Child Interaction Research Articles

Communication in Pediatric Healthcare: A State-of-the-Art Literature Review of Conversation-Analytic Research

ABSTRACT Communication is central to pediatric care. Conversation analytic (CA) studies of recorded naturally occurring pediatric interactions contribute distinctive understandings; however, to date there has been no detailed review of CA’s unique contributions. We searched Medline, PsychINFO, Sciencedirect, Google Scholar, and the EM/CA Wiki database, identifying 74 empirical articles across diverse areas of pediatrics. Our state-of-the-art review highlights CA of clinician and caregiver conversations about a child patient, in addition to those involving the child. The findings have the potential to enhance clinical practice by illuminating how healthcare tasks are practically accomplished and enrich our knowledge of children’s participation in consultations by revealing the mechanisms that constrain and enable their involvement. We call for better synthesis of findings with broader CA literature (e.g., nonclinical child interactions, adult triadic clinical encounters, and fundamental knowledge of social interaction). We appeal for increased support for scholarly work in non-Western settings, and emphasize scope for applied initiatives. The data reported are in multiple languages.

Comparison of the Effectiveness of Schema-Based Parenting and Mindful Parenting on Sleep Problems, Aggression, and Improvement of Social Interactions in Children with Mild Autism Spectrum Disorder

Objective: The aim of the present study is to compare the effectiveness of schema-based parenting and mindful parenting on sleep problems, aggression, and improvement of social interactions in children with mild autism spectrum disorder. Methods and Materials: The present study is applied in terms of its aim and quasi-experimental in terms of method, using a pretest-posttest design with a control group and a one-month follow-up period. The statistical population includes all children aged 7-12 years with mild autism spectrum disorder who were studying and receiving education in one autism center under the supervision of the Ministry of Education (Tabassum) and five autism centers under the supervision of the Welfare Organization (Ava, Armaghan Noor, Kavosh, Navid-e-Zendegi, and Takapo) in Mashhad. The groupings were conducted through random assignment. Out of these, 40 children (20 boys and 20 girls) and 40 mothers were selected as the research sample using purposive sampling. They were then randomly assigned to three groups: two experimental groups (each with 13 members) and one control group (with 14 members). Data collection was conducted using the Autism Social Skills Profile by Belini and Hopf (2007), the CARS questionnaire by Schopler (1988), the Aggression Questionnaire, and the Children's Sleep Habits Questionnaire by Owens, Spirito, and colleagues (2000). After collecting the questionnaires, the data were analyzed using SPSS-20 software. Findings: The results indicated differences in the effectiveness of schema-based parenting and mindful parenting on aggression in children with mild autism spectrum disorder. Additionally, there were differences in the effectiveness of schema-based parenting and mindful parenting on the improvement of social interactions in children with mild autism spectrum disorder. Furthermore, differences were observed in the effectiveness of schema-based parenting and mindful parenting on sleep problems in children with mild autism spectrum disorder. Conclusion: The study demonstrated that both schema-based and mindful parenting interventions significantly reduce aggression and sleep problems while enhancing social interactions in children with mild autism spectrum disorder. These findings suggest the effectiveness of incorporating these approaches in parenting programs to improve behavioral and emotional outcomes in children.

Vitamin D3 Supplementation and Aquatic Exercise Combination as a Safe- Efficient Therapeutic Strategy to Ameliorate Interleukin-6 and 10, and Social Interaction in Children with Autism.

