Social interactions between students and parents in home-based digital-assisted studies

Early childhood education (ECE) institutions may be one place for young children to obtain a significant proportion of their daily physical activity (PA). Even though young children are generally considered to be very active, and recess time is considered an important environmental factor for promoting PA, evidence suggests that young children spend most recess time participating in sedentary activities. To our knowledge there have been no systematic evaluations of the PA levels and patterns during recess time in Spanish preschool children. Therefore, the aims of this study were threefold: (a) to analyse the PA patterns and sedentary behaviour during recess time in outdoor ECE environments through accelerometry and systematic observation in a sample of Spanish preschool children; (b) to validate the use of the Observational System for Recording Activity in Children – Preschool (OSRAC-P) to assess PA levels, using accelerometry as the reference method; and (c) to evaluate personal, psychosocial and environmental correlates of moderate to vigorous PA (MVPA) and sedentary behaviour in young children during recess. Our major findings were that: (a) young children engaged in very little MVPA during recess; (b) boys were significantly more active than girls; (c) younger preschoolers were more active than older preschoolers; (d) social interaction was a positive predictor of MVPA levels; and (e) direct observation through OSRAC-P is a reliable system to characterize PA patterns in young children. These findings indicate the need to increase MVPA in ECE institutions during break-times and have implications for the ECE community, especially for practitioners, preservice practitioners and health professionals.

Social motor coordination (SMC) pertains to the timing of contingent movements during social interactions and is of high relevance for successful social and musical interactions. Semi-automated, objective methods are increasingly being used to analyze SMC, though it is unclear if these methods are feasible in naturalistic settings with young children. The purpose of the current preliminary study was to explore SMC in adult-child dyads during semi-structured social interactions. Thirteen dyads (mean age of children = 36 months) participated in a predictable turn-taking task from a social communication assessment, and a semi-automated frame-difference approach was used to capture movement activity. Relative timing and activity approaches revealed that, while there is some evidence of co-occurring movement, the dyad predominantly exhibited patterns of responsive movement activity (e.g., turn taking or alternating movement) consistent with the activity's structure. Future work may extend these approaches to social musical interactions in order to examine movement coordination and prosocial behavior during joint music-making activities with young children.

The aim of this project was to make children's activities on digital devices visible, in order to be understood, which could then assist educators to extend these activities, thus potentially increasing children's learning. The purpose of the study was to explore the children's activities as they used a range of digital technologies. The research was framed by two research questions: a) 'what activities do children engage in around digital devices within an early childhood classroom?' and b) 'how do these activities relate to elements of Vygotsky's theorisation about young children's play?' By examining these questions the study, which will inform early childhood education practices through four implications in learning with and through technologies in early childhood settings. Historically, the research literature in early childhood technologies has focused on educators' use of technological devices with a focus on using desktop computers. Researchers exploring digital technology in early childhood education have called for further investigation into the role digital technology plays in the current context. This includes thinking beyond how educators use technologies in the classroom to the implications for children's play, learning and development; and what this might mean for pedagogy and curriculum. This study used a single site, case study approach where the researcher, who was also the educator, along with the children, documented the use of two iPadsREPLACE1, two digital cameras, a FlipREPLACE1 camera and a computer within the kindergarten classroom. Sociocultural theory framed the research, in particular Vygotsky's views on children's play, learning and development. Both qualitative and quantitative methods were used for analysing the data collected and the results were then discussed in detail.;The study resulted in four main findings which were: 1) digital devices are supportive cultural tools for fostering social interactions; 2) time is needed to explore the technology; 3) digital devices assist leading activity; and 4) children shift from recording artefacts to recording imaginative episodes. These findings formed the basis of four implications for educators which included: 1) educators need to provide children with the time and knowledge to appropriately use ICT and extend their learning; 2) educators need to plan, provide for and encourage social interactions between children using digital technologies; 3) educators need to develop children's skills as mentors for each other in their ICT use; and 4) educators need to consider and provide apps that encourage imaginative play. This investigation identified the necessity for further research around children's need for time to explore digital devices to assist them in moving from explorative to imaginative behaviours

Infant-toddler (10 months to 36 months) development of scientific concepts through everyday activities as part of family practices

