Children's Social Abilities Research Articles

Meningkatkan Kemampuan Sosial Anak TK Kelompok B Melalui Permainan Tradisional Kabadi-Kabadi

This research aims to improve children's social skills through implementing the Kabadi-kabadi Traditional game in Group B TK Ar-Rahman Tobengeano, North Kolaka Regency. The research uses a classroom action research (PTK) design with two cycles. The research subjects consisted of 16 children in Group B TK Ar-Rahman Tobengeano. Data is collected through observation and documentation of the learning process. The results showed that the implementation of the ball maze game significantly improved children's social abilities. In cycle I, there was an increase from 40% to 72.22%, and in cycle II the success rate was 93.75%. The implication of this research is that the ball maze game can be used as an effective alternative method in developing the social skills of children aged 5-6 years. It is expect that this research can contribute to the development of learning strategies in kindergarten and provide guidance for teachers to design learning activities that support children's social development.

Evaluating the Relation Between Mothers' Depression Level and Their Cochlear Implanted Children's Social Performance.

Since the child's sensorineural hearing loss and its negative consequences, including weak social skills, is one of the most challenging problems for parents and other family members, the main aim of the present study is to investigate if there is any probable relation between the cochlear implanted children's social performance and their mothers' depression level,in this cross-sectional observational analytic research, we implemented the Beck Depression Inventory version- II to evaluate the level of depression in 29 mothers of cochlear implanted children. Also, we assessed their children's social abilities through the Vineland Adaptive Behavior Scale. Finally, the analysis of variance (ANOVA) was carried out to find any probable relation between the mothers' depression level and their children's social performance. The mean difference was significant at the 0.05 level,results indicated no significant difference in the mean social performance of the children mothers encountered with mild or moderate degrees of depression. However, the mean social performance of the children with severely depressed mothers was significantly less than the others,severe to profound sensorineural hearing loss in children might cause various degrees of depression in mothers. Mothers who suffer from severe depression cannot effectively communicate with their children. Consequently, the child will not improve in social interaction well.

The assessment of preschool children with ESSENCE symptoms: concordance between parents, preschool teachers and child psychologists

BackgroundIt is important to detect children with Early Symptomatic Syndromes Eliciting Neurodevelopmental Clinical Examinations (ESSENCE) in order to implement early intervention and support for the child and family. Standardized instruments for assessment in different contexts of behaviour problems, engagement and psychosocial health obtain an objective picture of the preschool child's mental health.AimTo explore and compare parents', preschool teachers' and child health care psychologists' assessment of behaviour, everyday function, engagement, social interaction and psychosocial health in children with ESSENCE symptoms.MethodParents of 152 children (114 boys and 38 girls, 4.5 ± 1 years) with ESSENCE symptoms, 155 preschool teachers and 8 child psychologists participated. Parents and preschool teachers assessed externalizing and internalizing behavioural problems using the Strengths and Difficulties Questionnaire (SDQ), including the SDQ supplement for assessing the impact of behavioral problems on daily function. Preschool teachers also assessed engagement and social interaction using the Children's Engagement Questionnaire (CEQ), and the child psychologists assessed psychosocial health with the Child Psychosocial Health Assessment (LillaLAPS) and template in conversations with parents of children with neurodevelopmental problems.ResultsParents', preschool teachers' and child psychologists' assessment of the child's ESSENCE symptoms overall agreed. Both parents and preschool teachers see a strength in the child's social abilities. Differences in mean values show that parents assess more conduct, emotional symptoms and problems in daily life and more social skills, compared to the preschool teachers rating more peer problems.ConclusionIt is important to consider different contexts to identify the child's need for support in everyday life. Expanded use of validated screening instruments in clinical practice would promote detection of children not already identified as exhibiting neurodevelopmental problems.

The Role of Career Parents In Developing Social-Emotional Early Childhood

Career women are women who play a role in the household as well as play a role outside the home. This study discusses the role of career parents in developing social-emotional early childhood at Tunas Muda Magetan Kindergarten. This research aims to; find out information about the extent of parenting parents who have a career in developing social-emotional early childhood. This type of research used a qualitative research approach in the nature of a case study with a population of parents of early childhood at Poncol Magetan. The sampling technique is purposive sampling. Spread over 3 Kindergartens in Poncol District with a sample of 75 parents in Poncol. Data collection was in the form of questionnaires and interviews. Based on data analysis, it shows that there is a role for career parents in developing children's social-emotional development. From the study, it was found that role for career parent has an influence on the development of children's social abilities. This parenting style has the effect of giving children the opportunity and freedom to choose sincere actions and approaches, fostering attitudes and habits such as cooperation, mutual respect, tolerance and responsibility, because it can develop social and emotional development. Feel loved, valued, safe, competent and optimize their abilities.

