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Littérature scientifique sur le sujet « Social interaction in children »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 29 juillet 2024

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Articles de revues sur le sujet "Social interaction in children"

الصميدعي, منيرة. "Social Interaction of Kindergarten Children." International Journal of Educational Sciences and Arts 2, no. 4 (2023): 10–41. http://dx.doi.org/10.59992/ijesa.2023.v2n4p1.

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Human beings are social creatures, and their existence is tied to their interactions with others, whether these interactions are positive or negative. One can devote much of their life to helping others, or live selfishly and prioritize their personal interests. Social interaction in any society is influenced by the psychological, social, and political conditions that the society experiences. The more a climate of warmth, empathy, and stability prevails, the more positive the relationships between individuals will be, and the opposite leads to negative relationships. Today, our Iraqi society needs social cohesion and positive relationships between its members more than ever, due to the unjust economic blockade that the country suffers from, which has led to negative behavior and attitudes among its youth. Ethics are the guardian of the individual and the foundation of a civilized society. It is not enough for the teacher to guide individuals on virtues, as a good education requires a long process of continuous commitment, and depends largely on a good family environment. The current research aims to identify the aspects of social interaction among preschool children and to clarify the importance of social interaction. Children begin interacting from the earliest days of their lives, and this interaction grows until the preschool stage, where they acquire the ability to communicate effectively.

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Donii, E. I. "Social Interactions of Gifted Children in Heterogeneous Environment." Psychological-Educational Studies 10, no. 3 (2018): 20–36. http://dx.doi.org/10.17759/psyedu.2018100303.

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The article studies the social interaction of gifted children with their peers. Understanding the educational environment and the nature of social interaction helps developing necessary interventions with the goal to make a gifted child adapted. The goal of the paper is the analysis of the foreign literature; representation of the results of empirical research of social status and social interaction of gifted children in elementary school hold in 2016 in Holland. The used instruments: sociometric questionnaire of Rodriguea and Morera; behavior analysis protocol OPINTEC-v.5. Out of eight participants, one was the most rejected among peers (5th grade), two became the most popular among peers (3rd grade). The gifted children chose gifted and non-gifted children for interaction and established close interactions with them. When working together, the gifted children interacted more with popular and neutral peers; when playing together — with neutral peers. With reference to social interaction of gifted children with peers, only patterns demonstrating social effectiveness and social correspondence were found out.

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Kamaruddin, Farah Adiba, Sharifah Nurul Fathiah Syed Zainudin, and Nurul Laili Asyikin Ahmad Shamsuddin. "The Use of Smartphones on Children Social Interaction." Journal of Education and Literacy Studies (JELS) 1, no. 1 (July 20, 2022): 26–31. http://dx.doi.org/10.37698/jels.v1i1.106.

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This study discusses the uses of smartphones on children that have a positive and negative impact on the development of children's social interaction. Today’s generation is also experienced significant lifestyle changes due to the influence of modern technology by today. Children in this century are less likely to interact with people around them because parents have revealed to children smartphones for daily use. This study aims to identify whether smartphones impact usage on social interactions over five years old and to identify the development of children's social interaction at home. This study case uses a qualitative method involving five respondents that involve parents of five years children at the University College of Yayasan Pahang Kindergarten. Data instruments will be applied such as interviews with parents or guardians of the children as a sample of the study and observation will be made while children are in the classroom. The researcher will record the results of the observations on the checklist provided. A predicted result of the study is smartphones will have a negative influence on children's social interactions. However, if the use of smartphones is restricted by parents can also have a positive effect on children.

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Pivorienė, Jolanta, and Shierly Angelina Sungkono. "Social practices in providing social services for families in Lithuania: day care centers approach." Acta Universitatis Lodziensis. Folia Sociologica, no. 71 (December 30, 2019): 31–39. http://dx.doi.org/10.18778/0208-600x.71.03.

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Despite the considerable number of scientific papers on the importance of interactions between social workers and children in world literature, there are only a few studies and scientific papers in Lithuania that focus on the experience of social workers to interact with vulnerable children. The aim of this article is therefore to analyze the methods of interacting social workers with vulnerable children in daycare centers. Two research questions were formulated: what are the most effective and the least effective methods of interacting with sensitive children in the Vilnius daycare centers. The qualitative methodological approach was applied in the study. The data were collected through semi-structured interviews, which were analyzed using thematic analysis, which allowed for the separation of three main categories: common interaction methods, the most effective methods, and the least effective methods. The qualitative analysis of the data enabled, in turn, to indicate within the subcategories of the various activities to be able to rule on the effectiveness and functionality of group and individual therapy.

