Children's Social Skills Research Articles

The Influence of the Relay Learning Method to Improve the Social and Emotional Abilities of Early Childhood in the Rehobot Ambon Christian Kindergarten

The research aims to determine the effect of the relay learning method to improve the social-emotional abilities of young children at the Rehobot Ambon Christian Kindergarten. With a population of 30 people and a sample of 14 people. This research uses a quantitative research approach with a quasi-experimental approach. With pre-experimental designs in the form of a one-group pretest and post-test design. Data collection techniques use observation techniques. Data analysis techniques use normality tests and t-tests. The results of the paired samples t-test had a significance value (2-tailed) of 0.000 < 0.05, indicating a significant difference between the pre-test and the post-test. This shows that there is a significant influence on the differences in treatment given. In accordance with the criteria, if the significant value is <0.05 it means that Ho is rejected and Ha is accepted. Educators need to apply the ball relay method to improve children's social and emotional skills. School principals motivate teachers to be more motivated in implementing various meaningful learning methods, as well as providing opportunities for teachers to develop themselves through various self-development activities. Keywords: method, relay learning, social-emotional, Christian Kindergarten

The Impact of Turkish Cypriot Folktales on Middle School Students' Social Skills

Folktales, as products of oral culture, play a significant role in supporting children's language development during their preschool and primary school years. They facilitate children's adaptation to social and cultural environments and contribute significantly to their cultural and educational lives. Additionally, folktales enhance children's social skills, including critical thinking, communication, problem-solving, planning, analysis, and coping with stress. This study aims to investigate how Turkish Cypriot folktales influence the social skills of middle school students. This research highlights the potential of folktales in enhancing children's social skills. A mixed-methods research design was employed to measure the impact of Turkish Cypriot folktales on middle school students' social skills. The study group consists of 56 students attending a private school in the Northern Cyprus. The quantitative data collection tool used was the "Matson Evaluation of Social Skills in Children (MESSY)" scale, and two open-ended interview questions created by the researchers were administered. According to the quantitative data, the intervention of teaching social skills with Cyprus Turkish folktales did not statistically make a difference on the experimental group students. However, the qualitative data revealed that according to the expressions of the participating students, Cyprus Turkish folktales have increased their awareness of social skills such as problem-solving, planning, analysis, and coping with stress.

The effectiveness of group play therapy using sand on social skills and behavioral problems of 5-9-year-old children in Tehran

This research was conducted with the aim of investigating the effectiveness of group play therapy using sand on children's social skills and behavioral problems. The statistical population included all children aged 5 to 9 years in Tehran in 1403, and among them 30 students were selected by available sampling according to the entry criteria and placed in two experimental and control groups. Then, at first, the subjects were measured by Babadi and Meshkani's life skills questionnaire (1389) and Shahim and Yousefi's children's behavioral problems questionnaire (1378) and after receiving group play therapy training using sand according to the protocol, the subjects again They completed the questionnaires. The research findings were analyzed by SPSS software using covariance analysis method and the results indicated the high effectiveness of group play therapy using sand on improving social skills and reducing children's behavioral problems

Digital motor intervention effects on motor performance of individuals with developmental disabilities: a systematic review.

