monica J., Richard Milich, Elizabeth M. Corbitt, Daniel W. Hoover, and Marianne Brady. "Self-fulfilling effects of stigmatizing information on children's social interactions." Journal of Personality and Social Psychology 63, no. 1 (1992): 41–50. http://dx.doi.org/10.1037/0022-3514.63.1.41.

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14

Arnold, Angela, Randye J. Semple, Ivan Beale, and Claire M. Fletcher-Flinn. "Eye contact in children's social interactions: What is normal behaviour?" Journal of Intellectual & Developmental Disability 25, no. 3 (2000): 207–16. http://dx.doi.org/10.1080/13269780050144271.

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15

Guralnick, Michael J., Brian Neville, Mary A. Hammond, and Robert T. Connor. "Linkages Between Delayed Children's Social Interactions With Mothers and Peers." Child Development 78, no. 2 (2007): 459–73. http://dx.doi.org/10.1111/j.1467-8624.2007.01009.x.

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16

Riojas‐Cortez, Mari. "Evaluating Mexican American Children's Social Language Interactions During Sociodramatic Play." Early Child Development and Care 160, no. 1 (2000): 85–96. http://dx.doi.org/10.1080/0030443001600108.

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17

Rubiana Chamarbagwala. "Social Interactions, Spatial Dependence, and Children's Activities: Evidence From India." Journal of Developing Areas 42, no. 2 (2008): 157–78. http://dx.doi.org/10.1353/jda.0.0006.

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18

Ralph, Alan. "The Heterogeneity of Children's Social Difficulties and the Need for Multiple Assessment Measures." Behaviour Change 14, no. 3 (1997): 166–73. http://dx.doi.org/10.1017/s0813483900003466.

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A structured diary was used to collect information about the informal peer interactions of 536 children in their final year at nine primary schools. Measures of self-concept, social avoidance, and popularity were also taken. Initially, seven different scores were derived from the information contained in the diary to produce the Adolescent Social Interaction Profile (ASIP). Previous research with the ASIP subsequently identified three factors labelled scale, scope, and enjoyment of peer interactions, that were separate from a fourth generic self-concept factor derived from self-report question

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19

Lee, Ji-Young, and Sang-Hee Lee. "Effect of individual variables, children’s peer interactions, social competence, and children's problem behavior on school adjustment." Korea Association for Early Childhood Education and Educare Welfare 23, no. 3 (2019): 171–99. http://dx.doi.org/10.22590/ecee.2019.23.3.171.

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20

Mares, Marie-Louise, and Emory Woodard. "Positive Effects of Television on Children's Social Interactions: A Meta-Analysis." Media Psychology 7, no. 3 (2005): 301–22. http://dx.doi.org/10.1207/s1532785xmep0703_4.

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21

Christopher, Jeanette Smith, David J. Hansen, and Virginia M. Macmillan. "Effectiveness of a Peer-Helper Intervention to Increase Children's Social Interactions." Behavior Modification 15, no. 1 (1991): 22–50. http://dx.doi.org/10.1177/01454455910151002.

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22

Smith, Ellen W., and Carollee Howes. "The effect of parents' presence on children's social interactions in preschool." Early Childhood Research Quarterly 9, no. 1 (1994): 45–59. http://dx.doi.org/10.1016/0885-2006(94)90028-0.

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23

Harjani, Haryanti Jaya. "Interaksi Sosial Anak Nonreguler di SLB Zinnia Jakarta." Journal of Early Childhood Education (JECE) 2, no. 1 (2020): 49–61. http://dx.doi.org/10.15408/jece.v2i1.15546.

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The objective of this research is to describe study the social interaction of children with special needs such as autism spectrum disorders, down syndrome and mental retardation. This research is a qualitative research with a phenomenological method. The data analysis used is by the Miles and Huberman. Research data obtained from observations, interviews, and documentation. The research shows that: (1) Children's social interactions include communication, cooperation, and empathy have increased. Communication with peers is good even though it is limited, the child is able to work together in c

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24

Attili, Grazia, Patrizia Vermigli, and Antonio Roazzi. "Rearing Styles, Parents' Attachment Mental State,and Children's Social Abilities: The Link to Peer Acceptance." Child Development Research 2011 (June 22, 2011): 1–12. http://dx.doi.org/10.1155/2011/267186.