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Yang, Jhu-Ting, Ching-I. Chen, and Meng-Cong Zheng. "Elevating Children’s Play Experience: A Design Intervention to Enhance Children’s Social Interaction in Park Playgrounds." Sustainability 15, no. 8 (April 21, 2023): 6971. http://dx.doi.org/10.3390/su15086971.

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Peer interaction through play is one approach to stimulating preschool children’s growth. The outdoor playground facilities in parks are ideal places for children to practice their social skills. This study utilized nonparticipant observation to observe and record children’s play behaviors and interactions with others to ascertain whether outdoor playground facilities favor peer interaction. We summarized the design elements of peer-interaction-promoting playground facilities to optimize the facilities by determining the types of environments and facilities that trigger peer interaction. This study discovered that children spent most of their time in solo play and the least in peer interaction. Such interaction occurred only in spaces in which children stopped briefly. After installing a new bubble machine designed to increase peer interaction, solo play behaviors and parent–child interactions became less frequent for children younger than six years old, whereas peer interaction became more frequent. During the peer interaction of children aged 3 to 6, the frequency of level one, three, and four interactions increased. They also displayed level five behaviors, which were not observed before the installation. The new facility triggered higher-level behaviors, such as cooperation and playing together, enhancing peer interaction between different age groups.

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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.

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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 and heterogeneous) plays its role in educating gifted children and has both advantages and disadvantages. Understanding of the nature of social interaction helps developing necessary interventions with the purpose to make a gifted child adapted. The goal of the paper is the analysis of foreign research of social status, educational environment and social interaction of gifted children with their peers; representation of the results of empirical research of social status and social interaction of gifted children working and playing together which was carried out by the author in Holland with the help of sociometric and behavior tools (Instrument Observational Protocol for Interactions within the Classroom (OPINTEC-v.5). It is found out that in spite of the fact, one of eight participants was the most rejected among peers, five participants became popular among peers. When working and playing together, the gifted children chose gifted and non-gifted children for interaction and established close interactions with them. When working together, the gifted children interacted more with popular peers and peers of neutral social status, while when playing together – with peers of neutral social status. With reference to social interaction of gifted children with peers, only those patterns were found out that demonstrated social effectiveness and social correspondence

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Fujiki, Martin, Bonnie Brinton, Ted Isaacson, and Connie Summers. "Social Behaviors of Children With Language Impairment on the Playground." Language, Speech, and Hearing Services in Schools 32, no. 2 (April 2001): 101–13. http://dx.doi.org/10.1044/0161-1461(2001/008).

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Purpose: This pilot study examined the social behaviors of children with language impairment (LI) and their typical peers on the playground. Method: Eight children with LI and their age-matched peers were videotape recorded for 45 minutes during morning and lunch recesses. Samples were divided into 5-second segments and coded according to the child’s behavior occurring during the segment. The behavior displayed during each interval was then coded into one of 37 subcategories. These subcategories were grouped into six general categories of (a) peer interaction, (b) adult interaction, (c) withdrawal, (d) aggression, (e) victimization, and (f) other. Results: Significant differences were observed in the categories of peer interaction and withdrawal. Typical children spent significantly more time interacting with peers than did children with LI. Conversely, children with LI demonstrated significantly more withdrawn behaviors than did their typical peers. Analyses of effect size using ω 2 indicated that group membership accounted for approximately 30% of the variability in both of these types of playground behavior. No other significant differences were observed. These findings support the conclusions of researchers using teacher interview procedures, indicating that children with LI are more withdrawn than their typical peers at school. Clinical Implications: Specific intervention targeting social language skills in playground contexts may be warranted to include children with LI in social interactions at recess.

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Lee, Jaeryoung, and Taisuke Nagae. "Social Distance in Interactions between Children with Autism and Robots." Applied Sciences 11, no. 22 (November 9, 2021): 10520. http://dx.doi.org/10.3390/app112210520.