Individuals (i.e. children/young adults) with developmental disabilities (DDs) and intellectual disabilities (IDs) often display a variety of physical and motor impairments. It is well known that participation in motor activities can positively impact the development of children's cognitive and social skills. Recently, virtual and digital technologies (e.g. video conferencing applications, virtual reality and video gaming) have been increasingly used to promote better physical/motor outcomes. The efficacy of digital technologies in improving motor outcomes for those with DD/ID varies depending on the technology and population, and the comparative effects of various technologies are unknown. The aim of our study is to conduct a systematic review to comprehensively examine the quantitative and qualitative results of current studies reporting the efficacy of digitally based motor interventions on motor outcomes in individuals with DD/ID. Literature published from 1900 to 2024 was searched in four health sciences databases: PubMed, PsycINFO, Scopus and CINAHL. Articles that examined the effects of gross motor/physical activity training using technologies such as exergaming (i.e. exercise through video gaming such as the Wii and Xbox Kinect), virtual reality or telehealth video conferencing applications (i.e. Zoom, Webex or mobile health apps) on the standardised or game-specific gross motor performance of individuals with DD/ID diagnoses that do not typically experience significant walking challenges using experimental or quasi-experimental study designs were included. Thirty relevant articles were retrieved from a search of the databases PubMed (914), PsycINFO (1201), Scopus (1910) and CINAHL (948). Our quantitative synthesis of this published literature suggests strong and consistent evidence of small-to-large improvements in motor skill performance following digital movement interventions. Our review supports the use of digital motor interventions to support motor skill performance in individuals with DD without ID. Digital technologies can provide a more engaging option for therapists to promote motor skill development in individuals with DD or for caregivers to use as an adjunct to skilled therapy.

Traditional Games as a Means of Cognitive Stimulation: An Analysis of Child Development: A Systematica Review

This study aims to analyze the impact of traditional games on children's cognitive development. In the midst of the rise of digital games, traditional games are often neglected even though they have great potential as an educational tool. Through a systematic review of various relevant studies, this study found that traditional games such as Sundanese Manda, Gobak Sodor, Congklak, and Dakon can provide significant cognitive stimuli for children. The game helps improve children's problem-solving, logic, and social comprehension skills. In addition, traditional games also play a role in strengthening social interaction and cultural values. Although many studies have focused on digital games, the results of this study highlight the importance of integrating traditional games in formal education to maximize children's cognitive development. Therefore, it is recommended that traditional games be recognized and applied more widely in the early childhood education curriculum.

Influence of the functional intervention on the development of essential social skills in children with life-limiting conditions

Life-limiting conditions often cause children to be overlooked as participants in everyday activities. For parents child development should lead to independence in daily living activity. For parents of children who are disabled, independence is a step to a better quality of a child’s life. The aim of the study was to examine the effectiveness of functional intervention of self-service activities in children with life-limiting conditions at the age of 3–6 years of life. 32 children aged 3–6 years (N = 32, girls and boys) were followed for two years. The Progress Assessment Chart of Personal and Social Development (PPAC) H.C Gunzburg according to Witkowski inventory was used to assess. After two years of functional intervention, statistically significant improvement in everyday activities was observed in examining group. The control group showed less progress than the study group, even though the children in the control group were older. Functional intervention allows for effective work with a patient with life-limited conditions. Better progress was observed in the younger group, subjected to therapy for the existence of developmental potential occurring in children with limitations in intellectual development.

Research on the Value and Path of Family Art Education-Take Vocal Music Education as an Example

By discussing the application of vocal music education in family art education, this paper reveals the value and diversified implementation path of family art education. Family art education not only helps to improve children's cognitive, emotional and social skills, but also promotes the improvement of parent-child relationship through art forms. On the basis of relevant research at home and abroad, taking vocal music education as an example, we analyze the unique role of family art education and propose a feasible implementation path. The research believes that family art education can cultivate children's artistic literacy, innovation ability, self-confidence and social skills, contribute to the enhancement of family cohesion, and also provide theoretical and practical guidance for the promotion of art education in the family environment.

Peer-Mediated Social Skills Interventions in Primary School Settings for Autistic Children in the Light of the ICF Bio-psycho-social Model. A Systematic Review.

This systematic review expands the current knowledge about Peer-Mediated Interventions (PMIs) for children with Autism Spectrum Disorder, focusing exclusively on primary school age (6-12years). The study has three aims: (1) describing the main features of the PMI programs; (2) discussing the PMIs efficacy on autistic children's social skills; (3) analyzing whether the PMIs were coherent with the bio-psycho-social model promoted by the International Classification of Functioning, Disability and Health (ICF) classification system, by referring to the person-environment interaction and to the concepts of body functions and structures, environmental factors, and activity and participation. The systematic review followed the PRISMA-P method. The literature search was conducted in August 2024 through PsycInfo, PsycArticles, Education Source, and PubMed databases. A total of 558 articles were generated; 1 study was later added. Twenty-four articles were finally included. Most of the studies used a multiple baseline design across subjects and proved to be effective. Yet, only 5 studies included a follow-up assessment, which showed contrasting results. PMIs partly fit the ICF bio-psycho-social vision, even if they were not designed for this purpose. Our analysis arises from the belief that systematically including the perspective of individual-environment interaction could better guarantee the intervention efficacy.

