Kindergarten Activities Research Articles

DIGITALNI MEDIJI I DIDAKTIČKE INOVACIJE U RADU VASPITAČA

Osnovni cilj istraživanja bio je utvrditi da li vaspitači koriste digitalne medije u pripremi i realizaciji aktivnosti i u informisanju o didaktičkim inovacijama u radu sa decom predškolskog uzrasta. Korišćenje digitalnih medija je operaciono definisano preko upotrebe interneta, društvenih mreža, gledanja TV programa, korišćenja mobilnih telefona i kompjutera. Osnovni metod je neeksperimentalan - anketno istraživanje na uzorku. Ukupan uzorak je činilo 112 vaspitača. Uzorak je nameran i prigodan, što odgovara eksplorativnoj prirodi ovog istraživanja. Dobijeni rezultati istraživanja pokazuju da vaspitači koriste pojedine digitalne medije u pripremi, realizaciji i informisanju o didaktičkim inovacijama, što ukazuje na neophodnost razvijanja njihovih kompetencija u oblasti upotrebe digitalnih medija u vaspitno-obrazovnom radu kao i u cilju integrisanja novih informacionih tehnologija u predškolsko obrazovanje.

Multimodal Literacy and Social Interaction: Young Children’s Literacy Learning

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.

年長後期から小学校1年スタート期にかけての「造形活動に向かう態度」の変化に関する事例的縦断研究

年長後期から小学校1年スタート期にかけての「造形活動に向かう態度」の変化に関する事例的縦断研究

Exploring characteristics of an early childhood teacher’s pedagogical content knowledge for musical activities in kindergarten.

Exploring characteristics of an early childhood teacher’s pedagogical content knowledge for musical activities in kindergarten.

Early childhood teachers’ perceptions of storytelling activities storied by storytellers: focusing on their interests and the performances of the activities

본 연구의 목적은 이야기선생님이 들려주는 이야기에 대한 유아교사의 관심도를 살펴보고, 이야기선생님이 들려주는 이야기 프로그램을 운영하고 있는 기관에서의 운영 실태를 조사하는 것이다. 이야기선생님이란 유아교육기관에 방문하여 유아들에게 옛 이야기를 들려주는 외부전문가를 의미한다. 본 연구는 충청남도 내의 유치원 및 어린이집에 근무하는 유아교육기관을 대상으로 단순임의표집을 통해 312명의 유아교사를 표집하여 연구를 실시하였고 성실하게 응답한 246명의 설문지를 사용하였다. 이야기선생님이 들려주는 이야기에 대한 교사들의 관심도를 ‘관심도 측정 설문지’를 사용하였다. 이야기선생님이 들려주는 이야기 운영 실태에 대한 설문지는 정현숙(1995), 조일영(1998), 박혜경(2001)의 연구에서 유아교사를 대상으로 동화지도 실태를 묻기 위해 제작하고 사용된 설문지를 기초로 본 연구의 목적에 맞게 수정, 보완하여 사용하였다. 본 연구 결과는 이야기선생님이 들려주는 이야기에 대한 유아교사의 관심도가 결과적 관심, 무관심, 협력적 관심, 정보적 관심, 대안적 관심, 개인적 관심, 운영적 관심의 순서로 나타났다. 이야기선생님이 들려주는 이야기프로그램의 운영 실태에 대해 알아본 결과, 이야기선생님이 들려주는 이야기의 가장 우선적 목적으로 유아교사들은 인성교육이라고 생각하고 있는 반면 언어교육이라고 생각하는 경우는 가장 낮은 것으로 나타났고 이야기선생님이 들려주는 이야기의 종류를 살펴보면 우리나라 전래동화와 창작동화가 가장 높은 비중을 차지했고 외국의 전래동화와 창작동화가 비교적 낮은 비중을 차지했다. 본 연구에서 나타난 결과에 근거할 때, 이야기선생님이 들려주는 이야기는 교육현장에서 교사가 들려주는 이야기와 더불어 영유아들에게 긍정적 의미를 제공할 수 있음을 알 수 있었다. 이는 앞으로 이야기선생님이 들려주는 이야기 사업의 활성화를 모색하는데 중요한 기초자료를 제공할 것이다.The purpose of this study is to examine early childhood teachers’ interests in storytelling activities storied by storytellers and the performances of the activities in Kindergartens. A storyteller in this study refers to an expert who visits a preschool and tells old stories to children. With a simple random sampling, a total of 312 early childhood teachers working in Kindergartens and day care centers in Chungcheongnam-do Province had participated in a survey and 246 questionnaires were used for analysis. Using ‘Interest measurement questionnaire’, teachers interests in stories told by a storyteller was measured. The questionnaire about the performances of the activities in Kindergartens(Chung, 1995, Joe, 1998, and Park, 2001) was revised and used for the purpose of this study. The results of this study showed that early childhood teachers were interested in the storytelling activities storied by storytellers in order of effective interests, indifference, cooperative interests, informative interests, alternative interests, personal interests, and managerial interests. The results of performances of the activities in Kindergartens presented that early childhood teachers seemed to think that the first priority of storytelling was to achieve children’s personal development whereas language learning was not the activities’ main purpose. Furthermore, the most widely-read stories that the storytellers read to children were Korean traditional fairy tales and creative fairy tales while stories related to foreign countries were relatively low. It is discussed how storytelling activities storied by storytellers can give positive and encouraging messages for children’s development and how teachers can utilize the storytelling programs in Kindergartens.