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The use of non-industrial robots, called service robots, is increasing in the welfare fields to meet the demand for robot therapy among individuals with autism. The more simple communication structures and repetitive behaviors of robots, compared to humans, make it easier for children with autism to interpret communication and respond appropriately. Interacting with a robot allows for social distance to be designed and maintained depending on a person’s social interaction needs. To simulate natural social interactions, robots need to perform social distance in some way. In the context of interacting with autistic children, understanding their social response levels is crucial for the robot to implement decisions regarding the distance kept during the interaction. In this study, an experiment was conducted to examine the accuracy of a detection program and explore the correlations between the social responsiveness of children and social distance, wherein 15 autistic children interacted with a robot on a one-to-one basis for about 20 min. The results revealed that both programs implemented in the robot-assisted autism therapy were effective in detecting social distance in a natural HRI situation.

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Suchyadi, Yudhie, Yulia Ambarsari, and Elly Sukmanasa. "ANALYSIS OF SOCIAL INTERACTION OF MENTALLY RETARDED CHILDREN." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 2, no. 2 (December 2, 2018): 17–21. http://dx.doi.org/10.33751/jhss.v2i2.903.

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Differences in the characteritics of children with special needs will require the ability of teachers to combine various abilities and talents of each child, such as mentally retarded children who need communication like children in general. His developmental delays are often excluded from his playing enviranment, thus the need for good social interaction with mentally retarded children. Based on these problems, a study was conducted to describe the findings of social interaction in mentally retarded children in extraordinary school Mentari Kita. The research is a descriptive analysis with qualitative research approach. Technique of data analysis was performed with data reduction stage, the presentation of data, and verification (conclusions). Researchers used the test of credibility, transferabilitas, dependabilitas, and konfirmabilitas to obtain the validity of the data. The result showed that the way social interaction with mental retardation children how do social contacts and communication as being able to respond when invited to communicate but it should be repeated over and over,the subject has a weakness in the concentration of so when invited to talk hard staring at your opponents interlocutor. When did the subject communication using language that sounds stilted. Social contact subject well againts his peers is characterized by sensitivity to her friends when in distress, want to help his friend like get a pencil, and divide the food per day taken by subject. Based on the above research result it can be concluded that the way the social interactions of the child with mental retardation how do social contacts and communication in accordance with the terms of the occurrence of social interaction. Keywords: Social Interaction, Mental Retardation

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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 (January 5, 2017): 17–26. http://dx.doi.org/10.14421/jga.2016.11-02.

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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 interaction skills will be easier to be accepted in the school environment, especially in a classroom environment. Therefore it the children of inclusion is still an early age need to be assisted in improving the ability of social interactions at school, because the period of early childhood is a period of development the right to develop, improve and optimize all the capabilities of a child, even this period is an effective time to train and familiarize children to develop social interaction skills of children.

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Thèses sur le sujet "Social interaction in children"

Dodge, Cynthia Lynne. "Increasing social interaction in socially isolated preschool children." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/502.

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The purpose of this study was to improve social interaction and peer acceptance in socially isolated pre school children. It investigated whether children's stories a lone, and children' s stories paired with instrument playing led to improved peer ratings and an increase in social interaction during the following s mall group and large group free play periods . The subjects consisted of two groups of three children aged 3 - 5 years old . The study was conducted at two licensed preschools Monday through Friday in activity rooms. The children were selected on the basis of having the lowest scores on the Behavioral Observation device and by teacher referral. A Sociometric-Assessment device was a l so used pre-post to measure the change of peer social standing. Results of t he multiple baseline analysis across subjects showed that five of the six subjects had a greater overall increase in social interaction during the Books & Music treatment phase. Results of the Sociometric-Assessment measure showed a positive change (p< . 001) in the target subjects social standing among peers. Follow-up data suggested some maintenance of treatment effects . Given all of the positive changes, music educators and therapists should consider this type of intervention.

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Wier, Anne Thayer. "Altering socially rejected pre-kindergartners' social status and social behavior : an intervention strategy /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008467.

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Harrison, James Ray. "Social hypervigilance in abused children." Thesis, University of North Texas, 1985. https://digital.library.unt.edu/ark:/67531/metadc798431/.

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One characteristic of abused children that is often observed but not yet empirically examined is social hypervigilance. In this study, 20 abused and 20 distressed children were compared using WISC-R subtests, two measures of locus of control and need for attention.

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Hoyle, Sally G. "Stability and change in social relations of children with and without learning disabilities : social status, social networks, perceived social competence, social cognition, behavior problems, and ecological factors /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487322984315161.

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Klaiman, Cheryl M. "Distangling social from non-social attention in young children with autism and developmental delays." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28061.