Mission FEEL! A novel emotion understanding intervention for preschoolers: A proof-of-concept study

Emotion understanding is an important competency that children begin to develop during the first years of life and serves as an essential building block for lifelong learning. Emotion understanding is linked to developmental outcomes including academic, cognitive, and social-emotional skills. Not surprisingly, efficacious interventions to promote children's social emotional skills have been developed. Scale-up of these interventions is challenging because they are time and resource intensive. Brief, fully automated interventions are promising alternatives to overcome implementation barriers. Mission FEEL! is a two-session, fully automated intervention grounded in cognitive-behavioral theory aimed at promoting emotion understanding among preschoolers. This proof-of-concept study examined the acceptability and feasibility of Mission FEEL!. We recruited 52 preschool children and their parents/guardians across Florida. Participants completed four virtual study visits: a baseline emotion understanding assessment, two intervention sessions, and a one-month follow-up emotion understanding assessment. We established a priori benchmarks to determine feasibility, acceptability, and clinical meaningfulness. The results indicated that Mission FEEL! is both feasible and acceptable. All outcomes, except two that were in the acceptable range, met the benchmarks for good or excellent. The clinical meaningfulness of the intervention was supported by parental perceptions of the program's influence on emotion-related parent-child interactions, perceived value of the program in children's daily lives, and observed difference in emotion understanding scores between baseline and follow-up. The ease of scale-up, low cost, and potential practical implications also contributed to the clinical meaningfulness. Findings from this proof-of-concept study suggest that Mission FEEL! merits advancing to the next phase of intervention development testing.

Relationships across the elementary years: Association with children's social-behavioral skills

Students' social-behavioral competencies are foundational to development. This longitudinal study identified associations between parent-teacher and student-teacher relationships, and children's social skills and problem behaviors at a single timepoint and over time. It involved 316 students and their parents and teachers across Grades 1 through 4. Several significant associations were uncovered, generally consistent with hypotheses. Parents' and teachers' reports of the parent-teacher relationship at one point in time were associated with their own ratings of students' social-behavioral outcomes. Across grades, parents' reports of the parent-teacher relationship were associated with their own ratings of students' outcomes. Teachers' reports of parent-teacher relationships were associated with children's overall social-behavioral outcomes as reported by parents and teachers. Teacher-rated student-teacher relationships at one timepoint were associated with their own ratings but not parents' ratings of student behaviors. Teacher-reported student-teacher relationships over time were associated with students' outcomes as rated by parents and teachers. Implications are discussed.

‘Rutting stags’ and ‘sly foxes’: Gender positioning boys and girls through social, emotional and behavioural work on the school playground

AbstractIn recent years, there has been an increased focus on the development of children's social, emotional and behavioural skills in schools, via a swathe of classroom‐based schemes and more general, relational and emotional approaches to pedagogy. With a now established but growing evidence base focusing upon the outcomes of such social, emotional and behavioural work for schools and children, calls have been made for research that makes a gender critical analysis of such work. This article is grounded in a conceptual framework that positions gender as socially constructed and performative and draws on qualitative data gathered in a series of focus group and individual interviews with primary school practitioners. The findings demonstrate how gender binary beliefs influence perceptions of the behaviours displayed by boys and girls in play‐based situations as well as the social, emotional and behavioural work carried out by staff in response. The implications of these findings, in terms of the positioning of, and responses to the social, emotional and behavioural difficulties presented by boys and girls on the schoolyard are discussed and suggestions for future practice are made.