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This paper examines the discriminant effect of mothers' and fathers' attachment working models, the quality of their relationships in everyday settings, and children's social abilities on children's peer acceptance. Participants were thirty-four 7–9 year olds, their mothers, and fathers. Interactions were observed at home and coded on global measures of positive, negative, controlling, disconfirming, correcting behaviors, and neutral conversation. Parents' IWM were assessed by the AAI. Children's peer acceptance and behavioral orientations as a measure of a child's social competence at school

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25

Blandon, Alysia Y., Susan D. Calkins, and Susan P. Keane. "Predicting emotional and social competence during early childhood from toddler risk and maternal behavior." Development and Psychopathology 22, no. 1 (2010): 119–32. http://dx.doi.org/10.1017/s0954579409990307.

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AbstractThe longitudinal associations between maternal parenting behavior and toddler risk with children's emotional and social competence were examined during the transition to kindergarten, in a sample of 253 children. Toddler risk was characterized by early externalizing behavior and poor emotion regulation skills. Given that we were interested in the multiple pathways that may result in emotional and social competence, we examined the interactions among maternal parenting behavior and toddler risk. There were some significant interactions, although the pattern of results was not consistent

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26

Choi, Eun-Sil, and Kelly Bost. "Children's Emotion Recognition, Emotion Expression, and Social Interactions According to Attachment Styles." Korean Journal of Child Studies 33, no. 2 (2012): 55–68. http://dx.doi.org/10.5723/kjcs.2012.33.2.55.

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27

Tisak, Marie S., Larry P. Nucci, and Amanda M. Jankowski. "Preschool Children's Social Interactions Involving Moral and Prudential Transgressions: An Observational Study." Early Education & Development 7, no. 2 (1996): 137–48. http://dx.doi.org/10.1207/s15566935eed0702_3.

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28

Boulton, Michael J. "Predicting changes in children's self-perceptions from playground social activities and interactions." British Journal of Developmental Psychology 23, no. 2 (2005): 209–27. http://dx.doi.org/10.1348/02615105x26705.

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29

Bullock, Janis R. "The Relationship Between Parental Management of Peer Interactions and Children's Social Competence." Home Economics Research Journal 17, no. 3 (1989): 263–69. http://dx.doi.org/10.1177/1077727x8901700306.

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30

Putri, Aprilia Anggraeni. "PERAN PHYSICAL SETTING DALAM INTERAKSI SOSIAL ANAK PADA AREA KOMUNAL DI RUSUNAWA." Idealog: Ide dan Dialog Desain Indonesia 3, no. 2 (2018): 23. http://dx.doi.org/10.25124/idealog.v3i2.1452.

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In 2015, Indonesia was faced with the high relocation intensity of dense settlements into flats. As a result, various community groups experience changes in the environment, especially children who have to face an immediate environment in the flat. One aspect of life that is affected is the social aspect which is closely related to the communal area in the flat environment. The communal area, which acts as a place for children's social interaction, consists of the physical settings and activities that exist in the area. Both influence each other. The different physical settings in a social spa

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31

Dockett, Sue, and Bob Perry. "Young Children's Construction of Knowledge." Australasian Journal of Early Childhood 21, no. 4 (1996): 6–11. http://dx.doi.org/10.1177/183693919602100403.

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The term social constructivism is used in many descriptions of children's learning. The meanings applied to this term vary from author to author. This paper explores two major variants of social constructivism — those derived from the work of Piaget and Vygotsky — and considers the implications of these approaches for the learning of young children. Differences and similarities between these two variants are analysed with reference to the roles of both children and adults. In particular, attention is given to the nature of social interactions and the importance of these in the construction of

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32

Buse, Susan T., Jack T. Cole, Toby Rubin, and R. Fletcher. "Involving rural nonhandicapped children in teaching social interaction skills to behavior disordered/multiply handicapped elementary students." Rural Special Education Quarterly 9, no. 2 (1988): 27–32. http://dx.doi.org/10.1177/875687058800900206.

