Children's Social Interactions Research Articles

COVID-19 Incidence and Age Eligibility for Elementary School

ImportanceUnderstanding the role of school attendance on transmission of SARS-CoV-2 among children is of importance for responding to future epidemics. Estimating discontinuities in outcomes by age of eligibility for school attendance has been used to examine associations between school attendance and a variety of outcomes, but has yet to be applied to describe associations between school attendance and communicable disease transmission.ObjectiveTo estimate the association between eligibility for elementary school and COVID-19 incidence.Design, Setting, and ParticipantsThis case series used data on all pediatric COVID-19 cases reported to California’s disease surveillance system between May 16, 2020, and December 15, 2022, among children within 24 months of the age threshold for school eligibility.ExposureBirthdate before or after the age threshold for elementary school eligibility during periods when school was remote vs in person.Main Outcomes and MeasuresCOVID-19 cases and hospitalizations.ResultsBetween May 16, 2020, and December 15, 2022, there were 688 278 cases of COVID-19 (348 957 cases [50.7%] among boys) and 1423 hospitalizations among children who turned 5 years within 24 months of September 1 of the school year when their infection occurred. The mean (SD) age of the study sample was 5.0 (1.3) years. After adjusting for higher rates of testing in schooled populations, the estimated pooled incidence rate ratio among kindergarten-eligible individuals (eg, those born just before the age threshold for school eligibility) compared with those born just after the eligibility threshold for in-person fall 2021 semester was 1.52 (95% CI, 1.36-1.68), for in-person spring 2022 semester was 1.26 (95% CI, 1.15-1.39), and for in-person fall 2022 semester was 1.19 (95% CI, 1.03-1.38). Reported incidence rates among school-eligible children remained higher during the month-long winter 2021-2022 school break but were lower during the longer summer break that followed. The findings were unable to establish whether associations between school eligibility and COVID-19 incidence were based on in-school vs out-of-school routes (eg, classrooms vs school buses). The study lacked power to detect associations between school attendance and hospitalization. Results were robust to functional form. A simulation study was conducted to demonstrate bias associated with nonadjustment for differential case acquisition by exposure status.Conclusions and RelevanceIn this case series of children in California, the magnitude of the association between school eligibility and COVID-19 incidence decreased over time and was generally lower than other published associations between out-of-school child social interactions and COVID-19 incidence. This regression discontinuity design approach could be adapted to other geographies and/or disease systems to assess associations between schooling and disease transmission.

Investigating the impact of an AI-based play activities intervention on the quality of life of school-aged children with ADHD

BackgroundAttention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder that not only impacts children's behavior, learning, and social interactions but also their quality of life. Advances in artificial intelligence (AI) may provide new opportunities to improve the ADHD symptoms and quality of life of children with ADHD, especially through customized play activities that address their specific needs. AimsThis study examined the impact of AI-based play activities on the quality of life of 61 Saudi children aged between 8 and 12 years who had an ADHD diagnosis. MethodsAI-based play activities intervention consisted of twelve 45-minute sessions, delivered to the experimental group over four weeks (three sessions per week). The control group did not receive any intervention. Children and parents completed the Pediatric Quality of Life Inventory (PedsQL) at pre-test, post-test and follow-up. Results and outcomesThe experimental group exhibited significant improvements in all dimensions and total scores of PedsQL, with moderate to large effect sizes. These improvements were not observed in the control group. The beneficial effects of the AI-based play activities were maintained at the 7-weeks follow-up. ConclusionsAI-based play interventions may enhance quality of life for children with ADHD, with sustained improvements observed after 7-weeks. Incorporating such interventions into educational and therapeutic settings could improve behavioral, social, and cognitive ADHD symptoms. Future research should explore broader applications and long-term effects of AI-based play activities interventions.

Parental control and adolescent social anxiety: A focus on emotional regulation strategies and socioeconomic influences in China.

