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Articoli di riviste sul tema "Social interaction in children"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 29 luglio 2024

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1

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 n

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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 partic

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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

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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. T

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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

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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

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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) withdr

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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 inter

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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 qua

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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 interacti

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Juliadilla, Risa, and Nia Anggri Noveni. "Understanding the Influence of Companion Animal on Child Development: a Literature Review." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 3 (September 28, 2021): 1493–500. http://dx.doi.org/10.31004/obsesi.v6i3.1350.

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Research on human-animal interaction (HAI) is a brand-new thing in Indonesia. However, it is not widely known that human-animal interactions provides positive effect to child development. The study aims to increase literacy regarding human and animal interaction that also looks at the impacts to child development. This study uses an approach of narrative review that examines and analyzes the selected eight papers. This article investigated some of the following aspects of child development in the social-emotional, cognitive and moral development associate with the interaction between children

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Lidskaya, Eleonora V., and Victor I. Panov. "Ecopsychological interactions of young children with other subjects of the social environment." National Psychological Journal 47, no. 3 (2023): 108–18. http://dx.doi.org/10.11621/npj.2022.0313.

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Background. Many studies carried out in the context of di\erent approaches have been devoted to the social interactions of young children with the environment. Meanwhile, numerous questions remain unexplored from an ecopsychological point of view. ]ese include how (and whether) the subjective structuring of the surrounding social environment occurs at this age and what types of communicative interactions are most characteristic of children of this age. Objective. Using the ecopsychological typology of subject-environment interactions, the work seeks to analyze social development of young child

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Mamat, Nordin, Abdul Talib Hashim, Abdul Rahim Razalli, and Mohd Mahzan Awang. "Multicultural Pedagogy: Strengthening Social Interaction Among Multi-Ethnic Pre-School Children." New Educational Review 1, no. 67 (March 31, 2022): 56–67. http://dx.doi.org/10.15804/tner.22.67.1.04.

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This study explored multicultural pedagogy in pre-school education and how it plays an important role in strengthening the social interactions among children. The Multicultural Pedagogy approach in teaching children has established the multi-ethnic (PERPADUAN/Unity) pre-school. It is a qualitative study with data drawn from observation and interview sessions aimed to identify strategies in nurturing social interaction among multi-ethnic children. Through purposive sampling, a teacher with twenty-five children and parents from various ethnicities were selected. This study revealed that practisi

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Cheok, Adrian David, Owen Noel Newton Fernando, Janaka Prasad Wijesena, Abd-ur-Rehman Mustafa, Ramkumar Shankar, Anne-Katrin Barthoff, Naoko Tosa, Yongsoon Choi, and Mayank Agarwal. "BlogWall: Social and Cultural Interaction for Children." Advances in Human-Computer Interaction 2008 (2008): 1–8. http://dx.doi.org/10.1155/2008/341615.

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Short message service (SMS) is extremely popular today. Currently, it is being mainly used for peer-to-peer communication. However, SMS could be used as public media platform to enhance social and public interactions in an intuitive way. We have developed BlogWall to extend the SMS to a new level of self-expression and public communication by combining art and poetry. Furthermore, it will provide a means of expression in the language that children can understand, and the forms of social communication. BlogWall can also be used to educate the children while they interact and play with the syste

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Sinaga, Wilda, Nur Insani, and Reta Renylda. "Faktor Interaksi Sosial pada Anak Autis di Pusat Layanan Autis." Journal of Telenursing (JOTING) 4, no. 2 (October 26, 2022): 636–45. http://dx.doi.org/10.31539/joting.v4i2.4295.

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This study aims to determine the factors influencing social interaction in autistic children, particularly related to parental acceptance and roles. The method used in this research is cross-sectional. The results of this study indicate that as many as 56.7% of autistic children have good social interactions, 56.7% of parents' acceptance is not good, and 63.3% of parents' roles are classified as good. The results of statistical tests showed that there was a significant relationship between parental acceptance (p-value 0.010; OR 10.083; 95% CI 1.658-61.33) and parental roles (p-value 0.023; OR

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Marturano, Edna Maria. "Social Interaction in a Multiage, Single-Grade Classroom." Psychological Reports 61, no. 2 (October 1987): 475–81. http://dx.doi.org/10.2466/pr0.1987.61.2.475.