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Severely behavior disordered children with accompanying multiple handicaps usually have little or no appropriate social interaction skills. The purpose of this study was to determine if naive (i.e., untrained), normal children's interaction with severely behavior disordered children would increase the rate of appropriate social behaviors exhibited by the behavior disordered children. Results indicated a significant increase in social interactions when nonhandicapped children were assigned to play with a specific behavior disordered/multiply handicapped child. The described intervention strateg

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33

Engel, Susan. "Children's Need to Know: Curiosity in Schools." Harvard Educational Review 81, no. 4 (2011): 625–45. http://dx.doi.org/10.17763/haer.81.4.h054131316473115.

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In this essay, Susan Engel argues that curiosity is both intrinsic to children's development and unfolds through social interactions. Thus, it should be cultivated in schools, even though it is often almost completely absent from classrooms. Calling on well-established research and more recent studies, Engel argues that interactions between teachers and students can foster or inhibit children's curiosity. She offers an explanation for why curiosity is not a priority in our educational system and calls for greater attention to children's interests and explorations, which, she argues, are the me

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34

Widyayati, Windi, Deka Setiawan, and Siti Masfuah. "Intensitas penggunaan gawai dan kontrol orang tua di RT 02/RW 04 Desa Tambahagung." Primary: Jurnal Pendidikan Guru Sekolah Dasar 10, no. 3 (2021): 680. http://dx.doi.org/10.33578/jpfkip.v10i3.8221.

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This study aimed to analyze the social interactions in using gadgets of 10-year-old children in Desa Tambahagung viewed from the control and the intensity of using gadget. The benefit of this study was analyzing the form of changes in social interactions that occurred in children aged 10 years who used gadgets. This study described 10 years old children affected by the gadget. This study used a qualitative phenomenological method, which was conducted in Desa Tambahagung RT 04/RW 02. The objects of this research were ten 10-year-old children in the area who were already familiar with gadgets, e

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35

Fahri, Lalu Moh, and Lalu A. Hery Qusyairi. "Interaksi Sosial dalam Proses Pembelajaran." PALAPA 7, no. 1 (2019): 149–66. http://dx.doi.org/10.36088/palapa.v7i1.194.

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This study aims to provide an overview of students' social interactions in the learning process for instructors and prospective teachers. In this article a number of things will be reviewed, including the meaning of social interaction and learning, forms of social interaction and learning, and interaction relationships with learning. After understanding the interaction in the learning process, instructors and prospective instructors are expected to understand that learning outcomes and learning processes must be balanced so that the educational process leads to the development of attitudes, in

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36

Mabbe, Elien, Maarten Vansteenkiste, Jolene Van der Kaap–Deeder, Lisa Dieleman, Athanasios Mouratidis, and Bart Soenens. "The Role of Child Personality in Effects of Psychologically Controlling Parenting: An Examination at the Level of Daily Fluctuations." European Journal of Personality 32, no. 4 (2018): 459–79. http://dx.doi.org/10.1002/per.2156.

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Research increasingly demonstrates the detrimental effects of psychologically controlling parenting on children's adjustment. An important and practically relevant question is whether some children are more vulnerable for the effects of psychologically controlling parenting. In the current diary study, we investigated whether daily psychologically controlling parenting relates to children's daily externalizing and internalizing problems and whether these associations depend on child personality. A total of 206 children ( M age = 9.93 years; 46.6% female) along with their mothers and fathers (

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37

양은아 and 최병철. "The Effect of the Music Therapy Program for Developing Autistic Children's Social Interactions." Korean Journal of Music Therapy 11, no. 2 (2009): 1–20. http://dx.doi.org/10.21330/kjmt.2009.11.2.1.

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38

Neitzel, Carin, Kelley Drennan, and Hillary N. Fouts. "Immigrant and nonimmigrant children's social interactions and peer responses in mainstream preschool classrooms." Journal of Educational Research 112, no. 1 (2018): 46–60. http://dx.doi.org/10.1080/00220671.2018.1437529.

