Self-awareness In Children Research Articles

The role of single parent in developing children’s self-awareness; A case study in the Islamic region, Aceh

This research aims to analyze the steps single parents take in fostering the self-awareness of 5-year-old children and describe their attitudes. Using a case study approach, this qualitative research involved two single parents and two children aged 5 years as research subjects. Based on interviews and observations, single parents foster children's self-awareness through several steps: recognizing one's own emotions and the emotions of others, managing one's emotions, motivating oneself, being a role model, and building social relationships. As a result, children's self-awareness manifests in self-confidence, independence in choosing activities, emotional control, understanding of rules, discipline, persistence, and pride in their work. The development of self-awareness in 5-year-old children is closely related to the steps implemented by single parents, with being a role model being the most effective method in fostering children's self-awareness.

ANALYSIS OF THE EFFECTIVENESS OF PSYCHOLOGICAL SUPPORT PROGRAMS FOR CIVILIANS DURING AND AFTER THE WAR IN LEBANON AND ARTSAKH

This article presents the psychological impacts of war on human life, especially on children in areas of conflict and war. The study offers various research on the short-term and long-term effects of war and violence on individuals, especially children. It sheds light on the presence and quality of psychological support offered to civilians during the war and the post-war period in Lebanon and Artsakh. It investigates the presence of programs that prepare individuals to be resilient during pre-armed conflict times in the era of peace. The paper offers recommendations that will lead to the placement of emotional intelligence and social-emotional learning programs that help develop children's self-awareness, offer them self-regulation tools and allow them to remain motivated at times of peace and war. The post-conflict programs will help civilians reduce anxiety and the impact of stress to overcome several psychological problems caused by wars in the population during times of peace and post-conflict.

Developing Self-Awareness in Children during Early Ontogenesis

Basic elements of self-awareness emerge and progress differently in different children. These timing peculiarities remain understudied in preschoolers. A comprehensive review revealed no clear guidelines, procedures, or technologies for psychological and pedagogical support of self-awareness in preschoolers. The authors studied the development of each component of self-awareness and the links between them. The research relied on the approach developed by V. S. Mukhina. The methods included psychodiagnostic testing, expert assessment, psychological experiment, statistical analysis, and qualitative data processing. The key components of self-awareness development included the following stages: identification with one’s own name; awareness of one’s own gender identity; use of the pronoun "I", which is an essential self-awareness link in young children. The psychological and pedagogical support of self-awareness development requires target actions for each link, as well as conscious efforts and resources of the family and the educational institution. The process of support is a process of socialization that starts when the child joins an organized group of peers. It lays foundation for the subsequent structural links between different components of self-awareness, i.e., claim to recognition, further awareness of one’s gender, and temporal self-awareness.

THỰC TRẠNG KĨ NĂNG TỰ NHẬN THỨC CỦA TRẺ MẪU GIÁO 5 – 6 TUỔI

The article addresses the current status of self-awareness skills - one of the five component skills in social-emotional skills. The article presents a report on the research results on the status of self-awareness skills of 347 preschool children aged 5 - 6 years old in preschools in Nghe An province and Ha Tinh province. The study used analysis, synthesis, interviewing, observation, and data processing methods using SPSS 25 software to evaluate the level of self-awareness skills of preschool children 5-6 years old. Survey results show that self-awareness skills in preschool children between 5-6 years old are mainly at an average level. The components of children's self-awareness skills are uneven. Research results help preschool teachers, parents, and researchers on children's social-emotional skills have a more accurate understanding of the level of self-awareness skills of 5-6-year-old preschoolers now