The role of innovative musical education in the development of social skills in children and adolescents

This article aims to investigate the significance of innovative musical education in fostering social skills among children and adolescents. To achieve this objective, the authors devised teaching approaches centered on the development of social skills through vocal training, utilizing modern technologies such as Minute Voice WarmUp and Swiftscales. The curriculum was designed to facilitate the formation of articulatory approaches to vocal singing, the enhancement of technical skills in vocal performance, the cultivation of emotional expression in execution, and the establishment of dual-voice rendition. Findings revealed that emotional expression in singing (0.491) and articulation (0.483) played pivotal roles in developing social skills, along with dual-voice rendition (0.207), influencing the freedom and confidence in execution. Moreover, the study results demonstrated that among the acquired social skills in children and adolescents, presenting vocal capabilities effectively (1.96) stood out prominently, enabling individuals to express their opinions in the interpretation of melodies. Additionally, students developed voice control skills (1.83), closely associated with the precision of word pronunciation and the conveyance of inherent intonation. The practical significance of this work lies in the potential for shaping social skills through vocal singing, guided by the utilization of digital applications such as Minute Voice WarmUp and Swiftscales.

The effectiveness of applied behavior analysis program training on enhancing autistic children’s emotional-social skills

BackgroundThis study focuses on the potential of Applied Behavior Analysis (ABA) to improve emotional and social skills in children with autism spectrum disorder. ABA is a well-established therapeutic approach that uses behavior modification techniques to encourage positive behaviors and reduce challenging ones. Despite its widespread use, further research is needed to better understand its specific impact on emotional and social development in autistic children.ObjectiveThis research aims to investigate an effective method for improving and enhancing institutionalized children’s social, communicative, and daily life skills. The study also examines the impact of behavioral analysis on these children’s social and emotional skills.MethodThe research is categorized as applied in terms of objectives and quasi-experimental in data collection. It involves a control group, an experimental group, and a covariance analysis model. The research population consists of 100 volunteer boys aged 4 to 11 residing in institutional care in Wuhan during the year 2023. Among them, 60 individuals were selected and divided into control and experimental groups, each comprising 30 participants. Data for the study were collected using the kindergarten inventory of social/ emotional tendencies (KIST. The applied behavioral analysis program was implemented individually for the experimental group in eight one-hour sessions twice a week.FindingsData analysis was conducted using SPSS-24 software and a multivariate analysis of the covariance method. The results indicated that the behavioral analysis program significantly impacts institutionalized children’s social and communicative skills, improving their daily lives (p < .05).ConclusionThe findings of this study demonstrate that the applied behavior analysis program significantly improves the social, communicative, and daily life skills of institutionalized children with autism spectrum disorder. ABA interventions, delivered through structured sessions, effectively enhance emotional and social development, confirming its value as a therapeutic approach in institutional care settings.

Parents’ Perception of Social Skills in Children with Learning Disabilities in Abuja, Nigeria

Parents’ Perception of Social Skills in Children with Learning Disabilities in Abuja, Nigeria