MENINGKATKAN KEMAHIRAN MOTORIK KASAR ANAK PRA SEKOLAH DI RA BAITUSSALAM CIMAHI MELALUI BERMAIN ANGKLUNG

Abstract Learning activities in kindergartens was implemented through play activities. In carrying out the principle of learning in kindergarten there is a lot of learning strategies that can be use, one of them with "playing music". Play music including art activity for children kindergarten. When performing musical activities children can play several musical instruments as appropriate for kindergarten one IE tool music angklung. By playing the music will help the child express his feelings and creativity. For that team of researchers tried to find out the extent to which the strategy of playing the angklung can improve motor ability of abusive children. As for this research aims at: 1) to find out the capabilities of early motor rough early childhood. 2) know the planning play angklung. 3) know the process execution play angklung. 4) to find out the results of implementation of playing the angklung.The method used is the class action Research (PTK). This research was conducted in one of the kindergartens that are located in the village Setiamanah in the city of Cimahi. The research results obtained data about 1) process of learning by playing angklung can improve motor rough early childhood. 2) Impact strategy play angklung against rough motor ability of children. 3) factors that support and hinder the ability of motor rough early childhood with play angklung. The recommendations of this study are: 1) for the school, the need for the provision of the infrastructure used to support the motor ability of the rough early childhood. 2) For Educators to know the use of musical instruments in developing motor abilities angklung rough early childhood. 3) For instances of the Builder, as a reference about the strategy of playing the angklung motor ability in developing a rough early childhood. From the results of the study in this class Action was concluded that by playing angklung is a strategy that can be used to enhance the ability of a rough early childhood motor.

The Teacher’s Perception on Learning Media Based on Local Resources in Kindergarten in Pontianak City

<p>The learning media has an important role in a learning activity, especially for early childhood education. Media in learning functions to facilitate the student in a learning activity. Through the media, it will be easier for children to comprehend the material as well as making learning activity becomes more fun. Besides, the using of media in learning will stimulate all the children's development aspect. The Pontianak city itself has many local resources that can be used as learning media in kindergarten. The using of local resources as a learning media, in addition to low cost has many benefits, i.e. introducing the various local resources around the children. By getting to know about those resources, it is hoped that the children will be proud and love their city more. But, the phenomenon in kindergarten is teachers prefer the factory-made learning media even though many more benefits for both teachers and children for using the media from their local resources. Thus, the study aims to find out about the teacher's perception toward learning media that based on local resources in kindergarten in Pontianak city. This is a quantitative descriptive study in a survey form. The sampling method used was purposive sampling. The data was obtained using a questionnaire and interview. Data were then analyzed using quantitative descriptive percentage analysis. The study finding shows that 75% of kindergarten teachers in Pontianak city agreed that the using of learning media that based on local resources, it is important for early childhood development; total 36% teachers agreed on the benefits that the students get in using the learning media that based on local resources, while 45% of teachers did not really agree with using that media in learning activities in kindergarten.</p>