Biblioterapi untuk Meningkatkan Perkembangan Sosial pada Anak Prasekolah

Abstract
 Bibliotherapy is psychotherapy support through reading material to help someone who is experiencing personal problems or for other therapeutic purposes. Reading books are one of the media that teachers can use to stimulate children's social skills. Community Service Activities with the title "Bibliotherapy To Improve Social Development in Preschool Children". The purpose of this activity is to improve social development in preschool children. The method used is bibliotherapy through play therapy. The implementation of service is carried out for each class according to a predetermined schedule. Before we give the material to the students, we do apperception to each class teacher. After doing apperception with our class teacher, we continued the intervention. The first intervention is to examine the child's social skills with a questionnaire through the child's parents. Furthermore, bibliotherapy was carried out with different themes in each class. The final stage is to evaluate by assessing the child's social ability using a questionnaire on the child's social ability through parents. The results of monitoring social abilities in preschool children increased after playing therapy with the bibliotherapy method was carried out.

Implementation of Cooperative Games: Strategies to Increase Children's Social Intelligence at an Early Age

Children's social abilities can be improved by various methods or by various types of play activities. One thing that can be used is cooperative play activities. The social abilities of early childhood children at RA Taslim Payakumbuh are not yet optimal and still need to be improved. There are still children who are not able to take responsibility when putting back bags that have been taken in their place, there are also children who are not able to follow the rules and are not able to organize themselves when lining up on the school field. This research aims to determine children's social development through cooperative play. The type of research is classroom action research (PTK). The results of this research show that there is an increase in social abilities through cooperative games. In cycle I 59%. In cycle II 89%. Meanwhile, teacher observations carried out in cycle I were 56%. In cycle II 94%. From the cycle improvements carried out, it can be concluded that this research was successful in improving children's social skills through cooperative play.

Meningkatkan Kemampuan Sosial Emosional Anak Usia Dini melalui Permainan Menjaring Ikan

This study aims to improve children's social emotional skills through fishing games in group B PAUD KB Wanting Skilled Dusun Dasan Koak. Researchers chose this game to catch fish because the game of catching fish has never been implemented in PAUD KB Wants Skilled in improving children's social abilities. This type of research is qualitative research. The subjects in this study were 17 children of group B KB PAUD Want Skilled. The object of this research is the ability to interact, cooperate, and be responsible. Data collection methods used were observation, interviews, and documentation. The instrument used was the observation sheet. The data analysis technique was conducted in a descriptive qualitative manner. The results showed that the social emotional abilities of children increased after the action through fishing games. From the activity data before the research, it shows that the percentage of children's social emotional abilities is 23.52% or 4 children (BSH), 29.41% or 5 children (MB), and 47.05% or 8 children (MB). At the first meeting, the percentage of social emotional abilities increased to 29.41% or 5 children (BSB), 35.29% or 6 children (BSH), and 35.29% or 6 children (MB). At the next meeting, the percentage of social emotional abilities increased to 41.17% or 7 children (BSB), 47.05% or 8 children (BSH), and 11.76% or 2 children (MB). The game to catch fish is carried out in groups, there are groups that act as fish and there are groups that act as fishing nets. In group formation, the researcher involved the children by drawing and assigning two children to be the leaders in each group.

WITHDRAWN: Effective ways to reduce risk factors for child psychological abuse

This research looked at the combination of cognitive performative conduct, academic commitment, and pair segregation over four years among 700 adolescents aged 10 to 16 ages initially, varying from moderate physical abuse up to verbal Violence. Three classes were detained for their positive reinforcement: moderate imprisonment, extreme body penalty, violent abuse, and disciplinary interventions recorded by caregivers and children. They were taken into consideration. Only Initial vulnerability to physical trauma was substantially linked to decreased brain abilities, adjusting for psychology and social variables. A behavior development framework of children psychological abuse (BDF-CPA) is proposed. There was a reduction in school attendance connected with physical punishments and increasing alienation between peers. If an individual has recorded a specific penalty or a career, our results have been reasonably straightforward. In general, our results indicate that information abuse avoidance can improve individuals' intellectual growth and might not be adequate alone to guarantee that students are protected and well adapted in education. • Improve individuals' intellectual growth and might not be adequate alone • Researchers permit a child's social ability at age 12 to rely upon past social. • A behavior development framework of children psychological abuse