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Social interaction in a typical multiage first grade Brazilian classroom was examined with the aim of determining the extent of age segregation and the nature of cross-age interaction in such a mixed-age setting. The 12 older and the 12 younger children in the classroom were videotaped during academic activities. Dyadic contacts were analysed with respect to sex and age group of initiator and receiver as well as for content of the interaction. Older children preferred to interact with agemates and were selected as peers more frequently than younger children. Girls were less age-segregated than

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Workman, Susan H. "Teachers’ Verbalizations and the Social Interaction of Blind Preschoolers." Journal of Visual Impairment & Blindness 80, no. 1 (January 1986): 532–34. http://dx.doi.org/10.1177/0145482x8608000104.

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Data suggest that teachers can facilitate interactions between blind preschoolers and their sighted peers by the use of verbal cues. The most useful cues appear to be descriptions of the social environment, direct prompts to the target child, and indirect prompts to other children in the group. Also, there are teacher-child interaction patterns that appear to hinder interaction with peers; these are indicated, and the discussion provides teachers with a basis for thinking about social interaction and ways of helping young children organize their social environment.

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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 (August 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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Zhang, Yajing, Kun Zhang, Jingying Chen, Lili Liu, Meijuan Luo, Qian Chen, Xiao Zeng, and Guangshuai Wang. "Eye Tracking Study of Social Intensity on Social Orientation of Autistic Children." Behavioral Sciences 12, no. 9 (September 5, 2022): 322. http://dx.doi.org/10.3390/bs12090322.

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Some previous studies indicate that impaired social attention mainly results in social disorders in autistic children. In the social attention mode of autistic children, social orientation and joint attention are particularly important. The influence of different social intensity and ecological validity on them are worthy of further study. This study used realistic paintings with moderate ecological validity as experimental materials, to design isolated individual scene and social interaction scene, and to explore the impact of social interaction on the social orientation of autistic children.

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ŞENOL, Fatma Betül, and Emine METİN. "Social Information Processing in Preschool Children: Relations to Social Interaction." Participatory Educational Research 8, no. 4 (December 1, 2021): 124–38. http://dx.doi.org/10.17275/per.21.82.8.4.

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Weinstein, Barry D., and David J. Bearison. "Social interaction, social observation, and cognitive development in young children." European Journal of Social Psychology 15, no. 3 (July 1985): 333–43. http://dx.doi.org/10.1002/ejsp.2420150307.

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

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

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Streeck, Jürgen, and Kathryn E. Harrison. "Children’s interaction in an urban face-to-face society." Pragmatics and Society 6, no. 3 (September 28, 2015): 305–37. http://dx.doi.org/10.1075/ps.6.3.01str.

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This paper reports on a micro-ethnography of social interaction in an urban plaza in Colombia, focusing on the plaza’s role as an arena for the acquisition of interaction skills. We investigate how children of different ages initiate and sustain interactions with same-age and older peers and the efforts they make to be recognized and ‘visible’. We interpret our data in light of three theories of socialization: Corsaro’s (1997) conception of childhood as “interpretive reproduction”, Vygotsky’s (1978) model of the “zone of proximal development”, and the “structural approach” to social cognition

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Kumar, Surender, Yong Seob Kim, and Kun Seok Oh. "Development of a Social Interaction Questionnaire for the Trainers and Mothers of Children with Disabilities Participating in Dousa-Hou (Japanese Psycho-Rehabilitation) Camps." Psychological Reports 99, no. 2 (October 2006): 591–98. http://dx.doi.org/10.2466/pr0.99.2.591-598.

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A 12-item Social Interaction Questionnaire was developed to measure the social interactions among trainers and mothers of children with disabilities in Dousa-hou camps. Dousa-hou is a Japanese psychological rehabilitation method which is widely used for children with mental retardation, cerebral palsy, and autism in Japan and other Asian countries. The primary focus of the rehabilitation method is to improve bodily movements, posture, and social support to patients and their first-degree relatives as well as promoting social interaction among participants. Two factors of interaction, (1) educa

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Natasya Rifda Hanifah, Winda Agustia Anggarini, Alya Rizky Nur Kamila Wagiman, Hanna Azzahra Nabella, Yustika Pratiwi, Yudi Latama, Syelina Rizki Tria Umami, et al. "SOCIAL INTERACTIONS WITH TUNAGRAHITA CHILDREN AT SLB YPAC PALEMBANG." Journal of Islamic Psychology and Behavioral Sciences 1, no. 2 (April 15, 2023): 102–12. http://dx.doi.org/10.61994/jipbs.v1i2.5.