PENGARUH KEGIATAN BERKEBUN HIDROPONIK DAN KETERLIBATAN ORANGTUA TERHADAP KECERDASAN NATURALISTIK ANAK

The aims of this study is to obtain information about this study in general aimed at obtaining information about the influence of hydroponic gardening activities and parental involvement in the naturalistic intelligence of children in Group B Kindergarten in Menteng Subdistrict, Central Jakarta. This study used the ex post facto survey method. Sample in this study using Multistage Stratified Proportional Random Sampling with 60 responden. The technique of collecting data using questionnaires, while the data analysis technique used a two-way anava and a follow-up test with the Tukey test with a significance level of 0.05.
 The results of this study are: (1) Hydroponic gardening activities in kindergarten have an influence on children's naturalistic intelligence significantly through the Tukey test at the significance level (α = 0.05) obtained a value of Qcount = 7.261 ≥ Qtable (0.05) = 2.89. (2) Parental involvement (high and low) affects children's naturalistic intelligence with Qcount = 7.261 ≥ Qtable (0.05) = 2.89. (3) Hydroponic gardening activities and parental involvement have interactions with Qtable = 7.449 Qtable (0.05) = 3.01. (4) Hydroponic gardening activities and the involvement of high parents have a better influence on children's naturalistic intelligence with Qcount = 4.919 ≥ Qtable (0.05) = 3.01. (5) Kindergartens that do not have hydroponic gardening activities and low parental involvement has an influence on children's naturalistic intelligence with Q count = 4.076 ≥ Qtable (0.05) = 3.01. Urban farming activities such as hydroponic gardening need to beintroduced to kindergaten teachers to get around the limited land in schools. Hydroponic gardening activities can be designed so parents can be involved in learning with children and teachers with a pleasant atmosphere.

Enhancing Motor Competence and Physical Activity in Kindergarten.

This study aimed at evaluating the effect of the "Walk," an 8-month physical activity (PA) program led by classroom and physical education teachers, on the motor competence (MC) and PA of 5- to 6-year-old children. A total of 143 children (mean age = 61.51 [1.85]mo) participated in the study and were randomly assigned to the experimental and control groups. Children's MC was assessed by the Körperkoordination Test für Kinder (KTK), and PA was objectively measured by Omron HJ-720IT-E2 pedometers. Measurements were performed at baseline, midintervention, and postintervention. A 1-sample t test computed at baseline step counts revealed that children presented significantly lower PA than recommended for their age (P < .001). To examine the effect of the intervention on children's MC and PA, several repeated-measures analyses of variance were utilized on (1)KTK item scores and (2)pedometer data. The results revealed that the Walk project led to practically significant changes in the experimental group compared with the control group in both MC (P < .001, η2 > .14 for all KTK items) and PA (P < .001, η2 = .23). This study highlights the efficacy of a PA project, involving both classroom and physical education teachers, for the enhancement of children's MC and PA.

Problems and Solutions in Implementing Science Education in Rural Kindergartens at Present

Compared with the city, the implementation of science education activities in rural kindergartens has some problems such as the lag of science education concept, the shortage of full-time teachers, unreasonable education contents, single teaching methods and organizational forms, and unreasonable evaluation. This paper puts forward some strategies to solve these problems: changing ideas, renewing the concept of scientific education in kindergartens, matching full-time teachers, establishing an effective training mechanism for rural preschool teachers, building a diversified training model for preschool teachers, making full use of rural resources, and establishing a correct evaluation concept.