An individual's social adaptation, which is influenced by both internalizing and externalizing factors, depends on social anxiety. We proposed that the connection between parental psychological control and social anxiety among middle school students was mediated by negative emotion response-focused strategies and moderated by socioeconomic status (SES). We collected data from 1343 Chinese students from 12 to 16 years old (M = 13.3, SD = 0.96) by applying the questionnaire of parental psychological control scale, social anxiety scale and negative emotion response-focused strategies scale. The findings demonstrated that parental psychological control, including father and mother psychological control, was positively associated with social anxiety and that the relationship between parental psychological control and children's social anxiety was mediated by negative emotion response-focused strategies. Meanwhile, SES played a moderating role in the relationship between children's negative emotion response-focused strategies and social anxiety. The findings also suggest that we should pay more attention to the psychological status and social interaction of children with lower SES.

Examining the Influence of Gadget Usage on Children's Social Interactions

Examining the Influence of Gadget Usage on Children's Social Interactions

Pengaruh Interaksi Sosial terhadap Kemampuan Emosi Anak Usia Dini di Raudhatul Athfal Tunas Kualuh Kecamatan Kualuh Hilir Kabupaten Labuhanbatu Utara

This study aims to determine the effect of social interaction on the emotional abilities of early childhood in Raudhatul Athfal Tunas Kualuh, Kualuh Hilir District, North Labuhanbatu Regency and identify the effect of social interaction on children's emotional abilities. This type of research is descriptive quantitative research, the population in this study involved 30 respondents and respondents using instruments that were tested for validity and reliability of sampling techniques using probability techniques, data collection instruments using observation and documentation. As for the formulation of the problem, namely how is the social interaction of children in RA Tunas Kualuh, how is the emotional ability of children in RA Tunas Kualuh, and is there an influence of social interaction on children's emotional abilities in RA Tunas Kualuh? The data analysis techniques used are normality test, and homogeneity test and hypothesis test (T test). Based on the results of the study that the validity test shows that the instruments for social interaction variables (X1) and emotional abilities (Y2) are valid and reliable. Normality test with Kolmogorov-Smirnov shows that the data is normally distributed (Asymp.Sig. = 0.370). The homogeneity test showed that the variance between groups was homogeneous (Sig = 0.517). The results of the hypothesis test (T test) indicated that social interaction has a significant influence on children's emotional abilities (Sig = 0.000), with a Beta coefficient of -0.723. This study concluded that social interaction plays a significant role in influencing children's emotional abilities in RA Tunas Kualuh, with the instruments used being valid and reliable. Thus Ho is rejected and Ha is accepted that social interaction does have a significant influence on children's emotional abilities.

Effectiveness of school-based physical activity programs in enhancing attention, academic performance, and social relationships among children with intellectual disabilities: evidence from Pakistani schools.

Physical activity (PA) offers extensive benefits for all children, including those with intellectual disabilities (ID), who face significant challenges in behavioral management and psycho-social well-being. This study investigates the effects of school-based PA on attention, academic performance, and relationships with teachers and parents in children with ID. A 12-week single-blind randomized controlled trial was conducted with 102 children with ID, aged 6 to 12 years (71 boys and 31 girls) from grades 1 to 5. Participants were divided into three groups: MVPA (moderate to vigorous PA), MPA (mild PA), and NPA (no PA). Each group engaged in PA three times a week for 45 min per session, with activities planned by a fitness trainer and supervised by the researcher. Outcome measures were assessed using SNAP-IV, STRS, CPRS, and APRS scales before and after the intervention. The results indicated that MVPA had a more significant positive impact on all outcomes compared to MPA and NPA. MPA also produced notable improvements relative to NPA. These findings underscore the importance of integrating PA into educational settings as a comprehensive strategy to enhance attention, academic performance, and social interactions for children with ID. This research highlights PA as a vital tool for addressing behavioral challenges and fostering better developmental outcomes in this population.

The impact of exercise intervention on social interaction in children with autism: a network meta-analysis.