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This research was conducted to find out the social interactions of mentally retarded children while they were at the Palembang Special School for the Development of Disabled Children (SLB YPAC). The research method used is a qualitative research method with data collection techniques through interviews and observation. The subjects in this study were four grade C junior high school students at SLB YPAC Palembang, namely MS, M, A and K. Based on the results of the study it can be concluded that the way of social interaction for mentally retarded children is the same as the way of social contact

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Rubin, Kenneth H., Robert J. Coplan, Nathan A. Fox, and Susan D. Calkins. "Emotionality, emotion regulation, and preschoolers' social adaptation." Development and Psychopathology 7, no. 1 (1995): 49–62. http://dx.doi.org/10.1017/s0954579400006337.

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AbstractIt was proposed that the interaction between the constructs of emotion regulation and social interaction would predict social adaptation in preschoolers. Ninety-six 4-year-olds were observed in quartets of unfamiliar same-sex peers. Based on parent temperament ratings and observed free play behaviors, 68 children from the original sample were classified as: low social interaction, good emotion regulators; low social interaction, poor emotion regulators; high social interaction, good emotion regulators; high social interaction, poor emotion regulators; or average. The results indicated

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Suntari, Ni Luh Putu Yunianti, I. Dewa Ayu Ketut Surinati, and Ni Nyoman Hartati. "The Relation of Interpersonal Communication and Sibling Support on Social Interactions of Autistic Children." Nursing and Health Sciences Journal (NHSJ) 2, no. 4 (December 5, 2022): 349–56. http://dx.doi.org/10.53713/nhs.v2i4.139.

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Autism is a serious developmental disorder, its impact on certain nervous systems causing certain difficulties commonly affect one’s difficulty with communication and social interaction. Interpersonal communication and sibling support need to be observed in the development of children with autism  This study examined the relation between interpersonal communication and sibling support on social interaction of children with autism. We drew data with a sample population of 32 children on the autism spectrum. We use cross sectional approach to study it’s correlation. Our result found

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Sundari, Fitri Siti, and Asep Supena. "Efforts to Teach Social Interaction to Autism Students in Inclusive Elementary Schools." Pedagonal : Jurnal Ilmiah Pendidikan 6, no. 1 (April 30, 2022): 1–12. http://dx.doi.org/10.55215/pedagonal.v6i1.4443.

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The purpose of this study was to analyze efforts to teach social interaction interactions to autistic children in inclusive elementary schools. The research method used is narrative inquiry. Research subjects are children with autistic barriers in inclusive primary schools. Subjects have difficulty controlling behavior, tend not to pay attention to their interlocutor when interacting, and display repetitive behavior, moving their fingers, shouting, laughing for no apparent reason, and tantrums. Assessment of the social interaction ability of children with autistic barriers can be seen from eye

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Bharatharaj, Jaishankar, Loulin Huang, Ahmed Al-Jumaily, Rajesh Elara Mohan, and Chris Krägeloh. "Sociopsychological and physiological effects of a robot-assisted therapy for children with autism." International Journal of Advanced Robotic Systems 14, no. 5 (September 1, 2017): 172988141773689. http://dx.doi.org/10.1177/1729881417736895.

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This article reports our findings from a robot-assisted therapeutic study conducted over 49 days to investigate the sociopsychological and physiological effects in children with autism spectrum disorder using a parrot-inspired robot, KiliRo, that we developed to help in therapeutic settings. We investigated the frequency of participants’ interactions among each other and assessed any changes in interaction using social network analysis. Interactions were assessed through manual observation before and after exposure to the robot. Urinary and salivary tests were performed to obtain protein and α

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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 (May 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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Garton, Alison F. "Word meaning, cognitive development, and social interaction." Behavioral and Brain Sciences 24, no. 6 (December 2001): 1106. http://dx.doi.org/10.1017/s0140525x01240138.

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This review proposes that Bloom's linkage of word meaning with more general cognitive capacities could be extended through examination of the social contexts in which children learn. Specifically, the child's developing theory of mind can be viewed as part of the process by which children learn word meanings through engagement in social interactions that facilitate both language and strategic behaviours.