ЕРЕКШЕ БАЛАЛАРДЫҢ ӨЗІН-ӨЗІ ТАНУ ЕРЕКШЕЛІКТЕРІН ҚАЛЫПТАСТЫРУДЫҢ ПСИХОЛОГИЯЛЫҚ-ПЕДАГОГИКАЛЫҚ ШАРТТАРЫ

Abstract. The possibilities of updating pedagogical practice play an important role in the realization of the individuality of a developing personality. Self-awareness - a sense of a person as a person begins to form at preschool age. In children with mental retardation, this process is slow and especially. Therefore, it is necessary to pay timely attention to the creation of a psychological and pedagogical environment suitable for the development of self-awareness. At the level of providing practical assistance to children with intellectual retardation, it is difficult to solve it, since the methods and specific techniques of personality-oriented diagnostics and correction have not been sufficiently developed. The emergence of the basic elements of self-awareness in children with mental retardation before school age has not been studied. Theoretically determine the basis of the problem of the origin of autism and the specifics of the mental development of autistic children, study and consider the cause of communication difficulties in children diagnosed with autism. A theoretical analysis is made of the problem of self-consciousness of preschool children with mental retardation, ways of working on the formation of self-consciousness and the services of specialists involved in this process, the relevance of the identified problems, and practical requirements. and a system of complex correctional and developmental work, the features of self-awareness, ways of developing the motor activity of children at home are considered. Keywords: Psyche; intelligence; autism; correction; schizophrenia; motivation; speech therapy; psychology; PMPK; ZPRR; ZRR; music therapy; exercise therapy; AFC; occupational therapy; neuropathology; etc.

Sumang Gayo as Stimulation of Moral Development in Early Childhood

Stimulation of early childhood development can be done in various ways. This includes the development of children's moral values ​​and character, which is currently decreasing, and the moral damage that occurs causes a negative impact on themselves and their environment. This study uses the Library Research Study. Data analysis in this study uses data reduction, data display, and conclusion. Research results show that there are four sumang that can stimulate the development of children's morals and character, namely: Sumang Penengonen (Vision), Sumang Pelangkahen (Running rules), Sumang Kenunulen (Sitting rules), Sumang Perceraken (Rules of speaking). The impact of sumang stimulation on children's moral development and character is that children understand better how to behave correctly, such as being polite and courteous. Children will have a character that cares about others. Children will have a gentle character. Increase children's self-awareness. Improve children's language skills. Children behave independently, have mutual respect for others, can solve problems, have a sense of responsibility, and can adapt to new people.

A school intervention promotes compassion, empathy and social relationships in children

There is increasing evidence to show that compassion and altruism are highly beneficial when cultivated from an early age. In the present study we explore the benefits of an intervention programme that seeks to develop affective empathy, compassion and altruism in 9-year-old children from a school of Buenos Aires, Argentina. A pretest-posttest controlled study was carried out with 48 children, half of whom carried out the intervention. The remaining children, who constituted the waitlist group, participated in academic tutoring activities conducted by the same research team. The intervention was successful in promoting children's altruistic and compassionate attitudes, evidenced by the results obtained in the universal altruism test, social integration, and affective response. Effect sizes ranged from medium to large in the intervention group. These positive findings were not observed in the waitlist group (non-significant effect sizes). This study shows that children's self-awareness and awareness of others tend to foster compassion and affective empathy, contributing to individual and collective well-being.

Технология формирования социального взаимодействия обучающихся с легкой умственной отсталостью

The article reveals the problem of forming the skills of social interaction of students with mild mental retardation. A description of the development of mental processes in mentally retarded children is given. The tasks of education are outlined. The structure of social interaction has been refined. A diagnostic toolkit is presented that allows you to determine the problem field of students with mild mental retardation. The criteria for social interaction of students with mild mental retardation (independence, social adaptability, morality) are determined. The technology of forming the skills of social interaction of students with mild mental retardation is presented. The technology of correctional work is aimed at the child's self-awareness. aimed at the awareness of the child of his “I”. Focused on finding positive qualities in yourself. Aimed at the development of adequate self-esteem. It is aimed at developing and improving self-care and personal hygiene skills. It is aimed at teaching independence in the process of interaction with society. It is aimed at teaching skills that contribute to social adaptation and social activity of students with mild mental retardation. The characteristics of the indicators and practical exercises for the formation of the skills of social interaction of students with mild mental retardation are given.

Q방법론을 활용한 아동의 고집 인식유형연구

The purpose of this study is to examine the types and characteristics of how stubbornness is perceived in children. For the Q sample, a total of 23 statements were selected through literature review related to children's persistence and in-depth interviews with experts and research participants, and the Q distribution was classified among 44 children, followed by in-depth interviews. Data analysis was performed using the QUANL-PC program. As a result of the study, perception types regarding children's stubbornness were classified into four types. Type 1 was a positive stubbornness perception type. Type 2 was a passive stubbornness perception type. Type 3 was the other person's stubbornness perception type. Type 4 was a negative stubbornness perception type. This study is meaningful in that it enhances parents' understanding of their children and provides basic data on children's stubbornness based on the results of children's self-awareness about children's persistence.