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39

Hu, Bi Ying, Xitao Fan, Zhongling Wu, Jennifer LoCasale-Crouch, Ning Yang, and Juan Zhang. "Teacher-child interactions and children's cognitive and social skills in Chinese preschool classrooms." Children and Youth Services Review 79 (August 2017): 78–86. http://dx.doi.org/10.1016/j.childyouth.2017.05.028.

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40

Franco, Jessica H., Barbara L. Davis, and John L. Davis. "Increasing Social Interaction Using Prelinguistic Milieu Teaching With Nonverbal School-Age Children With Autism." American Journal of Speech-Language Pathology 22, no. 3 (2013): 489–502. http://dx.doi.org/10.1044/1058-0360(2012/10-0103).

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PurposeChildren with autism display marked deficits in initiating and maintaining social interaction. Intervention using play routines can create a framework for developing and maintaining social interaction between these children and their communication partners.MethodSix nonverbal 5- to 8-year-olds with autism were taught to engage in social interaction within salient play routines. Prelinguistic milieu teaching (PMT) techniques were used to teach the children to communicate intentionally during these routines. Intervention focused on the children's social interaction with an adult. The effe

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41

Ohtani, Kazuhiro, and Ryo Okada. "Relationship between classroom social goal structures, gender, and social outcomes in Japanese elementary school children." School Psychology International 39, no. 5 (2018): 435–53. http://dx.doi.org/10.1177/0143034318788120.

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This study examines the interaction between gender and classroom social goal structures and the impact they have on children's prosocial behaviors and classroom adjustment. Specifically, classroom social goal structures (consisting of prosocial and compliance goal structure) are the degree to which focal social goals are presented in classrooms. Numerous previous studies have tested the gender differences in social outcomes; however, the results of such past studies have been mixed, as some detected gender differences while others did not. This suggests the existence of moderator variables. Co

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42

Stright, Anne Dopkins, and Carin Neitzel. "Beyond parenting: Coparenting and children's classroom adjustment." International Journal of Behavioral Development 27, no. 1 (2003): 31–40. http://dx.doi.org/10.1080/01650250143000580.

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The study examined the role of coparenting for predicting children's classroom problems after controlling for parent rejection during family interactions. Fathers, mothers, and their children (52 families) were observed in their homes the summer before the child entered third grade. The parents' rejection of their child's efforts and supportive coparenting were coded as the parents helped their child with three difficult problem-solving tasks. Children's adjustment in their third-grade classrooms was assessed the following school year using year-long observations and teacher report. Parents' r

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43

Hubbs-Tait, Laura, Jack R. Nation, Nancy F. Krebs, and David C. Bellinger. "Neurotoxicants, Micronutrients, and Social Environments." Psychological Science in the Public Interest 6, no. 3 (2005): 57–121. http://dx.doi.org/10.1111/j.1529-1006.2005.00024.x.

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SUMMARY—Systematic research evaluating the separate and interacting impacts of neurotoxicants, micronutrients, and social environments on children's cognition and behavior has only recently been initiated. Years of extensive human epidemiologic and animal experimental research document the deleterious impact of lead and other metals on the nervous system. However, discrepancies among human studies and between animal and human studies underscore the importance of variations in child nutrition as well as social and behavioral aspects of children's environments that mitigate or exacerbate the eff

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44

Nozaki, Mari, Keiko K. Fujisawa, Juko Ando, and Toshikazu Hasegawa. "The Effects of Sibling Relationships on Social Adjustment Among Japanese Twins Compared With Singletons." Twin Research and Human Genetics 15, no. 6 (2012): 727–36. http://dx.doi.org/10.1017/thg.2012.56.

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This study examined the link between sibling relationships and children's social adjustment by comparing twin siblings and siblings with different ages (singleton siblings), and clarified the role of reciprocity in sibling relationships on children's social development. Mothers of 58 monozygotic twin pairs, 48 dizygotic twin pairs, and 86 singleton sibling pairs reported their children's sibling relationships and social adjustment. This study showed that the effects of sibling relationships on the prosocial behaviors and conduct problems of each child are stronger for twins than for singleton

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45

Hanline, Mary Frances. "Inclusion of Preschoolers with Profound Disabilities: An Analysis of Children's Interactions." Journal of the Association for Persons with Severe Handicaps 18, no. 1 (1993): 28–35. http://dx.doi.org/10.1177/154079699301800105.