Extensive research has documented the positive impacts of physical activity on children and adolescents with Autism Spectrum Disorders (ASD). However, the specific benefits of various sports on the social functioning of children with ASD remain ambiguous. This study aims to employ a network meta-analysis to investigate the effects of different sports on the social functioning of children and adolescents with ASD and to establish a ranking of their effectiveness. This study conducted a comprehensive online search across Web of Science, PubMed, Cochrane, and Embase databases for randomized controlled trials and quasi-experimental studies focusing on social functioning outcomes. Data were synthesized using a Bayesian framework. Sixteen relevant studies encompassing 560 participants were included. According to Cohen's classification, mini-basketball (SMD = 0.84, 95% CI: 0.46, 1.20), SPARK (SMD = 0.88, 95% CI: 0.06, 1.70), and Karate (SMD = 1.10, 95% CI: 0.27, 2.00) demonstrated high effect sizes, with Karate identified as the most effective intervention. Conversely, Combined Exercise and Nei Yang Gong interventions exhibited the least significant effects, falling below small effect sizes. Physical activity interventions have been shown to enhance social functioning in children and adolescents with ASD to varying extents, with Karate emerging as the most efficacious.

Investigating the Impact of Parental Involvement on Student Academic Achievement

Parental involvement is considered as one of the most influencing factors of a child's academic success. Like primary caregiver’s parents shape child’s attitude, behavior and success at school. Parental involvement not only affects academic achievement , but also personal development too. Our research reveals that parental involvement contributes to a child's social interaction, overall well-being, self-esteem and intellectual development. Many scholars have found that a good connection of parent’s influence makes a positive outcome of a child’s behavior, regular attendance, and academic achievement. However, there is still a gap on how to find appropriate strategies and forms of parental engagement. The research purpose tries to examine the connection of different parental engagement types as school events, conferences, meetings, involvement in homework. The research concludes with the main findings and discussion that shows how parental involvement helps to achieve student’s success.

Women's Communication Strategies in the Barbie Film

This study, conducted in a sociolinguistic setting, looks into the communication strategies utilized by female characters in the animated film "Barbie and the Magic of Pegasus." It looks at how these characters' verbal choices reflect and maybe perpetuate gendered norms and expectations, building on Coates' theory of conversational strategies. The study uses a qualitative analysis minimal responses, tag questions, questions, hedges, commands and directives, swearing and taboo language, as well as compliments used by the female characters in the film. This improves comprehension of the complicated connections between children's stories, language, gender, and social interaction. The goal is to provide a deeper understanding of the communicative preferences exhibited by these characters. Looking at women's words can reveal a lot about how gender identities are constructed and transmitted in animated storytelling. This study not only enriches the sociolinguistic academic discourse but also prompts a profound reflection on the role of language in shaping social norms. By providing a nuanced perspective on the communicative strategies of female characters, this research invites critical engagement with the dynamics of language, gender, and social interactions within the realm of animated narratives. This allows us to think more deeply about societal communication in movies. The results of this study indicate that women show characteristics of a gentler communication style with the use of limited gentle responses, subtle tag questions, and limited application of compliments. This preference prioritizes inclusion and brevity of communication over other techniques such as instructions, hedging, and taboo language. Keywords: Coates Theory, Communication Strategies, Female Characters