Internalization of Maritime Cultural Values Through Education to Grow Early Childhood Awareness: a Review

Self-awareness is an aspect of personal self that is closely related to self-description, self-evaluation, self-esteem, self-regulation, self-efficacy, self-emotion, and self-recognition. Self-awareness is considered important for someone to have because it is more likely to be able to act normatively. The way that is considered effective to increase students' self-awareness is through the learning process at school. Through the learning process can make it easier for students to understand the content conveyed by the teacher. In addition, the provision of material in accordance with the theme being taught can show the quality of interaction, learning and especially the achievement of the expected individual development. In this case, what is interesting for teachers at schools to do is to be able to increase children's self-awareness from an early age about the potential they have both inside and outside themselves or their environment as capital to develop their potential. So far, early childhood education schools (PAUD) do not yet have a curriculum and operational guidelines that are prepared and implemented in accordance with regional conditions and student needs. As for minimizing these problems, it is necessary to develop a curriculum in the form of modules that are suitable for student needs and can be used by teachers as a reference in providing teaching materials. Especially in this case the module developed is intended for students who are on the Indonesian coast by internalizing Indonesian maritime culture.

Часовий аспект образу Я у дітей старшого дошкільного віку із затримкою психічного розвитку

The article presents the results of an empirical study of the features of the temporal aspects of the image of the self in children with mental retardation. It is shown that the most adequate way of knowing time can be selectivity in the perception of life events, the subjectivity of their assessments, arbitrariness in interaction with time. Subjective time is an important component of the development of personal selfawareness. Unfortunately, in the modern domestic scientific space the temporal aspects of self-consciousness are presented on normative samples. For children with special educational needs, there are no such studies. The results of the empirical study significantly expand the boundaries of the notion of the peculiarities of children's self-awareness of mental retardation associated with the time of their own lives, as it contributes to the development of their self-organization and further inclusion in social life. The study was conducted with comparison groups, but since most of the results of children in the mental retardation group 6-7 years are similar to children 4-5 years, the research interest was focused on only one age sample of children with mental retardation. It was stated that they have a weaker attitude to age groups than in the group of 4-5 years of normative development, and the content of the age itself is not reflected by any visual means. In addition, temporal elections were made situationally, and the motivation for elections was rarely realized and verbalized. It turned out that children with mental retardation have difficulty describing their past, the emotional component of memories is often negative. A diagnostic game was developed, in the process of which children's behavior was monitored according to the parameters: acceptance of the task, interest in such activities; involvement in the game situation as an indicator of motivational activity; role claims; the impact of a delayed goal on behavior and activities; ways to achieve the goal; memorizing the original meaning of the goal. It was found that children with mental retardation do not always accept and retain the game task, they rarely remember anything more than the fact of action in the near future, they do not remember the role responsibilities of players.

Measuring domain-specific deficits in self-awareness in children and adolescents with acquired brain injury: Component analysis of the Paediatric Awareness Questionnaire

ABSTRACT Self-awareness has been found to vary across different functional domains for adults with acquired brain injury (ABI); however, domain-specific self-awareness is yet to be investigated following paediatric ABI. This study aimed to validate the Paediatric Awareness Questionnaire (PAQ) as a multi-domain measure of self-awareness and to investigate domain-specific self-awareness in children with ABI. One hundred and ninety-seven children and adolescents (8–16 years, M = 12.44, SD = 2.62) with mixed causes of ABI (70% with traumatic brain injury) and their parents (n = 197) were recruited through consecutive rehabilitation appointments and completed the PAQ. The 37 items of the parent version of the PAQ were subjected to a principal component analysis with varimax rotation. A five-component solution (29 items) explained 64% of the variance in the PAQ items. Components revealed five domains of self-awareness: socio-emotional functioning, activities of daily living (ADLs), cognition, physical functioning, and communication. Internal consistency of the components ranged from acceptable to excellent (α = .70–.95). The analysis identified that children had poorer self-awareness of cognitive functioning than socio-emotional functioning, ADLs, and communication skills. Overall, the findings identify five components (i.e., functional domains) of self-awareness and provide some support that self-awareness varies across domains following paediatric ABI.