THE TRADITIONAL GAME OF ENGLOLIBABA BISCUIT INCREASES SOCIAL SKILLS OF ELEMENTARY SCHOOL CHILDREN

As humans we are born as social beings, where we need other humans for us to live in this world. Elementary school age children are stewards of the nation which are assets of the nation and state, but as the times progress so that technology is increasingly developing, the shift in children's social abilities is decreasing. Children have started to be cool with the technology they have such as gadgets and the like. If this continues, it will make the nation's successors decline in social values ​​which will make future life no longer recognize these values. Based on this problem, the traditional game Englolibaba Biscuit is a solution to this problem. The purpose of this research is to improve children's social skills through the traditional game englolibaba biscuit. This research method is descriptive quantitative. The sample consisted of 20 children from SD Negeri 16 Banda Aceh. Based on the results of the study showed that there was an increase in social values ​​in SD Negeri 16 Banda Aceh children. This is proven based on the significant level taken, namely 5%. So if the value of sig.(2-tailed)> 0.05, then the results stated that there was no significant difference between the results of the pretest and posttest. Based on the results of the data table above, it can be seen that the value of sig.(2-tailed) is 0.00 <0.05. So it can be concluded that there is an increase in the results of children's social skills after being given the traditional game of Englolibaba Biscuit.

The Effect of Role Playing On The Social Ability of Children Aged 4-5 Years

Early childhood education is one of the appropriate institutions to support child development. This type of research uses quasi experimental or quasi-experimental. The study population was 70 children consisting of Kindergarten A, Kindergarten B. The sampling technique used a Probability sampling technique, namely saturated samples or often referred to as total sampling, where the experimental class was taken randomly. The data collection instruments used observation guidelines, documentation and data analysis techniques using descriptive statistics and inferential statistics. The results of this study indicate a significant influence between role playing methods and children's social abilities. This can be seen from the average value of children's social abilities before and after being treated is from 6.4 to 13.867. This is also evidenced from the results of hypothesis testing where Tcount> T table, namely 5.797> 1.701

DAMPAK PENGASUHAN OTORITER TERHADAP PERKEMBANGAN SOSIAL ANAK

Parenting is fundamental in shaping character. Exemplary attitude of parents is needed for children's development because children do modeling and imitation of the environment. The moral degradation of children, which has recently been found to reflect the poor quality of upbringing from the family. Furthermore, wrong parenting can have an impact on the cause of children's self-concept to be negative, and tend not to be enthusiastic in achieving life goals. This incident can also occur as a result of the authoritarian parenting adopted by the parents. Family is the first environment that influences various aspects of child development, including social development. The conditions and procedures for family life are a conducive environment for children's social life. The purpose of this study was to determine how the effect of authoritarian parenting on children's social abilities. The research method used was literature study by reviewing and analyzing the results of previous research. The results showed that authoritarian parenting has a negative impact on children's social abilities, children with authoritarian parenting tend to close themselves, are not confident and ashamed to face and interact with the social environment

The Effect Of Stimulated Group Interaction On Pre-School Children's Social Development

Background: Children's social abilities do not develop automatically. Children who are not able to socialize are very likely to be rejected by other colleagues, so that the learning process will be hampered and fail in the world of education. RA Islamic Tunas Bangsa 4 Semarang City, accepts 5 year old children who have just entered the school environment. In schools there are no special programs to improve social development.
 Purpose: Therefore the aim of this study is to determine the effect of stimulating group interaction on the social development of preschool children in RA Islamic Tunas Bangsa 4 Semarang City.
 Research Methods: The research method used was a quasi experiment, with One Group Pretest and Posttest Design. Sampling using total sampling, namely 36 respondents. The intervention given was stimulation of group interactions for 2 weeks. Observation data collection 1 week after treatment and analyzed using the Wilcoxon test. The results showed that the value of Z hitung -2.333 and p value of 0.020 with a significant level of 5%
 Findings: H0 was rejected and Ha was accepted, meaning that there was an effect of stimulating group interaction on the social development of preschool children in RA Islamic Tunas Bangsa 4 Semarang City.
 Conclusion: Through stimulation of group interaction with the game of snakes and ladders, children are able to cooperate, adapt, interact positively, develop empathy for friends and respect for others

Exploring Social Subtypes in Autism Spectrum Disorder: A Preliminary Study.