Increasing evidence demonstrated that there are altered levels of both pro-and anti-inflammatory cytokines in autism spectrum disorder (ASD) and pointed out that immune dysfunction may also relate to social deficits. This study aimed to investigate the effect of aquatic exercise combined with vitamin D supplementation on social interaction and two related cytokines (Interleukin-6 and Interleukin-10) in children with ASD. Forty boys with ASD (mean age: 10.90; age range: 6-14 years) were randomly assigned to the three interventions (groups 1, 2, and 3) and one control group (each 10 participants). Participants in the group 1 and 3 received a 10-week aquatic exercise program. Subjects in groups 2 and 3 took orally 50,000 IU of vitamin D3/week. This study evaluated the serum levels of IL-6 and IL-10, as well as the participants' social interaction at baseline and post-intervention. Compared to the control group, all three interventions improved social skills scores (p< 0.001). Surprisingly, the combination strategy could significantly reduce IL-6 and increase IL-10 serum levels in children with ASD. Aqua-based exercise programs combined with vitamin D supplementation are recommended to benefit children with ASD and improve social and communication dysfunction.

Plyometric Training to Enhance Agility, Speed, and Social Interaction in Children Aged 10-12 with Mild Intellectual Disability: Findings from a Special Olympics Based Study

Plyometric Training to Enhance Agility, Speed, and Social Interaction in Children Aged 10-12 with Mild Intellectual Disability: Findings from a Special Olympics Based Study

Comparison the Effects of Visual Activities Schedule and Social Narratives on Social Interaction in Children with Autism Spectrum Disorder

Comparison the Effects of Visual Activities Schedule and Social Narratives on Social Interaction in Children with Autism Spectrum Disorder

Expert review of child and caregiver critiques of a therapeutic guided imagery therapy mobile application targeting disorders of gut–brain interaction in children

Expert review of child and caregiver critiques of a therapeutic guided imagery therapy mobile application targeting disorders of gut–brain interaction in children

The Digital Generation: An Analysis of the Seminal Impact of Internet Usage on Children

Abstract — The increased use of smart devices is causing a movement away from traditional learning methods and towards online learning approaches. Concerns have been expressed concerning the harmful impact of increased internet usage among children on a variety of factors, including health, social activities, outdoor participation, academic performance, and behavior. The purpose of this study is to look into how children's internet use affects their academic achievement, outdoor activities, social interactions, behavior, and health. This study presents a model to show the potential correlations between children's internet usage, academic performance, outdoor activities, social interactions, behavior, and health. The study intends to create links and comprehend the total influence of internet usage on children by analyzing these characteristics. A questionnaire with closed-ended questions was used as a survey strategy to collect data for the study. In and around Navi Mumbai, India, 502 responses were collected from parents of school-aged children aged 6 to 12 years. A random sample method was used in the survey research design, and information was gathered using a pre-structured questionnaire.The information gathered was coded and entered into SPSS 20 for analysis. To analyses the data, descriptive statistics and the Chi Square test were used, and conclusions were drawn based on the results. A significant correlation was discovered between children's internet usage, academic achievement, outdoor activities, social interactions, behavior, and health, according to the research. The study's model successfully establishes probable correlations between these factors, and statistical tests confirm these linkages further. Finally, the growing popularity of online learning methods, fueled by the rising use of smart devices, has sparked concerns regarding the influence of internet consumption on children. This study looks into the consequences of internet use on several elements of children's lives. The study proposed model aids in understanding the connections between internet usage, academic performance, outdoor activities, social interactions, behavior, and health. The statistical study supports the probable correlations between these variables, providing important insights into the implications of children's internet usage in the digital age. Keywords— Internet, Internet Usage, Academic Performance, Outdoor Activities, Social Relationship, Behavior, Health.

Putting the child in the driver's seat: Insights into language development from children's interactions in preschool classrooms.

Children's own language production has a role in structuring the language of their conversation partners and influences their own development. Children's active participation in their own language development is most apparent in the rich body of work investigating language in natural environments. The advent of automated measures of vocalizations and movement have made such in situ research increasingly feasible. In this chapter, we review recent research on children's language development in context with a particular focus on research employing automated methods in preschool classrooms for children between ages 2 and 5 years. These automated methods indicate that the speech directed to preschool children from specific peers predicts the child's speech to those peers on a subsequent observation occasion. Similar patterns are seen in the influence of peer and teacher phonemic diversity on the phonemic diversity of children's speech to those partners. In both cases, children's own speech to partners was the best predictor of their language abilities, suggesting their active role in their own development. Finally, new research suggests the potential of machine learning to predict children's speech in group contexts, and to transcribe classroom speech to better understand the content of children's conversations and how they change with development.