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The Fagan Test of Infant Intelligence (FTII; Fagan, 1987), the Early Social Communication Scale (ESCS; Seibert et al., 1982) and the Test of Orienting Preferences (TOP), an attention task designed for this study, were used to examine social versus nonsocial attention in children with autism and developmental disorders (n = 18). The Childhood Autism Rating Scale (CARS; Schopler, Reichler, & Renner, 1986) was used as a continuous diagnostic measure in order to correlate performance on the measures with the severity of autism. On the FTII, as autistic symptomatology increased, the percent of time a child oriented to novel stimuli in both immediate and delayed conditions also increased. On the ESCS, as autistic symptomatology increased, joint attention behaviors decreased. Comparing the ESCS and the FTII indicated that as joint attention behaviors decreased, selective attention to novelty increased. With respect to the new attention measure, children with typical development oriented more than 85% of the time to all stimuli, whereas children with more features of autism oriented less frequently to social and auditory stimuli, and were slower to orient to auditory stimuli. The findings represent preliminary behavioral evidence for a social attention deficit in children with autism. The implications for these findings are discussed.

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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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Choi, Hyun-Jin. "Peer training for improved social interaction in children with autism /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18996.pdf.

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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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Farr, William John. "Tangible user interfaces and social interaction in children with autism." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6962/.

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Tangible User Interfaces (TUIs) offer the potential for new modes of social interaction for children with Autism Spectrum Conditions (ASC). Familiar objects that are embedded with digital technology may help children with autism understand the actions of others by providing feedback that is logical and predictable. Objects that move, playback sound or create sound – thus repeating programmed effects – offer an exciting way for children to investigate objects and their effects. This thesis presents three studies of children with autism interacting with objects augmented with digital technology. Study one looked at Topobo, a construction toy augmented with kinetic memory. Children played with Topobo in groups of three of either Typically Developing (TD) or ASC children. The children were given a construction task, and were also allowed to play with the construction sets with no task. Topobo in the task condition showed an overall significant effect for more onlooker, cooperative, parallel, and less solitary behaviour. For ASC children significantly less solitary and more parallel behaviour was recorded than other play states. In study two, an Augmented Knights Castle (AKC) playset was presented to children with ASC. The task condition was extended to allow children to configure the playset with sound. A significant effect in a small sample was found for configuration of the AKC, leading to less solitary behaviour, and more cooperative behaviour. Compared to non-digital play, the AKC showed reduction of solitary behaviour because of augmentation. Qualitative analysis showed further differences in learning phase, user content, behaviour oriented to other children, and system responsiveness. Tangible musical blocks (‘d-touch') in study three focused on the task. TD and ASC children were presented with a guided/non-guided task in pairs, to isolate effects of augmentation. Significant effects were found for an increase in cooperative symbolic play in the guided condition, and more solitary functional play was found in the unguided condition. Qualitative analysis highlighted differences in understanding blocks and block representation, exploratory and expressive play, understanding of shared space and understanding of the system. These studies suggest that the structure of the task conducted with TUIs may be an important factor for children's use. When the task is undefined, play tends to lose structure and the benefits of TUIs decline. Tangible technology needs to be used in an appropriately structured manner with close coupling (the distance between digital housing and digital effect), and works best when objects are presented in familiar form.

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Gross, H. "Social interaction and play in the deaf nursery school." Thesis, University of Nottingham, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380087.

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Livres sur le sujet "Social interaction in children"

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

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

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T, Winegar Lucien, ed. Social interaction and the development of children's understanding. Norwood, N.J: Ablex Pub. Corp., 1989.

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M, Diaz Rafael, and Berk Laura E, eds. Private speech: From social interaction to self-regulation. Hillsdale, N.J: L. Erlbaum, 1992.

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Wootton, Anthony J. Interaction and the development of mind. Cambridge: Cambridge University Press, 1997.

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Renaud, Jean-Pierre, and Maison Dupont. Siblings: Social adjustments, interaction, and family dynamics. Hauppauge, N.Y: Nova Science Publisher's, 2012.

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M, José Arturo Muñoz. La interacción social puede modificarse. Bogotá, D.E: Universidad Pedagógica Nacional, Centro de Investigaciones, 1986.

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Chapitres de livres sur le sujet "Social interaction in children"

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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Nur, Maulida, and Ira Anggraeni. "How Early Children Understand Diversity in Social Interaction." In Advances in Social Science, Education and Humanities Research, 1013–20. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-114-2_93.

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Poppe, Ronald, Robby van Delden, Alejandro Moreno, and Dennis Reidsma. "Interactive Playgrounds for Children." In Gaming Media and Social Effects, 99–118. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4560-96-2_5.