THE DURATION OF GADGET USE WITH THE DEVELOPMENT OF SOCIAL INTERACTION IN CHILDREN AT SDN 1 CRAKEN

Gadgets can be found anywhere, both adults and children. Children have now become active consumers where many electronic products and gadgets make children their target market. Apart from children, parents also love gadgets so much that they are called gadget crazy. The purpose of this research is to analyze the relationship between the duration of gadget use and the development of social interaction in children at SDN 1 Craken. The design of this research is quantitative observational research with a cross-sectional approach with the research focus directed at analyzing the relationship between the duration of gadget use and the development of social interaction in children at SDN 1 Craken. The total population was 33 respondents, the sample was 30 respondents taken using the Simple Random Sampling technique. The research results showed that the majority of respondents who used gadgets lasted 1-2 hours, namely 12 respondents (40.0%). Most of the respondents had sufficient development in the social interaction category, namely 14 respondents (46.7%). Based on the results of the Spearmen Rank analysis, it shows that the p-value is 0.000 < 0.05, so H1 is accepted so it can be concluded that there is a partial relationship between the duration of gadget use and the development of social interaction in students. children at SDN 1 Craken. It is hoped that parents will pay attention to how gadgets affect children's social interactions. Apart from that, it also records in detail the social activities carried out by children outside of gadget use to obtain a more comprehensive picture of the relationship between the duration of gadget use and the development of their social interactions.

Infants and toddlers in the United States with more close relationships have larger vocabularies.

Young children learn language from their caregivers, family members, and friends. However, with few exceptions, contemporary developmental scientists have studied language input and language learning through the lens of the primary caregiver and the nuclear family, rather than the infants' broader communities. In many communities-and increasingly in the United States-nonnuclear family structures are common, and extended kin, fictive kin, and intergenerational relationships are relied upon for child care. Understanding children's relationships within kinship networks can allow for more inclusive depictions of children's social interactions and their language experiences. We drew upon methods used by researchers studying social networks to assess U.S. infants' and toddlers' network composition. Results showed that young children with a greater number of close relationships (but not those with larger networks overall) had larger vocabularies, after controlling for age and socioeconomic status. These findings suggest that distributed models of child-rearing are an influential factor in early language growth and call for increased attention to social networks for understanding children's developmental trajectories. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Enhancing Peer Greeting Skills in Early Childhood Children with ASD Through SST

This study investigates the efficacy of Social Skill Training (SST) in enhancing the social skills of children with autism spectrum disorder (ASD) during kindergarten years. Children with ASD often struggle with social interactions, hindering their integration into preschool environments. Using a quantitative approach with a Single Subject Research (SSR) A-B-A design, this research focused on improving the "peer greeting" skill, specifically through waving. Results indicate significant improvement across study phases, with waving frequency increasing from 3-4 times in baseline-1 to 6-7 times during intervention, and further to 9-10 times in baseline-2. The findings underscore the effectiveness of SST in enhancing social skills among children with ASD, particularly in initiating greetings through waving. This research contributes valuable insights into evidence-based interventions for improving social interactions in children with ASD during their formative years.

Preschool teachers' assessments of behavioural problems, impact on daily life, and engagement in children with neurodevelopmental symptoms: A Swedish comparative, intervention study

AbstractThe interprofessional, interagency model PLUSS offers education for preschool teachers on how to detect and support preschool children with neurodevelopmental symptoms. A total of 119 preschool teachers used the Strengths and Difficulties Questionnaire (SDQ) to assess behavioural problems and the Children's Engagement Questionnaire (CEQ) to evaluate engagement and social interaction in 119 preschool children, before and after their PLUSS education. After education, the preschool teachers rated fewer behavioural problems (total SDQ p < .001) and increased engagement and social interactions (CEQ p < .001). In conclusion, the PLUSS preschool teachers' education and screening with the SDQ and the CEQ facilitate assessment of behavioural problems, engagement and social interaction in preschool children. Increased understanding of neurodevelopmental symptoms seems to influence how preschool teachers manage a child's behaviour, which indirectly changes the child's engagement and social interactions for the better. The preschool teachers expressed perceived needs, especially to learn how to deal with a child's emotions and behavioural regulation, and their interactions with other children.

Effects of a Family-Implemented LEGO Intervention on Social Interactions for Children on the Autism Spectrum in China

The objective of the current study was to assess how a LEGO intervention, implemented by a grandparent and a parent at home, affected social interactions for four children (two girls, two boys; ages 6–7 years) on the autism spectrum in China. A multiple probe design across four families was used. Grandparents and parents were trained to use effective teaching strategies in structured LEGO play activities to engage in interactions with their children. Results indicated that all four children’s spontaneous social initiations and responses were improved and maintained for at least 7 weeks following completion of the intervention. Increased social initiations and responses were generalized to family activities and free play at home.