SENSORY INTEGRATION AS AN INNOVATIVE METHOD OF WORKING WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

The method of sensory integration is very relevant in modern science and practice, especially in the context of child development and correctional pedagogy. More and more children have difficulties in processing sensory information, which affects their behaviour, learning and socialisation, and more and more studies confirm the effectiveness of this method in working with children with autism, attention deficit hyperactivity disorder (ADHD), cerebral palsy and other neurological disorders. Purpose. To analyse and systematise sensory integration as an innovative method of working with children with special educational needs. Materials and methods. To achieve the objectives of the study, the scientific literature was analysed and information was systematised using electronic databases such as PubMed, Google Scholar and others Research results. Sensory integration is the organisation of sensations that will be used in some way. Williamson and Anzalone have identified five interrelated components that help explain how sensory integration occurs: sensory registration, orientation, interpretation, organisation of the response, and execution (carrying out) of the response. Sensory registration occurs when a person first becomes aware of a sensory event. Sensory orientation helps to pay attention to new sensory information. A person can determine which sensory information requires attention and which can be ignored. The ability to interpret sensory information helps to choose what to respond to and what not to respond to. A person compares new sensory experiences with old ones. To organise a response, the human brain determines whether a response to a sensory stimulus is required and chooses a response option. Making a motor, cognitive or emotional response to a sensory message is the final stage of the sensory integration process. The following sensory systems are distinguished: tactile (sensation of temperature, humidity, texture of the environment and objects), vestibular (perception of body position in space, interpretation of the feeling of gravity, balance), proprioceptive (feeling of muscles, joints), visual (perception of visual information), auditory (perception of auditory information), olfactory (taste and smell). Disorders in sensory integration refer to difficulties in processing and organising sensory information received by the brain. These disorders can affect various aspects of a child's development, including motor, emotional, cognitive and social skills. The disorders are manifested in the form of hypersensitivity or hyposensitivity. Hypersensitivity (or sensory hypersensitivity) occurs when a person has an unusually high response to sensory stimuli. This means that even small or ordinary stimuli can cause discomfort or even pain. Hypersensitivity (or sensory insufficiency) means that a person needs stronger or more pronounced sensory stimuli to notice or react to them. These disorders can occur in any sensory system. Conclusions. Sensory integration is the ordering of sensations that will be used in some way. When sensory integration is impaired, hypersensitivity and hypersensitivity occur in a particular sensory system. Research in this area shows that sensory impairments can also be observed in children with general development, but in children with special educational needs it is more pronounced. The inclusion of sensory integration in the correctional process significantly improves the studied indicators and contributes to a more successful adaptation of the child and his or her integration into society.

The Role of KKN-University of Muhammadiyah Sidoarjo Students in Boro Village to Improve Education in Children Through Various Activities Such as Fun Games, Finger Painting, and Spiritual Learning

The Integrated Community Service Program (KKN-T) of Universitas Muhammadiyah Sidoarjo in Boro Village aims to improve the quality of children's education through various creative and educational approaches. This program involves several key activities, such as fun games, finger painting, and spiritual learning, designed to develop children's cognitive, motor, and spiritual aspects. The fun games are aimed at enhancing children's social and motor skills, finger painting focuses on fostering creativity and fine motor skills, while spiritual learning is intended to strengthen their religious understanding and moral values. The method used is a participatory approach, where students collaborate directly with the local community in the planning, implementation, and evaluation of the activities. The results of this program show increased participation and motivation of children in learning, both academically and non-academically

Reviewing the effect of creative arts therapy on the development of cognitive and social skills in children and adolescents with autism spectrum disorder

Creative art therapy has been utilized for many years as a treatment regimen for certain mental disorders. Overall, results of studies on creative art therapy show a positive trend, with general improvements in mental health and reduction of neurological symptoms in the majority of cases. The results regarding the effectiveness of creative art therapies in treating autism spectrum disorder are unclear and varied, due to the range of symptoms involved in autism spectrum disorder, the effect of age on therapy, and the variety of creative art therapies available for use. Of all the creative art therapies chosen to review, music was the most investigated. The studies performed on music therapy showed positive results, however, a large-scale randomized controlled trial refuted the positive benefits, leading to an inconclusive overall result on the effectiveness of music therapy. Research on the benefits of creative art therapies for children with autism spectrum disorder is inconclusive. Studies generally demonstrate a positive effect on many different types of creative art therapies. However, these studies have major limitations in generalizability due to small sample sizes and their descriptive nature. Future research should focus on developing randomized controlled trial protocols that can be used on a larger scale to generate more definitive results on the benefits, or lack thereof, of creative art therapies. Research should also be performed on the effect of adolescence on creative art therapies, and whether targeting it at younger children with autism spectrum disorder would be more or less beneficial than targeting it towards adolescents.