The Effect of Animal Care Activities in Kindergarten and the Role of Veterinary Nurse

The Effect of Animal Care Activities in Kindergarten and the Role of Veterinary Nurse

Identification and Job Hazard Analysis in Playing Facilities at Klojen Kindergarten, Indonesia

Learning activities in Kindergarten are conducted by learning while playing. Kindergarten of Klojen is one of the Kindergarten that provides playing facilities that are very diverse for their students. The types of games in Kindergarten include 1-seat swing, (playground)/slide board, climbing iron, half-circle climbing game. All of these playing facilities still have potential hazards for children. The purpose of this study was to analyze the potential hazards at playing facilities in Kindergarten and find the cause, and propose improvements to safer children's playing facilities. This observational descriptive study aims to determine the level of safety risk in playing activities related to the use of game equipment in outdoor playing areas. This study identifies hazards and risks at each stage of play activity using the Job Hazard Analysis method and analyzes the value of probability, exposure, and consequences at each of these stages. The results of this study state that the level of risk at each stage of playing activities in the outdoor play area includes very high levels, priority 1, substantial, priority 3, and acceptable. The proposed improvements made on the 1-seat swing include adding backrests and armrests, the height of the seat board adjusted to the children, the shade roof. Sliding boards include repairing stairs, adding sandboxes, raising the side of the sled.

Implementation of children kinesthetic intelligence development activities in kindergarten

The purpose of this study was to plan, implement, and evaluate the activities carried out by the teacher in developing the kinesthetic intelligence of children in the first kindergarten of the Padang governor’s office. The method used in this study is descriptive with a qualitative approach. Data collection techniques in this study were carried out through observation, interviews, and dokumentation. The data analysis techniques of data in this study using triangulation techniques.The results of this study indicate that the implementation of the kinesthetic intelligence development activities of children in the first kindergarten of the Padang governor’s office has been maximazed. First, seen from the semester program made by the teacher, the weekly learning implementation plan (RPPM), the plan of implementing daily learning (RPPH). Second, the implementation of the methods used varies, including direct practice methods, demonstration method, and methods of assigning assignments. Third, evaluations used are observation, performance and anecdotal records. It can be concluded that the planning, implementation, and evaluation of teachers can develop children’s kinesthetic intelligence and the achievements obtained include the runner up of the plate dance competition in the city of Padang, Batok dance, movements and songs etc.

Practical Research on Kindergarten Teaching With Paper-cut Picture Books

Paper-cutting is as an excellent Chinese folk art with a long history and strong practicability. The application of paper-cutting to kindergarten picture book activities is conductive to the inheritance and development of folk culture. In addition, integrating activities with paper-cut picture books into kindergarten curriculum is good for achieving “cultural transmission” through education and promoting the development of young children. This paper explores the essentials of using paper-cut picture books in Grade-1, Grade-2 and Grade-3 Kindergarten activities.

دراسة تقويمية للأنشطة الحرکية بمرحلة رياض الأطفال في ضوء التنمية المستدامة رؤية مصر 2030 An Evaluation Study of Kinesthetic Activities at Kindergarten Stage In light of the Sustainable Development Strategy: Egypt Vision 2030