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Valentine, Stephanie, Angelica Leyva-McMurtry, Katya Borgos-Rodriguez, and Tracy Hammond. "The Digital Sash: A Sketch-Based Badge System in a Social Network for Children." In Human–Computer Interaction Series, 179–89. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31193-7_12.

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Shahab, M., M. Mokhtari, S. A. Miryazdi, S. Ahmadi, M. M. Mohebati, M. Sohrabipour, O. Amiri, et al. "A Tablet-Based Lexicon Application for Robot-Aided Educational Interaction of Children with Dyslexia." In Social Robotics, 344–54. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-8718-4_30.

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Yang, Chulin, and Stephen Jia Wang. "Sandtime: A Tangible Interaction Featured Gaming Installation to Encourage Social Interaction Among Children." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 137–44. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55834-9_16.

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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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Adams, Andra, and Peter Robinson. "An Android Head for Social-Emotional Intervention for Children with Autism Spectrum Conditions." In Affective Computing and Intelligent Interaction, 183–90. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24571-8_19.

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Bae, Eun Young, Gahye Song, and Seunggon Jeong. "Addressee Honorifics as an Interactional Resource for Socialization in Korean Adult–Child Interaction." In Exploring Korean Politeness Across Online and Offline Interactions, 55–89. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-50698-7_4.

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AbstractThis study examines how addressee honorifics, recognized as an index of deference and respect, are utilized as an interactional resource for socialization in Korean adult–child interaction. This study analyzes 62 instances of adults’ use of Korean addressee honorific utterances to children collected from video recordings of five different families using multimodal discourse analytic and language socialization frameworks. The study identifies three major environments where addressee honorification serves as a tool for socializing children into socio-moral values of Korean society: a) giving compliments, b) showing gratitude, and c) issuing directives. In these interactional environments, addressee honorification is used alongside semiotic resources to evaluate children’s behaviors and draw attention to the action and content of honorific utterances. The analysis of status-incongruent and creative or performative uses of adults’ addressee honorifics further demonstrates that honorifics, which are sometimes employed for politeness and deference toward addressees, do also serve as resources for fostering social awareness, social responsiveness, and courtesy in children. This may contribute to children becoming competent members of Korean society who think, feel, and act in accordance with Korean cultural norms and expectations.

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Kotrschal, Kurt. "Integrative commentary I: Do companion animals support social, emotional, and cognitive development of children?" In The social neuroscience of human-animal interaction., 73–86. Washington: American Psychological Association, 2016. http://dx.doi.org/10.1037/14856-005.

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Actes de conférences sur le sujet "Social interaction in children"

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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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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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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Pantoja, Luiza Superti, Kyle Diederich, Liam Crawford, and Juan Pablo Hourcade. "Voice Agents Supporting High-Quality Social Play." In IDC '19: Interaction Design and Children. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311927.3323151.

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van Ewijk, Gijs, Matthijs Smakman, and Elly A. Konijn. "Teachers' perspectives on social robots in education." In IDC '20: Interaction Design and Children. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3392063.3394397.

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Jamal, Saad, Meher Fatima Zaidi, Suleman Shahid, and Mehr-un-Nisa Arif Kitchlew. "Eliciting social biases in children using tangible games." In IDC '18: Interaction Design and Children. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3202185.3210789.

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Hope Currin, Flannery, Kyle Diederich, Kaitlyn Blasi, Allyson Dale Schmidt, Holly David, Kerry Peterman, and Juan Pablo Hourcade. "Supporting Shy Preschool Children in Joining Social Play." In IDC '21: Interaction Design and Children. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3459990.3460729.

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Andries, Valentina, and Judy Robertson. "Designing Social Play to Support Young Hospitalised Children." In IDC '19: Interaction Design and Children. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311927.3325317.

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Tolksdorf, Nils F., Fanziska E. Viertel, Camilla E. Crawshaw, and Katharina J. Rohlfing. "Do Shy Children Keep more Distance from a Social Robot? Exploring Shy Children’s Proxemics with a Social Robot or a Human." In IDC '21: Interaction Design and Children. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3459990.3465181.

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Rapports d'organisations sur le sujet "Social interaction in children"

Bobba, Matteo, and Jérémie Gignoux. Policy-Induced Social Interactions and Schooling Decisions. Inter-American Development Bank, December 2011. http://dx.doi.org/10.18235/0011367.