The importance and challenges of observing social interactions in autistic preschoolers during inclusive educational settings: A scoping review.

A growing number of autistic children have access to inclusive education programs as early as kindergarten. However, little is known about how they actually participate in social interactions and develop their communicative skills according to the parameters of this environment. The aim of this article is to review observational studies on this topic and critically analyze their methodological choices by arguing on the aspects of communication skills noted in the observation grids. Disparities in the information collected depending on the method used have implications for understanding and supporting autistic children in an inclusive school environment. Observational studies on social interactions of autistic preschoolers within inclusive preschool settings were scoped. The studies were analyzed according to the following parameters: aims of observation, method used for coding, communication partners considered (adults and peers), type of children's social engagement (initiatives and responses), diversity of communicative forms and communication functions, distinction and comparison of interactional contexts related to the activities, and whether changes linked to developmental variables are studied on an interindividual or longitudinal basis. Seventeen studies using the observation method in inclusive preschool settings were identified. Recordingmethods are mostly based on video recording. The coding grids mainly focus on autistic children while partners' behaviors (adults, peers) are often coded in less detail, thus providing littleinformation on their dynamic role in the interactions. Overall, autistic children were found to initiate interactions much less often than they respond to it. The data generally distinguish thecommunicative forms used by children and indicate a predominance of nonverbal means at preschool level. However, a few studies coded communicative functions, whether they areaddressed to children or produced by them. In addition, very few studies compare interactions across activity contexts. In addition, very few studies compare interactions across activity contexts.Results of some studies showed that children initiated interaction more frequently during free play than during work activity, but results are heterogeneous. Developmental trajectories in socialskills seem to be associated with the severity of autism and language skills, but longitudinal designs are still rare. Direct and fine-grained observation in the classroom is a key source of information about how communication takes place in preschool-inclusive settings. The data, despite some methodological challenges, offer opportunities for better adjustment based on professional objectives. Our review highlights the importance of offering occasions for initiatives to autistic children and training of neurotypical peers to better interact with autistic children and promote verbal communication. Further observational studies are needed to use more microanalytic measures of the functional quality of social interactions in autistic children, including joint comparisons between partners (adults vs. peers) and across contexts (e.g., play vs. structured development) so that appropriate strategies can be proposed in inclusive preschool settings.

Linguistics of Ghanaian Language: A Platform to Embed Formal Education in Culture

This study examined the linguistic landscape of Ghana as a rich and diverse, reflecting the country’s cultural heritage and its linguistic complexity. This explored the significance of incorporating Ghanaian languages into the formal education system as a means to preserve and promote cultural identity while enhancing educational outcomes. Ghana is a multilingual nation with over 80 languages spoken across various regions. However, English has traditionally been the dominant language of instruction in formal education, often overshadowing indigenous languages. This approach has had unintended consequences, leading to a disconnection between students’ cultural backgrounds and the education system. This investigation took into consideration descriptive design. The approach adapted for the investigation was qualitative. One hundred (100) participants were involved in this investigation. Purposive sampling was its technique. Interview, observation and focus group discussion were the data collection instruments to elicit significant information to support the analysis. The investigation revealed that it enhances the academic performance of students. It was identified that it fosters a sense of inclusivity and promotes equity in education, as it reduces language barriers that marginalized communities may face. The theory that buttressed the investigation was Vygotsky (1930) sociocultural theory. This theory emphasizes the role of social interaction and cultural context in children’s cognitive development

Enhanced Parent-child Interaction and Language Development during COVID-19 Quarantine in Children with Cochlear Implants