Early parenting styles and children’s social skills in China: a longitudinal exploration of mediating mechanism

ABSTRACT This study examines the development of children's social skills during the crucial transition from kindergarten to grade school. It explores the long-term connection between parenting styles and children's social skills. This study conducted a three-year longitudinal survey involving 121 children and their parents. The results show that early authoritative parenting styles were significant positive associated with children's social skills in second grade, and early authoritarian parenting styles were significant negative associated with children's social skills in second grade. Child-parent relationship closeness and receptive language skills mediate the association between early parenting styles and second-grade children's social skills. We propose that improving the closeness of the child-parent relationship and enhancing children's receptive language skills could effectively enhance children's social skills. This provides theoretical support for intervention programmes aimed at improving children's social skills.

Occupational performance patterns in children with paediatric acute-onset neuropsychiatric syndrome.

Paediatric acute-onset neuropsychiatric syndrome (PANS) is a neuroimmune condition characterised by episodic exacerbations and remissions. This study investigates the impact of PANS on children's occupational performance during these phases, using the Vineland Adaptive Behaviour Scale (VABS). Understanding these variations is crucial for developing tailored interventions and managing the condition effectively. A two-period bidirectional case-crossover design was employed to assess occupational performance in children with PANS at exacerbation (T-E) and remission (T-R) phases. Parents of children aged 4.6-13.1years with PANS were recruited globally, with data collected via online surveys and monthly updates. The VABS evaluated occupational performance, with analysis using linear mixed models and Least Squares Means (LSMeans) for accurate representation. Data from 27 participants showed significantly lower scores in the Adaptive Behaviour Composite and socialisation domain of the VABS at T-E compared with T-R, indicating a decline in occupational performance and social skills during exacerbations. During remission, participants demonstrated typical performance across all domains. The study highlights a marked decline in occupational performance and socialisation during PANS exacerbations, with improvements to typical levels during remission. These findings emphasise the need for targeted interventions to address occupational and social challenges in children with PANS during exacerbations, underscoring the episodic nature of the condition and the risk of misinterpreting behaviours if assessed during exacerbations. Multidisciplinary allied health support may benefit children with PANS. Although there was no direct consumer and community involvement, two researchers on our team have family members with PANS. Their personal experiences provided vital insights into the challenges faced by children with PANS, deeply influencing our study's design, focus, and interpretation, ensuring it reflects the realities of those affected. Our study looked at how PANS affects the things children do in their daily lives. We asked parents of children ages 4.6-13.1years old to complete surveys measuring this at two times: once during a symptom flare-up and once during a period of wellness. Our results showed that during symptom flare-ups, children's social skills and general ability to do daily tasks were much lower compared with periods of wellness. When children were well, their abilities were similar to those of typically developing children of the same age. This highlights the need for occupational therapy during flare-ups to help improve the lives of children with PANS.

Analyzing the influence of physical exercise interventions on social skills in children with autism spectrum disorder: insights from meta-analysis.

Children diagnosed with autism spectrum disorder (ASD) commonly encounter difficulties in social interactions and communication, significantly affecting their overall wellbeing. One proposed strategy to address these challenges is through physical exercise interventions. This study aims to conduct a meta-analysis to assess the impact of physical exercise interventions on the social skills of children with ASD. To perform this meta-analysis, we followed the Preferred Reporting Items of Systematic Reviews and Meta-Analyses (PRISMA) Statement and the practical guide for transparent reporting of systematic reviews. Eligible studies included randomized controlled trials or quasi-experimental studies investigating the effects of physical exercise interventions on social skills among children with ASD. We used the standardized mean difference (SMD) to measure effect size. Sixteen studies were included in the meta-analysis. The results indicated a significant improvement in social skills among children with ASD following physical exercise interventions (SMD = -0.54, 95% CI = [-0.63; -0.44]). The moderator analysis underscored the crucial role of age in explaining the intervention outcomes for enhancing social skills, with interventions lasting more than 12 weeks recommended for better social skills improvement. The findings of this meta-analysis provide robust evidence supporting the efficacy of physical exercise interventions in enhancing the social skills of children with ASD. The moderator analysis underscores the importance of considering both the mean age and duration of interventions when implementing such programs. These results underscore the significance of physical exercise as a viable option for improving social skills in this population.