For young children, literacy is multimodal. Visual images, oral language, gestures, numbers, and other signs are intermingled with printed words during language arts activities in preschool and kindergarten. All children, in particular children from multilingual/multicultural backgrounds, draw on the social, cultural, and emotional roles and structures they observe and experience daily in their homes and communities when presented with multiple modes of literacy in meaningful classroom contexts. This article employs social semiotics as a framework for presenting multimodal literacies used by young children to make and create meaning in their social and learning interactions. Following an overview of multimodal literacy related to children’s literacy learning, topics explored in this article include multimodal literacy activities that embed social interaction, classroom multimodal literacy events that reflect the sociocultural patterns children bring to the classroom, and approaches to implementing a culturally responsive pedagogy in order to make multimodal literacy meaningful to young learners. Classroom examples are provided throughout to illustrate scenarios with teachers who are knowledgeable about multimodal literacy experiences and social interaction, embrace a sociocultural perspective, and are committed to implementing culturally responsive pedagogy.

Sociolinguistic studies have shown that linguistic usage is closely related to social relationships and interactions between individuals. This has been established in adults and adolescents but developmental studies involving children are lacking. This paper studies whether and how peers influence the acquisition of social dialects in young children by using direct observations and quantitative analyses of spontaneous peer interactions and relationships at kindergarten. The longitudinal follow-up of one group of French-speaking children 4 to 5 years of age shows that the individual scores of sociolinguistic variables converge after one year of frequent contact. Moreover, we find that children who interact more frequently adopt similar usage of sociolinguistic variables, whereas other factors have no influence (teacher's speech, child's awareness of standard sociolinguistics norms, reported interpersonal attraction). These results provide the first evidence that social interactions within the peer group do have an influence on children's linguistic usage through daily interactions at an early age.

Come Play With Me

During the first years of life, it is possible to identify the processes through which children acquire an initial knowledge of the social world and learn to use cultural mediation in interaction with the world of things and with others. These are the years in which the processes of interaction with different partners develop and differentiate. Because all these processes are still in the early phases of development, it is possible to obtain a particularly clear view of some aspects of their interweaving that are of interest for the formulation of more general hypotheses on the developmental relations between social knowledge, cognitive processes, and social interaction. Peer interactions among young children during pretend play constitute a particularly interesting field of study, above all with respect to analysis of the emergence of relations among processes of social interaction, the acquisition of knowledge about the social world, and cognitive processes related to the ability to use socially mediated knowledge. The condition of parity among children and the early use of socially mediated knowledge are two specific components of early social pretend play. Children's activities take place around meanings that refer primarily to a social knowledge. The nature of their actions prompts children to engage in social interaction and, therefore, to communicate around and through meanings. The condition of parity among children helps to bring out more clearly some of the developmental relations just mentioned. This parity in affective and cognitive interests ensures that children are equally concerned with making the pretense explicit, sustaining it, and reflecting on it. It also ensures that children share the affective and

To evaluate children's physical activity (PA) levels, social play behavior, activity time, and social interactions during unstructured time. Systematic observation tool to record child's PA level, social group size, activity type, and social interaction during play. Northeast US residential summer camp, pseudonym Forest Hills Camp. Fifty-nine third-grade campers (27 males and 32 females). Observational data were obtained using the System for Observing Children's Activity and Relationships during Play (SOCARP). Data were analyzed using independent samples t tests (with Bonferroni adjustment) to assess statistical differences between boys and girls SOCARP categories. Both boys and girls spend over 50% of their time in moderate-to-vigorous physical activity (MVPA). Statistically significant differences between genders were observed: activity level-(a) girls sat more than boys, and (2) boys engaged in more vigorous activity; activity type-(1) boys engaged in more sport activity, girls engaged in more locomotion activity, and girls were more sedentary; and social interactions-(1) boys had more physical conflict, and (2) boys had more verbal conflict. Contrary to previous research suggesting that summer campers have increased sedentary behavior during unstructured time, our results indicate that third-grade campers engaged in MVPA over 50% of their unstructured time. This suggests that unstructured time in outdoor camp settings may provide valuable opportunities for adolescent children to choose PA.