Abstract Objectives: The study aimed to assess how the COVID-19 quarantine affected parent-child interaction (PCI) in children with cochlear implants (CI) and to investigate the role of parental knowledge in the early language development for these children. Methods: We conducted our survey primarily utilizing social media platforms such as Facebook, Twitter, and LinkedIn to recruit participants. A total of 40 parents took part in the study, with a majority being females (70%) under the age of 44 years. Most of the children with CIs (87.5%) were under the age of 10 years. Around 67.5% (n = 27) received bilateral implants, while 32.5% of children had unilateral CI The parents filled out a questionnaire which had five domains, and responses related to demographic information, PCI, and the child’s communication skills were recorded. Results: Our statistical analysis, using paired t-tests, revealed a significant and positive impact of the quarantine period on both PCI (P = 0.001, t = 6.50) and the communication skills of the children (P = 0.001, t = 3.77). A simple linear regression analysis indicated that parental knowledge did not significantly affect PCI (R 2 = 0.003; P = 0.73). PCI accounted for 14% of the variation in children’s communication skills (P = 0.01). Conclusions: In conclusion, our study sheds a light on the impact of the COVID-19 quarantine on the quality of PCI in children with CIs. The findings underscore the resilience and adaptability of both parents and children facing challenging circumstances. Notably, the increased quality and duration of time spent together allowed for enhanced PCI and subsequently led to improvements in the communication skills of the children.

Parent–child interaction after mild traumatic injury in preschoolers

Parent–child interaction after mild traumatic injury in preschoolers

The Relationship of Parent-Child Interaction in Developing Effective Communication in Early Childhood

The family is the first and main educational environment for children because that is where children start with everything until they suffer and understand that all of this cannot be separated from the family's responsibilities. So the aim of this research is to build good relationships, positive and open interaction between parents and children can help build good relationships. This research uses a correlation type quantitative research method that connects the relationship between parents and children in developing effective communication in early childhood at IT Puti Tareno Bayan Kindergarten. The results of this research show that there is a relationship between parent and child interactions in developing effective communication in early childhood. The results of this research show that there is a relationship between parent and child interactions in developing effective communication in early childhood.

Parent and Child Interaction Models in Islamic-Based Family Education

In the context of Islamic teachings, religious education for children is the main obligation that parents must carry out before teaching children another knowledge. The choices and patterns of parents in educating children in the family are directly correlated with the child's religious habits. In fact, the religious formation of children must be taught as early as possible, in fact these religious habits must begin in the womb. In fact, this research aims to find out how parents and children interact in Islamic-based education. This research uses a qualitative method with a phenomenological approach, data sources were taken through in-depth interviews with seven informants, to strengthen the interview data the author also carried out direct observations to document various activities carried out by parents in educating their children in an Islamic way. All interview and observation data were analyzed using the Milles &amp; Huberman interactive thematic analysis model technique. Research findings found a model of interaction between mother and child in the informant's family, such as putting the family in one system, seeing children as small adults. Models such as the findings of this research can be used as examples by Muslim families in educating and interacting with children

INTERAKSI GURU DAN ANAK DALAM KEGIATAN PERAGAAN MANASIK HAJI DI PAUD

This article is the result of research and observations on the Hajj ritual activities that PAUD children follow. In this article, the author reveals the interaction of teachers and children in Early Childhood Education Institutions (PAUD), in participating in the Hajj ritual activities held by the Ministry of Religion in Bandung. This is interesting to study because so far the writer has seen various literary studies that discuss aspects of inculcating religious and moral values, but no one has revealed the interactions that occur between teachers and children in PAUD. Therefore, the author would like to know the main reasons for participating in the Hajj ritual activities for children of Al Amanah PAUD Bandung and the interactions between teachers and children in the Hajj ritual activities. The authors used a qualitative approach with a case study method in this study. Data collection techniques are carried out through interviews, observation, and study of literature. The research results obtained are as follows; 1) Hajj rituals for PAUD children are mandatory for the main reason as a learning process to introduce the implementation of the pillars of Islam that have been taught to children; 2) interactions that occur between teacher and child can add to the closeness of interpersonal relationships, the existence of "take and give" which is a method of Islamic learning in providing knowledge about the teachings of Islam to hajj to children in PAUD.