Parent-child communication and inner dialogues in the self-awareness of children with disabilities

IntroductionAnalysis of problems arising in communication between parents and their children with disabilities is a part of biopsychological examination of disease.ObjectivesThe study was aimed at exploring the parent-child communication in children suffering from chronic neurological disorders in order to organize the optimal psychological rehabilitation.MethodsThe study consisted of two stages: 1) CAT (Bellak) and drawing tests, performed by child; 2) experiment involving both parent and child, making up a story together (CAT-H, parallel to the task performed by the child). Parents filled in a questionnaire on their communication with the child; its results were compared to the situations of real communication. Other methods used included: observation, analysis of family situation and child’s development; coding of communicative elements; analysis of the story by the method by N. Burlakova (Burlakova, 2001). The study involved 34 persons: 17 children (aged 7–10) + 17 parents (15 mothers, 2 fathers). The dyads were studied when the children received treatment in the hospital (resided in the hospital together with the parent).Results1) Activity of the child together with the parent revealed several communicative patterns, which correlated differently to the estimation of communication by the parent. 2) The types of inner dialogues in children were discovered, which gave concrete expression to the inferiority feeling caused among others by the communication in the parent-child dyad. 3) The organization of the research enabled to follow the “production” of dialogues of self-awareness in children with chronical diseases.ConclusionsThe conducted research enables organization of individualized psychological and psychotherapeutical aid.

Clinical pointers from developing self-awareness.

Seven typical developmental steps are described as cardinal changes leading children from implicit embodied self-awareness at birth, self-consciousness by 2 years, and the adoption of an ethical stance toward others by the preschool years (3-5y). This development may be a useful benchmark for clinicians. In this review, some clinical pointers are outlined in relation to each developmental step, but with a particular focus on the testing of self-awareness in children with developmental disorders, including autism spectrum disorder, cerebral palsy, and intellectual disability. WHAT THIS PAPER ADDS: There are seven major steps in early self and social awareness. Clinical pointers related to each of the seven steps are provided.

Ikimokyklinio ir priešmokyklinio amžiaus vaiko savo veiklos įsivertinimo procesas: pedagogų įžvalgos

Ikimokyklinio ir priešmokyklinio amžiaus vaiko savo veiklos įsivertinimo procesas yra svarbus, tačiau mažai tyrinėtas reiškinys. Todėl šio darbo tikslas – atskleisti ikimokyklinio ir priešmokyklinio amžiaus vaiko savo veiklos įsivertinimo procesą, remiantis ikimokyklinio ugdymo pedagogų įžvalgomis. Tyrimo duomenys rinkti atliekant interviu su 8 pedagogais, dirbančiais Kauno miesto ir Kaišiadorių rajono ikimokyklinio ugdymo įstaigose, o duomenų analizė atlikta naudojant kokybinės turinio analizės metodą.Remiantis pedagogų įžvalgomis, ikimokyklinio ir priešmokyklinio amžiaus vaikų įsivertinimo procesas gali būti apibūdinamas išryškinant jo koncepciją (tikslus ir gebėjimų sandarą) ir įsivertinimą ugdančius metodus. Pagrindiniai įsivertinimo tikslai, anot pedagogų, yra vaiko savivertės stiprinimas, atsakomybės už savo mokymąsi gebėjimų ugdymas bei vaiko savęs pažinimo auginimas. Vaikų įsivertinimo gebėjimų turinys apima keturis gebėjimus: gebėjimą vertinti savo veiklą, remiantis tam tikrais kriterijais, gebėjimą apgalvoti savo elgesio, veiklos pasekmes, gebėjimą pasidžiaugti savo veiklos rezultatais ir gebėjimą pastebėti savo pažangą.Atlikus kokybinį tyrimą nustatyta, kad ikimokyklinio ugdymo procese naudojami įvairūs įsivertinimo metodai (formalūs ir neformalūs), kurie gali sudaryti prielaidas sėkmingam vaikų ugdymui(si). Tai yra svarbu, nes, anot pedagogų, įsivertinimas stiprina vaiko pasitikėjimo savimi jausmą, atsakomybę, savęs pažinimą, padeda kritinio, reflektyvaus mąstymo pagrindus ir augina mokymosi motyvaciją.