يهدف البحث إلى تحديد نواحى القوة والضعف فى الأنشطة الحرکية بمرحلة رياض الأطفال في ضوء التنمية المستدامة رؤية مصر 2030، وهذا يتطلب:تحديد معايير الأنشطة الحرکية بمرحلة رياض الأطفال في ضوء أبعاد التنمية المستدامة رؤية مصر 2030، التعرف على واقع الأنشطة الحرکية بدليل معلم التربية الرياضية مرحلة رياض الأطفال في ضوء المعايير المقترحة ، التعرف على مدى تحقيق الأنشطة الحرکية للمعايير المقترحة في ضوء أبعاد التنمية المستدامة رؤية مصر 2030 وفقا لآراء معلمات رياض الأطفال، وقد استخدمت الباحثة المنهج الوصفى باستخدام المسح والتحليل کأحد أنماطة وتم تطبيق البحث على عينة متم اختيارهم بالطريقة العشوائية من مدرسات مرحلة رياض الأطفال بمحافظتى الغربية وکفرالشيخ في العام الدراسى 2018/ 2019 م، والبالغ عددهن (246) معلمة ، وتمثلت أدوات جمع البيانات في تحليل الوثائق المتملة في دليل معلم التربية الرياضية مرحلة رياض الأطفال ، واستمارة استطلاع رأى معلمات رياض الأطفال ، وقد اسفرت أهم النتائج على : تحديد قائمة بمعايير تقويم الأنشطة الحرکية في ضوء ابعاد التنمية المستدامة ، اشتملت نواتج التعلم بدرجة ضعيفة على المعارف، وبدرجة متوسطة على المهارات والاتجاهات والقيم المرتبطة بأبعاد التنمية المستدامة ، هناک تنوع في الأنشطة الحرکية واستراتيجيات التعليم والتعلم ، بينما هناک قصور في أدوات وأساليب التقويم الملائمة لجوانب التعلم فى الأنشطة الحرکية ،قصور في توافر الإمکانات المادية والبشرية اللازمة لتنفيذ الأنشطة الحرکية . This research aims to identify the strengths and weaknesses of kinesthetic activities in the kindergarten stage in light of the Sustainable Development Strategy: Egypt Vision 2030. This requires: first, establishing the criteria of kinesthetic activities in kindergarten in light of the dimensions of Sustainable Development Strategy: Egypt Vision 2030; secondly, identifying the reality of kindergarten kinesthetic activities in light of the proposed criteria; thirdly, identifying how far the kinesthetic activities have achieved the proposed criteria in light of the dimensions of Sustainable Development Strategy: Egypt 2030 according to the opinions of kindergarten teachers. The researcher has used the descriptive method and applied the research to a random sample of 246 kindergarten teachers in El-Gharbia and Kafr el-Sheikh Governorates in the academic year 2018-2019.The data collection tools included analysis of documents such as the manual of kindergarten physical education teachers and survey of opinion by kindergarten teachers. The most important results were: first, identifying a list of criteria for evaluating kinesthetic activities in light of the dimensions of sustainable development; secondly, the intended learning outcomes (ILOs) have poorly incorporated knowledge while moderately incorporated skills, attitudes, and values associated with the dimensions of sustainable development; and finally, there was a diversity of kinesthetic activities as well as learning and teaching strategies, while there was a lack of tools and methods appropriate to the evaluation of learning aspects of kinesthetic activities and a lack of material and human resources necessary for the implementation of kinesthetic activities

그림 그리기 활동 지도과정에서 경험하는 유아교사의 어려움 및 제안

This study examined the practices of drawing activities in kindergartens and childcare centers, and early childhood teachers" difficulties with as well as suggestions for improving drawing activities. Individual interviews were conducted with 10 early childhood teachers. This study found that art activities in kindergartens and childcare centers were conducted in the form of large-group activities, free-choice activities, and child-initiated individual drawing activities. The teachers experienced difficulties in guiding children"s drawing activities due to low interest in art and lack of knowledge about teaching methods. Parents" expectations for high quality artwork aggravated their difficulties. The teachers also expressed concerns related to the use of drawing sheets which may hinder children"s creative development. The teachers expected in-service teacher training to enhance their efficacy in guiding children"s drawing activities. They also expressed the need for diverse art education programs that could be used to promote children"s visual expression of their experiences, feelings, and thoughts through art activities.

The Physical Activity and Sedentary Behaviour Patterns of Children in Kindergarten and Grade 2.

Accompanying the transition from early to middle childhood are substantial changes in children’s educational and recreational circumstances. These changes may affect physical activity levels. This study examined levels of physical activity and sedentary behaviours in kindergarten (age range 5–6 years) and grade 2 (age range 7–8 years). Participants were 96 kindergarten children recruited in the 2010–2011 and 2011–2012 school years and 94 grade 2 children recruited in the 2012–2013 and 2013–2014 school years. A sub-cohort of children was tracked longitudinally from kindergarten to grade 2. Accelerometers were used to measure physical activity and sedentary behaviour. Independent t-tests revealed that children in grade 2 spent significantly less time engaged in physical activity compared to those in kindergarten (292 min/day compared with 354 min/day) and more in sedentary behaviours (443 min/day compared with 368 min/day). For the longitudinal sample, the pattern was similar. Repeated measures ANOVA revealed a significant decrease in physical activity levels (364 min/day to 292 min/day) and a significant increase in sedentary behaviour (368 min/day to 435 min/day) over time. There is a critical need to invest in strategies to maintain higher levels of physical activity across the primary years and reduce sedentary time, since these behaviours affect health outcomes.