The Effect of Gadget Use on Elementary School Students' Social Interaction Abilities

This research uses a qualitative approach and a literature study. This research aims to analyze the influence of gadget use on elementary school students' social interaction abilities. Researchers collect data from this research by collecting and reviewing consistent data from previous researchers. The results of this research are the influence of gadget use on elementary school students' social interaction abilities. Online learning has an impact on student development starting from enthusiasm for learning, values, and even student personality. Gadgets can also efficiently influence children's social interactions in their immediate area. Not only that, he will also feel unfamiliar with the surrounding area due to the lack of social interaction, not only that, the child will also be less sensitive and even tend not to care about his environment.

예비유아교사의 정서지능, 수업역량, 교사-유아 상호작용의 구조적 관계

This study aimed to explore practical strategies for enhancing the competencies of preservice early childhood teachers in teacher–child interactions by examining the mediating effect of teaching competencies on the influence of emotional intelligence on teacher–child interactions. A total of 180 preservice early childhood teachers were enrolled in early childhood education programs in Gyeonggi and Incheon. Descriptive statistics, correlation analysis, path analysis, and mediation analysis were conducted using structural equation modeling for data collection and analysis. The study results revealed the following key findings: First, the emotional intelligence and teaching competencies of preservice early childhood teachers directly influence teacher–child interactions. Second, the emotional intelligence of preservice early childhood teachers indirectly affects teacher–child interactions through teaching competencies. Emotional intelligence was confirmed to have an indirect effect on teacher–child interactions through teaching competencies, which is greater than its direct effect. In conclusion, these findings indicate that education aimed at improving emotional intelligence and teaching competencies is essential for enhancing teacher–child interactions among preservice early childhood teachers.

Взаимодействие с близким взрослым в замещающих семьях у детей с опытом институционализации в зависимости от типа окружения в доме ребенка и длительности проживания в семье

&lt;p&gt;&lt;strong&gt;Background. &lt;/strong&gt;To date there is a lack of information in the scientific literature on the influence of children's early institutionalization experience on their interaction with caregivers after their placement in foster care. In order to develop effective early support programs for children and parents in substitute families, it is important to understand the specifics of their interaction, including in connection with children's early experience of interaction with caregivers in baby home and the duration of their living in the substitute family. &lt;strong&gt;Objective. &lt;/strong&gt;The study was aimed to investigate the characteristics of interaction of post&amp;ndash;institutional parents and children with the experience of living in the baby home (BH) after implementation of changes in the socio&amp;ndash;emotional caregiving environment (T+SC) and in a baby home with no intervention (NoI) and care as usual. &lt;strong&gt;Participants. &lt;/strong&gt;A total of 18 couples of adults with children from NoI (mean age of children M = 40.7; SD = 20.3 months; 9 boys; mean age of caregivers M=43; SD=7,6) and 42 couples with children from T+SC (mean age M = 38,6; SD = 20 months; 21 boys; mean age of caregivers M=43,9; SD=8,8). &lt;strong&gt;Study design. &lt;/strong&gt;Interaction was assessed at 3 stages (in BH before transition to family; &amp;lt;24 months in a post&amp;ndash;institutional family (PI family); 25&amp;ndash;48 months in the PI family). &lt;strong&gt;Measurements. &lt;/strong&gt;Video recordings of free play of dyads were analyzed using the PCERA method (The Parent &amp;ndash; Child Early Relational Assessment, R. Clark) to assess caregiver&amp;ndash;child interaction. &lt;strong&gt;Results. &lt;/strong&gt;The results indicate higher interaction quality in dyads with children who have experience of living in T+SC baby home, compared with children brought up in NoI baby home. In the first 24 months after the transfer of children to post&amp;ndash;institutional families (PI) from the T+SC baby home, the quality of interaction between children and parents in the PI families is lower than at the assessment of children and caregivers in the T+SC baby home. An indicator of interaction on the part of children and the indicator of interaction in dyads are higher in the T+SC group then in NoI group after two years of children living in the PI families. &lt;strong&gt;Conclusions. &lt;/strong&gt;These results confirm that stable and sensitive socio&amp;ndash;emotional early environment (in T+SC) is crucial for establishing relationships and interacting with close adults in a new family. Low quality of caregiver-child interaction &amp;ndash; such as low level of sensitivity, involvement and predictability on the part of substitute parents, the lack of reciprocity and regulation of interaction in dyads during the first two years of living in the PI family, as well as low emotional stability and unwillingness to cooperate in children from NoI BH after two years of living in the PI family &amp;ndash; is discussed in the terms of need for evidence&amp;ndash;based psychological follow&amp;ndash;up programs for the PI families with focus on the caregiver&amp;ndash;child interaction.&lt;/p&gt;