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The purpose of this study was to explore the nature of spontaneous peer interactions in a full-inclusion preschool. Three children with profound disabilities were observed for a total of 480 min each in indoor and outdoor supervised play. Three children without disabilities were observed under the same conditions for comparison purposes. Results of the study showed variation in the behavior of the children with disabilities, but also showed that the children with disabilities had many opportunities to participate in peer social interactions and engaged in interactions comparable in length to t

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BIALYSTOK, ELLEN. "Language acquisition and bilingualism: Consequences for a multilingual society." Applied Psycholinguistics 28, no. 3 (2007): 393–97. http://dx.doi.org/10.1017/s0142716407070208.

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Language is the key interface between our social and cognitive worlds. As a social tool, it is the means by which human interactions occur, social position is determined, and educational opportunities are defined; as a cognitive instrument, it provides access to concepts and meanings, the logical system for problem solving, and creates the organizational basis for knowledge. It is not an accident that a significant portion of all developmental research is addressed to issues of language acquisition and language performance, that the primary focus of school curricula in the early years is on th

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47

Iwanicka, Agnieszka. "Children’s social interactions by means of digital media – Research report." Problemy Opiekuńczo-Wychowawcze 592, no. 7 (2020): 50–60. http://dx.doi.org/10.5604/01.3001.0014.3569.

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Children grow up surrounded by new technologies, which obviously affects their entire childhood. Observing the closest environment – family and school – children undergo digital socialization and learn that by means of new technologies you can interact with society. They quickly notice that new technologies make it easier to enter peer relationships, but they can also pose a kind of danger by generating negative phenomena. Early school age children's perception of such entering into social relations with the help of new technologies has become the subject of research presented in the article.

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48

Evans, Ian M., Christine L. Salisbury, Mary M. Palombaro, Jennifer Berryman, and Tia M. Hollowood. "Peer Interactions and Social Acceptance of Elementary-Age Children with Severe Disabilities in an Inclusive School." Journal of the Association for Persons with Severe Handicaps 17, no. 4 (1992): 205–12. http://dx.doi.org/10.1177/154079699201700401.

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Although there has been much attention paid to the social relationships of students with severe disabilities in integrated environments, few studies depict the kinds of interactions that can be expected in mainstreamed classrooms. Such information is important for designing classroom ecologies and interventions that will maximize developmental opportunities for all students. Eight children with severe disabilities and eight nonhandicapped peers were observed in their regular elementary school classrooms. Students with severe disabilities received more social approaches than they made. These in

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49

Alessandri, Steven M. "Play and social behavior in maltreated preschoolers." Development and Psychopathology 3, no. 2 (1991): 191–206. http://dx.doi.org/10.1017/s0954579400000079.

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AbstractThis study investigates play and nonplay behavior in maltreated and nonmaltreated preschool children. In addition, standardized tests of cognitive and language ability were administered, and teachers rated the children's classroom behavior. Thirty 4–5-year-old children participated in the study: 15 had a history of child abuse, and 15 nonabused children served as a matched control group. Across a 6-week period, children's social and play interactions were videotaped in the classroom. Videotape recordings were analyzed for the level of social participation and cognitive play. No differe

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Alessandri, Steven M. "Play and social behavior in maltreated preschoolers." Development and Psychopathology 3, no. 2 (1991): 191–205. http://dx.doi.org/10.1017/s095457940000523x.

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AbstractThis study investigates play and nonplay behavior in maltreated and nonmaltreated preschool children. In addition, standardized tests of cognitive and language ability were administered, and teachers rated the children's classroom behavior. Thirty 4–5-year-old children participated in the study: 15 had a history of child abuse, and 15 nonabused children served as a matched control group. Across a 6-week period, children's social and play interactions were videotaped in the classroom. Videotape recordings were analyzed for the level of social participation and cognitive play. No differe

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