Impairments in social functioning are considered a hallmark diagnostic feature of autism spectrum disorder (ASD). Yet, individuals diagnosed with ASD vary widely with respect to specific presentation, severity, and course across different dimensions of this complex symptom domain. The aim of this investigation was to utilize the Stanford Social Dimensions Scale (SSDS), a newly developed quantitative measure providing parental perspective on their child's social abilities, in order to explore the existence of homogeneous subgroups of ASD individuals who share unique profiles across specific dimensions of the social domain. Parents of 164 individuals with ASD (35 females, 129 males; meanage = 7.54 years, SD = 3.85) completed the SSDS, the Social Responsiveness Scale (SRS-2) and the Child Behavior Checklist (CBCL). Data on children's verbal and nonverbal intellectual functioning (FSIQ) were also collected. The Latent Profile Analysis was used to classify participants according to the pattern of SSDS subscale scores (Social Motivation, Social Affiliation, Expressive Social Communication, Social Recognition, and Unusual Approach). Five profiles were identified. Profiles did not differ in terms of chronological age nor gender distribution but showed distinct patterns of strengths and weaknesses across different social components rather than simply reflecting a severity gradient. Profiles were further differentiated in terms of cognitive ability, as well as ASD and internalizing symptom severity. The implications of current findings and the necessary further steps toward identifying subgroups of individuals with ASD who share particular constellation of strengths and weaknesses across key social domains as a way of informing personalized interventions are discussed. Autism Res 2020. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: People with autism spectrum disorder (ASD) vary greatly in terms of their social abilities and social motivation. However, researchers lack measures that can fully assess different components of social functioning. This paper provides initial evidence for capturing subgroups of individuals with ASD with specific strengths and weakness across different aspects of social functioning. Autism Res 2020, 13: 1335-1342. © 2020 International Society for Autism Research, Wiley Periodicals, Inc.

MENGEMBANGKAN KEMAMPUAN SOSIAL ANAK USIA 4-5 TAHUN MELALUI PERMAINAN KARTU BERGAMBAR DI TK AL HAMIDY MATARAM

Tujuan penelitian ini adalah untuk mengembangkan kemampuan sosial anak usia 4-5 tahun melalui permainan kartu bergambar di TK Al Hamidy Mataram. Penelitian ini menggunakan metode penelitian tindakan kelas dengan subyek penelitian adalah anak kelompok A1 dengan usia 4-5 tahundi TK Al Hamidy Mataram sejumlah 10 orang. Instrumen penelitian yang digunakan dalam penelitian adalah lembar observasi dan dokumentasi. Analisis data dalam penelitian ini menggunakan analisis deskriptif kualitatif dan kuantitatif. Hasil dari penelitian ini menunjukkan bahwa permainan kartu bergambar telah dapat mengembangkan kemampuan sosial anak usia 4-5 tahun di TK Al Hamidy Mataram, yang sebelum kegiatan permainan kartu bergambar dilaksanakan nilai rata-rata kemampuan sosial anak sebesar 62,8%, dan setelah melakukan kegiatan permainan dengan kartu bergambar mengalami peningkatan nilai rata-rata menjadi 81,6%.

Patterns of gaze behavior during an eye-tracking measure of joint attention in typically developing children and children with autism spectrum disorder

This study evaluated whether diagnostic classifications or features of ASD were associated with individual differences in children's gaze pattern during an eye-tracking measure of joint attention. The sample included 21 children with ASD (mean age, 7.3±1.5 years) and 24 typically developing children (mean age, 6.8±1.6 years), matched on receptive language abilities. Results revealed no significant group differences on global measures of gaze allocation (total gaze time allocation). However, significant group differences emerged using a measure evaluating a microstructure of children's gaze (duration of first fixation). In addition, individual differences in children's gaze pattern were reliably predicted by parent report measures of children's social abilities. The majority of children in this sample (including all typically developing children and those children with ASD who scored lowest on the SRS Social Awareness subscale) showed significant modulation in eye-gaze between the two experimental conditions. In contrast, children with ASD who also scored the highest on the SRS Social Awareness subscale consistently failed to modulate their eye gaze in accordance with the experimental condition. This failure to flexibly modulate gaze in the context of a joint attention eye-tracking paradigm may reveal children's limited awareness of social cues that may further limit social learning.