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This paper considers a conditional cash transfer program targeting poor households in small rural villages and studies the effects of the geographic proximity between villages on individual enrollment decisions. Exploiting variations in the treatment status across contiguous villages generated by the randomized evaluation design, the paper finds that the additional effect stemming from the density of neighboring recipients amounts to roughly one third of the direct effect of program receipt. Importantly, these spatial externalities are concentrated among children from beneficiary households. This suggests that the intervention has enhanced educational aspirations by triggering social interactions among the targeted population.

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Zhang, Hui. A systematic review of factors influencing immigrant parents' service choices for children with ASD. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2022. http://dx.doi.org/10.37766/inplasy2022.10.0019.

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Review question / Objective: What main concerns/factors influenced immigrant parents when deciding on an intervention, service, or agency? Condition being studied: The systematic review aims at understanding immigrant parents' service choices for their children with the diagnosis of ASD(autism spectrum disorder), which is a complex neurobehavioral disorder characterized by impairment in reciprocal social interaction, impairment in communication, and the presence of repetitive and stereotypic patterns of behaviors, interests, and activities developmental disability.

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Kittana, Monia, Asma Ahmadani, Keith Williams, and Amita Attlee. Nutritional status and feeding behavior of children with autism spectrum disorder in the Middle East and North Africa Region: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0066.

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Review question / Objective: To elucidate the literature available regarding the nutritional status and feeding behavior in children with Autism Spectrum Disorder (ASD) in Middle East and North Africa (MENA) region. Condition being studied: Autism spectrum disorder (ASD), a neurodevelopmental condition characterized by persistent challenges in social interaction, speech, nonverbal communication, and repetitive/restrictive behavior. Eligibility criteria: Children from the MENA region diagnosed with ASD, of both genders, ages 2-19 years. Outcomes reporting either anthropometrics, serum nutrient levels, nutrient intakes, and/or feeding behaviors. Other inclusion criteria include the availability of full-length published articles in either English or Arabic. Articles presented in conferences, magazines, or newspapers are excluded. If the data are reported in more than one publication, the more recent is included.

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Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, February 2022. http://dx.doi.org/10.12731/er0532.03022022.

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The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older preschool children. The second chapter is devoted to the description of the most effective methods that make it possible to determine the degree of assimilation of the child's socio-personal competencies and the level of effectiveness of pedagogical influence aimed at communication and interaction between the children of the group. Practical materials are presented in the form of therapeutic tales that can be used by teachers of preschool educational organizations in corrective and developmental work on the socio-communicative development of older preschool children. The educational and methodological manual is addressed to teachers of preschool educational organizations, can be used in the system of further training in educational programs "Pedagogical activities in the context of the implementation of GEF preschool education," "Modern educational technologies in the context of the implementation of GEF preschool education."

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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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Berlinski, Samuel. Helping Struggling Students and Benefiting All: Peer Effects in Primary Education. Inter-American Development Bank, May 2022. http://dx.doi.org/10.18235/0004268.

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We exploit the randomized evaluation of a remedying education intervention that improved the reading skills of low-performing third grade students in Colombia, to study whether providing educational support to low-achieving students affects the academic performance of their higher-achieving classmates. We find that the test scores of non-treated children in treatment schools increased by 0.108 of a standard deviation compared to similar children in control schools. We interpret the reduced-form effect on higher-achieving students as a spillover effect within treated schools. We then estimate a linear-in-means model of peer effects, finding that a one-standard-deviation increase in peers' contemporaneous achievement increases individual test scores by 0.679 of a standard deviation. We rule out alternative explanations coming from a reduction in class size. We explore several mechanisms, including teachers' effort, students' misbehavior, and peer-to-peer interactions. Our findings show that policies aimed at improving the bottom of the achievement distribution have the potential to generate social-multiplier effects that benefit all.

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Saffer, Henry. The Demand for Social Interaction. Cambridge, MA: National Bureau of Economic Research, December 2005. http://dx.doi.org/10.3386/w11881.

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Hong, Harrison, Jeffrey Kubik, and Jeremy Stein. Social Interaction and Stock-Market Participation. Cambridge, MA: National Bureau of Economic Research, July 2001. http://dx.doi.org/10.3386/w8358.

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Ogwuike, Clinton Obinna, and Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.

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Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.

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Haushofer, Johannes, Magdalena Larreboure, Sara Lowes, and Leon Mait. Cash Transfers and Social Preferences of Children. Cambridge, MA: National Bureau of Economic Research, September 2023. http://dx.doi.org/10.3386/w31720.

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