This article examines some of the ways that young children seek and provide help through social interaction during use of the computer in the home. Although social interaction is considered an important aspect of young children's use of computers, there are still few studies that provide detailed analysis of how young children accomplish that social interaction. Conversation analysis of two young children's social interactions during help provides descriptions of the methods and resources used by them to mutually accomplish their activity. Discussion of specific ways of helping establishes how talk and interaction between children may contribute to computer use and acquisition of on-screen reading and writing practices.

Children's Development of Self-Regulation in Speech Production

1. Helen M. Thackray, MD* 2. Cynthia Tifft, MD, PhD† 1. 2. *Clinical Fellow, Medical Genetics Branch, National Human Genome Research Institute, Bethesda, MD. 3. 4. †Chair, Department of Medical Genetics, Children’s National Medical Center, Washington, DC. Objectives After completing this article, readers should be able to: 1. Describe the signs of fetal alcohol syndrome in the context of in utero exposure to alcohol. 2. Describe the relationship of facial characteristics and neuorobehavioral findings in fetal alcohol syndrome with age. 3. Compare and contrast the neurobehavioral aspects of children who have fetal alcohol syndrome with children who have other diagnoses and similar intelligence quotients. 4. Delineate the causes of fetal alcohol syndrome. Alcohol is the most common human teratogen, but its significant physical and neurobehavioral effects are completely preventable. Fetal alcohol syndrome (FAS) was described initially in case reports by Lemoine in 1968 and Jones and Smith in 1973. It is a pattern of physical, behavioral, and cognitive abnormalities seen in individuals exposed to alcohol in utero. The association between these findings and maternal use of alcohol during pregnancy has been well documented, with studies in both animals and humans suggesting teratogenicity from as little as one binge drinking episode in early pregnancy. The diagnostic criteria are not a result of fetal physical dependence or addiction or the presence of alcohol in the neonate at delivery; rather, they are teratogenic effects caused by in utero exposure to alcohol in the mother’s blood. In 1996, following a congressional mandate that the Institute of Medicine and National Academy of Sciences study FAS and related birth defects, these institutions published a review of the current understanding of FAS and revised the diagnostic criteria. Despite increased awareness of this preventable birth defect, new cases continue to occur in significant numbers and are routinely under-recognized by medical personnel. It is imperative that maternal alcohol use and its sequelae be considered and addressed in daily pediatric practice. The purpose of this article is to review the diagnosis, epidemiology, management, prognosis, and prevention of FAS. FAS represents a …

Early Signs

Background: To date, most research investigating the influence of parents on children's physical activity behavior has been conducted among school-aged children. As a result, we have a limited understanding of the mechanisms through which parents can influence their young children's physical activity behavior. The purpose of this study was to examine the influence of various hypothesized parental influence variables on children's physical activity behaviors. Methods: An on-line survey assessing various hypothesized parental influences and an estimate of the amount of time their child engaged in physical activity behavior was completed by 176 parents. Results: Parents who perceived physical activity to be important for their child, had confidence in providing support for their child's physical activity, had good physical activity experiences as a child, and had high perceptions of their child's physical ability were more likely to employ activity-facilitating parenting practices and behaviors that were associated with their preschool children's physical activity behaviors. Discussion and Translation to Health Education Practice: Parenting practices and behaviors (e.g., parental support for children's activity behaviors) may play an important role in preschool children's physical activity behaviors. Future prospective studies are needed to confirm the findings of the present study.

Curiosity is adaptive, enhances learning, and reduces uncertainty. Social curiosity is defined as the motivation to gain information about the actions, relationships, and psychology of others. Little is known about the developmental and evolutionary roots of social curiosity. Here, across three comparative studies, we investigate whether chimpanzees (n = 27) and young children (4–6 years old, n = 94) show particular interest in social interactions among third parties. Chimpanzees and children preferred to watch videos of social interactions compared with videos of a single conspecific (Experiment 1) and young children and male chimpanzees even paid a material cost to gain social information (Experiment 2). Finally, our results show that boys become more curious about negative social interactions whereas girls become more curious about positive social interactions as they develop, while chimpanzees demonstrated no preference for negative versus positive social interactions (Experiment 3). Taken together, these findings suggest that social curiosity emerges early in human ontogeny and is shared with one of our two closest living relatives, the chimpanzees.