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Prasad, Sunita. "Assessing Social Interaction Skills of Children with Disabilities." TEACHING Exceptional Children 26, no. 2 (January 1994): 23–25. http://dx.doi.org/10.1177/004005999402600207.

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

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Asrina Pitayanti, Kuswanto Kuswanto, and Nashrul Wahyu Suryawan. "Hubungan Penggunaan Gadget Dengan Interaksi Sosial Anak Usia (3-5 Tahun)." Observasi : Jurnal Publikasi Ilmu Psikologi 2, no. 1 (January 6, 2024): 28–38. http://dx.doi.org/10.61132/observasi.v2i1.82.

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The use of gadgets in children requires important attention for all parents because it influences the disruption of children's social interaction patterns, gadgets become a strong thing in children's memories. They use gadgets to watch YouTube, games, TikTok, listen to children's songs, cartoons, etc. When using gadgets, children tend to be engrossed in themselves, ignoring their surroundings, which has an impact at school, children prefer to play alone, when they try to call or talk to them, these children tend to remain silent, don't answer, don't look at the person they are talking to, chil

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Fox, James, and Sarah Savelle. "Social Interaction Research and Families of Behaviorally Disordered Children: A Critical Review and Forward Look." Behavioral Disorders 12, no. 4 (August 1987): 276–91. http://dx.doi.org/10.1177/019874298701200403.

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This article critically reviews research on the social interactions of behaviorally disordered children with family members. Behaviorally disordered children are in part characterized by their difficulty in establishing or maintaining positive social relationships. This includes conduct disordered, socially withdrawn, and autistic children. Most applied research on social development has been conducted in educational settings. Yet, parents and siblings are typically acknowledged as the earliest and one of the most enduring influences on children's social development. Descriptive and interventi

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Akande, Sunday Olufemi. "FOLK SONGS AS CONTRIVANCE FOR PROMOTING YORUBA CULTURAL VALUES AND SOCIAL INTERACTION AMONG YORUBA CHILDREN." Ethnomusic 19, no. 1 (December 2023): 171–86. http://dx.doi.org/10.33398/2523-4846-2023-19-1-171-186.

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Music is share of culture and therefore establishes an integral part of the life of people. The inherent value of folk music cannot be challenged in promotion of cultural values and social interaction in a Yoruba child and in the making of a child as being resourceful, useful and a good citizen, living according to the societal norms and customs. This study employed the historical research method. The study identifies and provides musical notation of some selected Yoruba folk songs materials that can be interpreted musically and also examines the influence and efficacy of Yoruba folk songs in

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Rabidoux, Paula C., and James D. MacDonald. "An Interactive Taxonomy of Mothers and Children During Storybook Interactions." American Journal of Speech-Language Pathology 9, no. 4 (November 2000): 331–44. http://dx.doi.org/10.1044/1058-0360.0904.331.

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The purpose of the present study was to investigate the social construction of interactions between mothers and children with a variety of developmental disabilities during storybook interactions. The study used interpretive methods to describe the participation of 20 preschool children and mothers in storybook interactions in terms of their interactive and communicative participation. Data were collected via home videotapes of mothers and children engaged in storybook interactions with novel (unfamiliar) storybooks for 15- to 30-minute interaction samples. Mothers were also interviewed concer

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Al-Fath, Roy Carlos, Wahidyanti Rahayu Hastutiningtyas, and Sirli Mardianna Trishinta. "Pengaruh Bermain Plastisin (Playdough) Terhadap Interaksi Sosial Anak Sekolah Dasar EBF. Al-Amal Baucau, Timor-Leste." Nursing News : Jurnal Ilmiah Keperawatan 7, no. 3 (December 15, 2023): 164–71. http://dx.doi.org/10.33366/nn.v7i3.2740.

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Social interaction problems often arise in elementary school children as a result of various events, one of which is the influence of social development in the surrounding environment. Efforts to improve social interaction skills in elementary school children are carried out by providing group playdough activities, aimed at developing social skills and fostering awareness of the existence of others and their social environment. This study aims to evaluate the impact of playing with plasticine (playdough) in groups on the social interactions of elementary school children. The research design us

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Chao, Mei-Ru. "Family Interaction Relationship Types and Differences in Parent-Child Interactions." Social Behavior and Personality: an international journal 39, no. 7 (August 1, 2011): 897–914. http://dx.doi.org/10.2224/sbp.2011.39.7.897.