Rearing Styles, Parents' Attachment Mental State,and Children's Social Abilities: The Link to Peer Acceptance

This paper examines the discriminant effect of mothers' and fathers' attachment working models, the quality of their relationships in everyday settings, and children's social abilities on children's peer acceptance. Participants were thirty-four 7–9 year olds, their mothers, and fathers. Interactions were observed at home and coded on global measures of positive, negative, controlling, disconfirming, correcting behaviors, and neutral conversation. Parents' IWM were assessed by the AAI. Children's peer acceptance and behavioral orientations as a measure of a child's social competence at school were assessed by sociometric techniques. By using both traditional statistical analyses and a multidimensional scaling approach (MDS), in terms of “similarity structure analysis (SSA)” and the “external variables as points technique,” it emerged that children's lack of success among peers associated with social behaviors which were linked to parents' rejecting/neglecting and directive interactive styles, mainly to negative, disconfirming, and a few positive interactions. These parenting styles were significantly affected by adults' insecure IWM.

Enfants à haut potentiel intellectuel : psychopathologie, socialisation et comportements adaptatifs

Aim The overall objective of this work is to observe whether or not the differences in social and cognitive performance between two groups of gifted children distributed according to the presence or absence of psychological difficulties associated. In specialized literature, some authors point out that these children have social integration problems whereas others consider gifted children's social abilities as normal and even superior in comparison to typical children of the same age. We hypothesize that these contrasted points of view result from a biased recruitment of the studies’ participants, which mainly present psychopathologic symptoms. Method Thirty-five children participated in the study; WISC III was used to identify their IQ as ≥ 130. Further, we used WISC IV to update psychometric data. We made two groups: a “clinical” group (12 gifted children being followed in our Service of Medical Psychology) and a group control “non-consulting” (23 gifted children following an adapted scholarship). Results Those two groups have distinctive social and adaptative behaviors: “control” group children present normal abilities whereas “clinical” group children present lower abilities. Conclusions We confirm that social adaptation abilities in gifted children with psychopathologic affections are lower than in gifted children without these affections. These results claim that attention should be paid when recruiting study participants; we also think that study method should divide participants in subgroups, considering that giftedness presents a certain degree of heterogeneity. We try to out light the observed difficulties in “clinical” gifted children referencing to developmental psychopathology.

Maternal depression, perceptions of children's social aptitude and reported activity restriction among former very low birthweight infants

ObjectiveMaternal depression is common among mothers of very low birthweight (VLBW) infants. In a cohort of mother–VLBW infant dyads followed to preschool age, the authors assessed the impact of maternal...

Effect of music drama activity on child's social ability

Effect of music drama activity on child's social ability

Adaptação sócio-comunicativa no espectro autístico: dados obtidos com pais e terapeutas

OBJETIVO: Verificar a efetividade da aplicação do protocolo de adaptação sócio-comunicativa a diferentes fontes de informação, neste caso, pais e terapeutas, na identificação de diferenças individuais em crianças com Distúrbios do Espectro Autístico. MÉTODOS: Participaram deste estudo 48 crianças, entre três anos e 11 anos e dez meses de idade, com diagnóstico clínico incluído no espectro autístico. Foram também sujeitos deste trabalho, 46 mães e dois pais, bem como 15 terapeutas, responsáveis legais e pelo atendimento fonoaudiológico especializado, respectivamente, das mesmas crianças, por um período mínimo de aproximadamente 12 meses, sendo que estes participaram respondendo a um questionário sobre o relacionamento social das crianças, sujeitos deste estudo. RESULTADOS: Genericamente, pode-se dizer que as respostas sobre a adaptação sócio-comunicativa, obtidas por meio de diferentes fontes de informação, ou seja, pais e terapeutas foram semelhantes. Entretanto, analisando os dados brutos observa-se que os pais apresentaram consistentemente um número maior de respostas positivas do que as terapeutas, para as questões relativas ao desempenho social. CONCLUSÃO: O estabelecimento de dados de adaptação sócio-comunicativa pode caracterizar esta população, demonstrando que este instrumento pode ser aplicado a diferentes informantes; as respostas dadas pelos mesmos foram homogêneas, reforçando a fidedignidade dos dados, apesar de existirem diferenças significativas na comparação entre os níveis e estágios sócio-comunicativos. A aplicação do questionário e protocolo de adaptação sócio-comunicativa a diferentes informantes pode fornecer um resultado bastante homogêneo, sendo possível realizar de forma fidedigna a caracterização das habilidades de relacionamento social dessas crianças.