Effect of Sensory-Motor Integration Trainings on Executive Functions and Social Interactions of Children with High Functioning Autism Disorder

Background: Autism spectrum disorder (ASD) is a neurodevelopmental disorder that appears in the early years of childhood. Objectives: This study aimed to examine the impact of sensory-motor trainings on the executive functions and social interactions of children with high-functioning autism. Methods: The current research was of semi-experimental type and pre-test-posttest research design with control and experimental groups. The sample consisted of N = 50 boys aged 7 to 12 years with high-functioning autism in Shiraz. A selective sampling approach was used to randomly allocate 50 high-functioning autistic students into experimental and control groups. Initially, a pretest was administered using the Coolidge Personality and Neuropsychological Inventory for Children and the Gilliam Autism Rating Scale. Subsequently, the experimental group engaged in 24 sessions of sensory-motor integration trainings three times a week over 8 weeks, while the control group continued with their regular daily activities. Data analysis was performed using covariance analysis. Results: The findings indicated that therapeutic intervention through sensory-motor integration trainings led to significant enhancements in the executive functions and social interactions of children in the experimental group (P ≤ 0.05). Conversely, no improvements were observed in the control group. Conclusions: The results of this study suggest that sensory-motor trainings programs can effectively enhance the executive functions and social interactions of children with high-functioning autism.

Analisis Dampak Bermain Game Online Free Fire Terhadap Intraksi Sosial Anak Sekolah Dasar di Desa Jekulo

This research aims to determine the impact of playing the online game Free Fire on the social interactions of elementary school aged children in Jekulo Village.The method used in this research is a qualitative descriptive approach to understand a phenomenon experienced by the subjects in the research. This research was conducted in Jekulo Village, with research subjects consisting of elementary school age children and their parents in Dukuh Karang in Jekulo Village. This research uses observation techniques, in-depth interviews, activity documentation, and recording as data collection methods. The data analysis technique for this research is carried out by reducing data, presenting data, and drawing conclusions. Data validity tests in this research include credibility, transferability, reliability and confirmability tests.The research results show that the online game Free Fire has an impact on the social interactions of children in Jekulo village. This impact has both positive and negative impacts and depends on how children play online games properly and correctly. The negative impact that is commonly found is that children tend to prefer playing games rather than talking with their parents or family. This causes children to be unable to exchange stories and strengthen relationships with their families.

Social interactions offset the detrimental effects of digital media use on children's vocabulary.

Young children's rapid vocabulary growth during the first few years is supported by input during social interactions with caregivers and, increasingly, from digital media. However, the amount of exposure to both sources can vary substantially across socioeconomic classes, and little is known about how social interactions and digital media use together predict vocabulary in the first few years of life. The current study takes a first step toward examining whether increased social interactions with other individuals may buffer the potentially detrimental effects of digital media use on language among a socioeconomically diverse sample. 305 caregivers of children between 17 and 30-months completed questionnaires about their family demographics, their child's technology use, and the child's daily routines and social interactions. Findings suggest children who experience fewer human interactions and greater technology exposure have smaller vocabularies than their peers who socialize more and use less technology, and this disparity becomes greater as children get older. Moreover, the number of social interactions moderates the link between SES, digital media, and vocabulary such that the negative impact of digital media on vocabulary for children from low SES households can be offset with increased social interactions. Together, this suggests that increasing the amount of human interactions may serve as a protective factor for vocabulary outcomes in a world where digital media use is prominent.

Family Self-Support in Managing Down Syndrome Children: A Qualitative Study.