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The structure of family interaction relationship types and the differences of parent-child interactions based on parent-child samples in Taiwan were examined in this study. Eight interaction relationship types were examined; empathy, constraint, compromise, acquiescence, conflict, camouflage, indifference, and defensiveness. No significant differences were found in the family interaction relationship types between sons and daughters. Mothers were found to show more empathy than fathers in family interaction relationships; while children show more constraint, compromise, and acquiescence than p

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Lloyd-Esenkaya, Vanessa, Claire L. Forrest, Abbie Jordan, Ailsa J. Russell, and Michelle C. St Clair. "What is the nature of peer interactions in children with language disorders? A qualitative study of parent and practitioner views." Autism & Developmental Language Impairments 6 (January 2021): 239694152110053. http://dx.doi.org/10.1177/23969415211005307.

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Background and aims Children with Language Disorders (LDs) can exhibit increased levels of social withdrawal, aggression and problems managing social conflicts. The reasons underlying this pattern of social interaction profiles remain unclear. This qualitative study aimed to document the nature of social interactions between children with LDs and their peers, and to evaluate explanations for their social behaviour, as understood by parents and practitioners. Methods This study focused on children with LDs who spend school hours with other children with LDs. Three parent focus groups (n = 8) an

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Hadley, Pamela A., and C. Melanie Schuele. "Facilitating Peer Interaction." American Journal of Speech-Language Pathology 7, no. 4 (November 1998): 25–36. http://dx.doi.org/10.1044/1058-0360.0704.25.

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Research over the past decade has provided the rationale to target the peer-related social-communicative competence of children with specific language impairment (SLI). Yet our clinical experiences suggest that verbal interaction skills with peers rarely are emphasized in speech/language intervention with these children. We argue that it is particularly important for speech-language pathologists to target socially relevant language objectives with children with SLI because these children eventually must live up to standard societal expectations in social, educational, and vocational settings.

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Christensen, Lois McFadyen. "Nurturing Young Social Studies Learners’ Notions of Democracy." Social Studies Research and Practice 5, no. 2 (July 1, 2010): 115–19. http://dx.doi.org/10.1108/ssrp-02-2010-b0012.

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Abstract (sommario):

When educators, families, and children come together in the classroom to share their diverse cultures, potential exists for learning concepts about democracy, citizenship, and social justice through an immersion experience of interacting together. By involving families and encouraging interaction among them, social studies teachers can organize opportunities to develop democratic learning environments. Such an environment can have a bearing on how children and their families experience a sense of community. Teachers who plan intentional interactions among families of diverse cultures where par

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Isnaeni aldina novita rahmah, Isnaeni aldina novita rahmah. "Hubungan Penggunaan Gawai dengan Hipperaktivitas dan Interaksi Sosial pada Anak Usia Sekolah di SD Negeri 2 kalibagor." Journal of Bionursing 2, no. 3 (November 30, 2020): 157–63. http://dx.doi.org/10.20884/1.bion.2020.2.3.68.

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ABSTRACT Background: The use of gadgets can have a significant negative impact on children. Ease of accessing various information and technology makes children lazy to move. In addition, spending too much time in front of the screen interferes with children's social interactions. Hyperactivity behavior of children often makes them have difficulty undergoing interpersonal relationships with parents, peers, and the surrounding environment. Objective: This research aimed to find out the correlation between the use of gadgets with hyperactivity and social interaction on school-age chil

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

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

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Barus, Dewi Tiansa, Citra Anggraini, and Friska Sembiring. "PENGARUH TERAPI BERMAIN LEGO TERHADAP INTERAKSI SOSIAL ANAK AUTIS DI SDLB 017700 KISARAN NAGA KECAMATAN KISARAN TIMUR KABUPATEN ASAHAN TAHUN 2019." Jurnal Penelitian Keperawatan Medik 2, no. 2 (April 30, 2020): 68–73. http://dx.doi.org/10.36656/jpkm.v2i2.226.