Specific features of the plot construction in V. Kataev’s stories “The Lonely Sail Is White” and “The Son of the Regiment”

The article examines different options for the interaction of children’s literature and the literature of the large canon plot models in the works of Valentin Kataev. The object of the study is two of his stories: the first part of the tetralogy “Waves of the Black Sea” – “The Lonely Sail Is White” and “The Son of the Regiment”.The first story is distinguished by a fairly obvious orientation towards the model of the Revolution conceptualization that developed at the turn of the 1910s and 1920s. The mystery model determines the nature of the plot construction, forming a certain internal plot, presented by the mythologemes of “Red Easter”/ “Working Easter” and “sails”. The mythologems are built along two storylines in the parallel development, at the end of the story they charge the ideological load of the traditional romantic image with a mysterious meaning.The second story is characterized by its inclusion into the mythology of the “big family” being constructed at this stage. This is associated with a shift in a psychologically grounded plot action towards epicization, which is embodied in the accentuated archetypal component. The mythologeme of the “big family” is presented in the work in the context of ideological connotations common to the given time and is realized at all levels of the text: its plot, characters, images and chronotops. As a result, the nature of temporal conceptualization changes: the mysterious processuality of time gives way to temporal circularity.

The Relationship between Coping Strategies and Parenting Stress in Childhood Epilepsy

Background: Epilepsy is a common childhood disease that can lead to high stress levels in parents, subsequently affecting family dynamics. The coping strategies practised by parents often play a major role in determining the level of parenting stress. Objective: This study aimed to identify the proportion of parents with parenting stress among those who have children with epilepsy, to compare the level of stress in different domains (parent, child, and parent-child interaction) as well as to examine the relationship between parenting stress and parental coping strategies. Methods: In this cross-sectional study, a total of 61 parents of children with epilepsy aged between 2 to 12 years old were recruited from the Pusat Perubatan Universiti Kebangsaan Malaysia (PPUKM) paediatric clinic over eight months. Validated questionnaires were used to determine the parenting stress level and coping strategies. Results: The proportion of parents with high stress scores (13.1%) was lower in this study compared to previous studies, except for non-Malay parents. Among the three domains, 29.5% of parents reported a high stress level under Parent-Child Dysfunctional Interaction (P-CDI). A negative correlation was observed between active coping and total parenting stress scores (TPSS) (r = -0.323, p = 0.011). In contrast, there was a positive correlation between self-blame coping and TPSS (r = 0.315, p = 0.014). Conclusion: Parents of children with epilepsy mostly reported low TPSS, except for non-Malays. Parents are encouraged to practise more active coping and less self-blame in managing children with newly diagnosed epilepsy.