Pengembangan Model Pembelajaran Kooperatif Berbasis Sentra untuk Meningkatkan Kecerdasan Sosial Emosional Anak

This study examines the development of a center-based cooperative learning model to improve children's social emotional intelligence. Research uses a qualitative approach with emphasis on the quality of data in the field. An important factor that influences the success of learning is the selection of a center learning model. The results of this study indicate that the center-based cooperative learning model is one of the learning models that are considered successful. Because the center provides opportunities for children to develop their ideas. The ideas of children can be realized in the centers of the main activities which are held in collaboration with friends and teachers as facilitators. This learning raises a cooperative atmosphere that arises in each learning activity. The choice of learning model must be supported by the competencies possessed by the teacher, so that it can implement a center-based cooperative learning model properly. Teachers need to have the ability to carry out learning. This learning is also proven to be successful in improving children's social emotional abilities. These social emotional abilities can be seen from children's self-awareness, self-responsibility and others as well as pro-social aspects. Keywords : learning models, centers, social emotional.

Desain Pendidikan Pembebasan Bagi Anak Berkebutuhan Khusus sebagai Jalan Humanisasi

Issues of Liberation Education for children with special needs (Heward), (Wiyani 2014: 2) become a n interesting phenomenon that requires educational innovation. the philosophy of ABK education innovation is liberation both physically and psychologically, as human beings. Bandhie Delphie (2012: 2) revealed that children with special needs have their own learning characteristics and specificities. Likewise, children with special needs at the Leleani PLB school and Pelita Kasih Ambon. They need a pattern of liberation education as a way of humanization. The purpose of this paper is to design liberation education to find patterns of education that free children with special needs. The implication is that every child will accept his existence as a free human being, an independent human being, especially a humanist person. The method used to collect and analyze problems based on research data is qualitative with a descriptive approach whose results are dialogue and communication with love and affection. Apart from that consientization (Freire, 1984: 41) self as a human being. The conclusion of liberation education through dialogue and communication in love and affection and the effort to build self-awareness of children with special needs is the design of liberation education for children with special needs as a way to discover the human nature of themselves as human beings.

OPTIMALISASI PENDIDIKAN KARAKTER ANAK USIA DINI MELALUI SENTRA BERMAIN PERAN DI PAUD LAB SCHOOL IKIP PGRI JEMBER

Character education is a necessity because education does not only make students smarter, but also has to have character and manners so that its existence as a member of society becomes meaningful to itself. Ages 5-6 years need to be introduced about values about good and bad, right and wrong from an early age. This is expected so that what has been introduced to children from an early age can be embedded and attached until the child grows and develops in the next stage. The form of teaching in forming a good person is one of them with character education. Character education needs to be optimized. One way to optimize character education is through role playing centers. This study aims to optimize character education in early childhood through role playing centers. Data is collected through observation, field notes, interviews, and documentation. This research is a type of classroom action research. This research was carried out collaboratively between principals, class teachers and researchers. The action aims to improve the character values of children through role play centers. Research activities include: planning, implementing, collecting data and analyzing information data. This research was conducted at an early childhood education institution at PAUD Lab School Ikip Pgri Jember. The results of the study found that role playing centers can be used as an effort to optimize character education for early childhood through: Habitual understanding of behavior in role playing, The emergence of Self Awareness in Children in Role Playing, Understanding of Dialogues about Character Values.

CISELexia: Computer-Based Method for Improving Self-Awareness in Children with Dyslexia

CISELexia: Computer-Based Method for Improving Self-Awareness in Children with Dyslexia

Peningkatan Self Awareness Anak Usia Dini Melalui Media Video Mitigasi Bencana Gunung Meletus

This study aims to improve children's self-awareness in disaster response, especially volcanic eruptions with result that children are able to understand the danger of volcanic eruptions since early and have an awareness through a disaster. The subjects were children in group B TK Pertiwi 1 and 2 Samiran, aged 5-6 years. The study was carried out in the village of Samiran because it was an area under the foot of Mount Merapi and Merbabu. This study uses "Action Research" with 2 implementation cycles. This uses Kemmis and MC Taggart procedure which consist of four components, includes: a) planning, b) acting, c) observing, d) reflecting The results are expected that eruption of mountain disaster mitigation videos can improve self-awareness in disaster response so that children have the provision to save themselves and preserve the environment so that the small number of victims because the understanding of disaster mitigation has been obtained since childhood early.