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Abstract (sommario):

Social interaction is a relationship relating to individuals with individuals, individuals with groups, and groups with groups in which there is cooperation and competition. Children with autism have language and communication difficulties as well as understanding their surroundings. Researchers have the aim to determine the effect of lego play therapy on the social interactions of children with autism. In this study, researchers used a pre-experimental research design in the form of one group pretest-posttest. The sample in this study were all students suffering from autism, as many as 13 stu

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Fazrin, Intan, and Intan Fuji Lestari. "THE DURATION OF GADGET USE WITH THE DEVELOPMENT OF SOCIAL INTERACTION IN CHILDREN AT SDN 1 CRAKEN." Jurnal SMART Keperawatan 11, no. 1 (June 25, 2024): 1–6. http://dx.doi.org/10.34310/1wjjj584.

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Abstract (sommario):

Gadgets can be found anywhere, both adults and children. Children have now become active consumers where many electronic products and gadgets make children their target market. Apart from children, parents also love gadgets so much that they are called gadget crazy. The purpose of this research is to analyze the relationship between the duration of gadget use and the development of social interaction in children at SDN 1 Craken. The design of this research is quantitative observational research with a cross-sectional approach with the research focus directed at analyzing the relationship betwe

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Suyanti, Suyanti, and Kurniyatul Faizah. "HUBUNGAN ANTARA PENERIMAAN DIRI DAN DUKUNGAN SOSIAL ORANG TUA ANAK AUTIS DENGAN INTERAKSI SOSIAL ANAK AUTIS." Edupedia 3, no. 2 (January 8, 2019): 1–8. http://dx.doi.org/10.35316/edupedia.v3i2.246.

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Abstract (sommario):

This study aims to determine how much influence social acceptance and support for parents of autistic children with social interaction of children with autism. The population is 30 parents of autistic children and the closestpeople who attend in PAUD Inklusi Anggrek MandiriSitubondo and the sample is the whole of the population of some 30 people. This study is correlational; the subject is determined by purposive sampling technique. Results of the study showed that the regression analysis coefficient on F = 17.839, p = 0.000 (p <0.05) so that there is a significant relationship between self

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Sari, Dewi Puspita, Ayu Novitrie, and Latifah Latifah. "Analisis Penatalaksanaan Interaksi Sosial pada Anak Autis dengan Menggunakan Metode Social Story di Klinik Shally Autis Center Palembang Tahun 2020." Jurnal Ilmiah Universitas Batanghari Jambi 21, no. 2 (July 4, 2021): 505. http://dx.doi.org/10.33087/jiubj.v21i2.1400.

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Abstract (sommario):

Autism is a condition caused by internal disorders. A development characterized by abnormalities in social interactions, communication and very rigid behavior and repetition of behavior, while social interactions are needed in the daily life of children with autism in order to live like everyone else. The purpose of this study was to determine the relationship between eye contact, understanding, emotions, and speech on the social interactions of children with autism. This research is an analytic survey with a Cross sectional design. The population in this study were all 60 patients diagnosed w

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Kahjoogh, Mina Ahmadi, Ebrahim Pishyareh, Fatemeh Fekar Gharamaleki, Ahmad Mohammadi, Abbas Soltani Someh, Sahar Jasemi, and Mahdieh Mahmoudzadeh Zali. "The Son-Rise Programme: an intervention to improve social interaction in children with autism spectrum disorder." International Journal of Therapy and Rehabilitation 27, no. 5 (May 2, 2020): 1–8. http://dx.doi.org/10.12968/ijtr.2018.0148.

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Abstract (sommario):

Background/aims Communication problems are a core feature of autism spectrum disorder. These problems usually lead to challenges in social interactions. The aim of this study was to assess the effectiveness of the Son-Rise Programme on improving social interaction and communication in children with autism spectrum disorder. Methods Thirty children with autism spectrum disorder (aged 4–6) were involved in this study. The children were assigned randomly to one two groups, either the 1-week intensive Son-Rise Programme or the control group. They were evaluated using the Gilliam Autism Rating Scal

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Stone, Valerie E. "Social Interaction and Social Development in Virtual Environments." Presence: Teleoperators and Virtual Environments 2, no. 2 (January 1993): 153–61. http://dx.doi.org/10.1162/pres.1993.2.2.153.

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Abstract (sommario):

Like most new technologies, virtual reality (VR) has been the subject of a great deal of idealization. This paper both debunks that idealization by discussing some problems that certain types of VR could cause and emphasizes how other types of VR could bring the technology closer to its ideal. Virtual reality is divided into four types: social (there are real other people to interact with), nonsocial (other interactants are simulations of people), creative (users can create elements in the virtual environment), and noncreative (users interact with a fixed environment created for them). Nonsoci

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