Background and Aim. Down syndrome (DS) is the most common reason for disabilities caused by genetic disorders. Due to the special nature of this disease and the special needs of children with Down syndrome, they are required to receive their families' support. Therefore, the recognition of their problems and needs and also the alternatives for resolving them and promoting their life quality are very useful. Also, since very limited qualitative studies have been conducted, it seems necessary to design a qualitative study. Method. This qualitative study was conducted by the content analysis method and through purposeful sampling method with the participation of 26 participants including 15 mothers, 6 fathers, 3 sisters, and 2 brothers of DS children in 2022-2023. The data were collected through semi-structured interviews. Findings. Using the content analysis method of Graneheim and Lundman (2004), the main theme was "Family self-supporting in protecting Down syndrome children." The subthemes were seven including "trying to find information-support resources," "Giving importance to child's health," "religious beliefs of the family," "child moral education, helping to child's relative self-support," "developing familial support," and "developing child's social interactions." Conclusion and Recommendations. The findings of this study showed that family is the main source of fulfilling the needs of children and their life challenges through using efficient self-support methods. This study introduced family self-support methods in terms of DS children in a way that other families can also manage the problems of their children more efficiently. The present study can be used by trustees of DS to support them and their families. Considering the existence of many problems in children with Down syndrome and the involvement of families, it is suggested that policymakers and community health managers provide the basis for receiving services and social support. For example, it is possible to strengthen the screening systems in the country to diagnose the disease on time and take quick action to solve this problem. Also, by increasing the health insurance coverage and fair distribution of the support resources needed by these people, it promoted the quality of life for them and their families. Also, health policymakers in Iran can take action to increase life expectancy and reduce deaths caused by DS by improving the equitable distribution of health resources and services. Also, public policies should enhance supportive intermediation for prevention and life quality promotion and also decrease health challenges. They are also supposed to lessen the costs of health care. Furthermore, to support social organizations, health service providers and researchers should consider the development of intermediations for the health enhancing and life quality promoting of DS children.

ВЛИЯНИЕ СПЕЦИАЛИЗИРОВННЫХ ЦЕНТРОВ НА СОЦИАЛЬНОЕ ВЗАИМОДЕЙСТВИЕ ДЕТЕЙ С АУТИЗМОМ

This study is aimed at studying the impact of visiting specialized centers on the level of social interaction in children with autism. The purpose of the study is to identify the connection between visiting specialized centers and improving social interaction skills in children with autism. To achieve this goal, data collected using standardized social interaction assessment tools will be analyzed, as well as observations and interviews with parents and professionals. The study involves the participation of children diagnosed with autism who attend specialized centers, as well as their parents and specialists working in these centers. The results of the study will include analysis of data obtained from various sources and suggestions for improving the services provided by specialist centers for children with autism. The results may be useful for practitioners working with children with autism, as well as for developing recommendations for improving the quality of services for this group of children.

Peran Bahasa Indonesia Dalam Pengembangan Keterampilan Komunikasi Anak Pendidikan Anak Usia Dini

Abstract Indonesian has an important role in developing children's communication skills at the early childhood education stage. This article discusses how the use of Indonesian can influence the development of children's communication skills at an early age, as well as effective methods for developing these skills. This research aims to explore the role of Indonesian in developing children's communication skills in Early Childhood Education (PAUD). This research uses qualitative methods by means of observation and interviews. Indonesian is not only a means of communication, but also a means of developing PAUD children's thinking, self-expression and social interaction skills. This article provides a deeper understanding of the role of Indonesian in developing children's communication skills at this stage of education. Apart from that, language development strategies in early childhood and effective communication models for developing creative thinking abilities are also discussed in this journal. Storytelling and role-play learning methods can also be used to develop children's language skills at an early age. It is important to pay attention to the role of Indonesian in early childhood education to improve their communication skills. By paying attention to the role of language, it can be easier to develop an effective and holistic learning approach in developing children's communication skills from an early age. The results of the research are that providing an understanding of Indonesian can play a role in developing communication skills in early childhood.