Extracurricular Education Diversity in Czech Nursery Schools

Abstract This empirical study contributes towards a better understanding of the educational reality in kindergartens. It explores the after-school activities and interests of Czech nursery schools (NS) children. The topic focuses on the disharmony and subsequent fine-tuning of interests of both the family and the kindergarten, set against the background of parents’ requirements and the kindergarten’s reaction to them. The goal is to shed light on how kindergartens reflect parents’ requirements pertaining to their children’s extracurricular activities, the kindergarten’s perception and interpretation of this situation, and what sort of approach is used for implementation. The research and survey method used is content analysis. Fifteen kindergarten teacher thematic reports, 3,000-5,000 words each, and forty inspection reports, the results of Czech kindergarten inspections, were analyzed. The analytical techniques of Grounded Theory - open and axial coding - were used in the processing of the source materials. The results of the analysis set in a paradigm model depict the state of administration and relationships between variables, which determine after-school activities in kindergartens. It was demonstrated that kindergartens select various approaches when negotiating a solution to extracurricular activities. The educational reality then includes kindergartens that do organize after-school activities as well as those that do not. Kindergartens which do offer after-school activities, however, differ in the degree of acceptance of such programs in terms of need for child development and how they perceive the benefits of such an above-standard approach towards their customers.

An outbreak of Coxsackievirus A6\u2013associated hand, foot, and mouth disease in a kindergarten in Beijing in 2015

BackgroundCoxsackievirus A6 (CVA6) is one of the major agents to cause hand, foot and mouth disease (HFMD) outbreaks globally. The objective of this study is to investigate the epidemiologic and clinical manifestations of CVA6 outbreak, and thus guide the diagnosis and treatment of the disease, as well as disease prevention.MethodsAn HFMD outbreak in a kindergarten was reported to Shijingshan District Center for Disease Control and Prevention (SCDC) on November 2, 2015 in Beijing, China. Epidemiological investigation was conducted. We performed a nine-week follow-up study to collect and analyze the clinical manifestations of HFMD cases.ResultsThe outbreak yield 56 (15.7%) clinical diagnosed HFMD cases out of 357 registered children in the kindergarten with the mean age of 3.5 years old. This outbreak lasted for three days and ceased after initiating infectious disease controlling procedures, including periodical suspension of the kindergarten activities, environmental disinfection, and family health education. Fifty-one cases were followed for nine weeks. The positive rate of clinical manifestations of rash, fever, desquamation, pigmentation and onychomadesis were 100.0%, 84.3%, 68.6%, 17.6% and 43.1%, respectively. Children developed desquamation within the first 4 weeks after disease onset and developed onychomadesis between the 3th and 8th week after disease onset. Children with desquamation had 9.3 (95%CI: 1.836–47.437) times higher odds of developing onychomadesis compared to those without this manifestation. Ten out of 14 collected samples were CVA6 positive, and five positive samples shared a high degree of similarity in the VP1 nucleotide and amino acid sequences (99.9–100.0% and 100%).ConclusionThis HFMD outbreak was caused by CVA6, featured with delayed symptoms. Emerging CVA6-associated HFMD and its delayed symptoms should be paid more attention to reduce outbreaks and provide more information to doctors and parents.

Giok the Alien: An AR-Based Integrated System for the Empowerment of Problem-Solving, Pragmatic, and Social Skills in Pre-School Children.

The use of technology for educational purposes is a consolidated reality, and many new tools are constantly being devised and offered for use with both normally developing children and children with special needs. Nonetheless, a detailed analysis of the processes being stimulated and of the goals being pursued is often lacking or absent. In this work we describe the design, development and preliminary testing of an integrated system which combines the use of smart devices, a physical cube, augmented reality (AR) technology, a smart TV, and a software application especially designed to stimulate cognitive and social functions in pre-school children. The system was tested with three groups of children (25 children in total) during kindergarten activities. The results show that the system is easy to understand, elicits high levels of participation and social interaction, favors strategic behaviors, and can be used by the children with limited need of instruction and support by the adult. The implications for empowerment in typically developing children and the possibilities for use with children who have specific impairments in social communication are discussed.