Children's Social Skills Research Articles

The Influence of Parenting Styles on Early Childhood Social Skills

Developing a children's social skills from an early age will help build a rational thinking process and be able to make good decisions in the future. They will also understand themselves and others. This study aims to describe the family factors that trigger a child to have a lack of social skills. This research was conducted to examine and find out more and discuss the factors of parenting patterns that are closely related to children's social skills. This research describes qualitatively according to the type of case study against the background of 2 group B children aged 5-6 years having problems with their social skills, located in an RA in Tebing-Tinggi city. The type of research used in this study is qualitative descriptive with an approach. Children who lack social skills are likely to be rejected by their peers. Parents and teachers play an important role in directing children to socialize with others. Then, the intervention form includes playing solitaire, playing as an observer, playing parallel, playing associative, playing cooperative, and various forms of traditional games.

THE SOCIAL SKILLS OF CHILDREN AND THE CONTENTS THEY WATCH: REFLECTIONS OF THE PANDEMIC PROCESS

The preschool period is the period in which the child's social skills develop. During this period the child adapts to new environmentand acquires social environment requirements. As distance education rates increased in the Covid-19 epidemic, the social skills expected to be gained by children were adversely affected. In this process, usage of technological tools increased considerably. Thisresearch’s aim is to examine the reflection of the contents that children watch/use during the pandemic process on their social skills in line with family viewswith qualitative survey model and phenomenology design. The study group consists of 25 parents determined by easily accessible situation sampling, whose child receives preschool education (only distance, only face-to-face, distance and face-to-face) in Şırnak provinceThe research datawas collected through interviews and analyzed with descriptive and content analysis techniques. In the research, in line with the participants’ opinionsand research questions six themes were determined as: "Demographic characteristics", "Screen time", "Technological tools used", "Platforms used", "Contents watched/used", "Reflection of contents on social skills". As the result, it has beendetermined that the separation of children from education and friend environment during the pandemic period caused technology usage increaseand negatively affected their social skills.

Urgensi Aktifitas Bermain di Era Game Online untuk Kebugaran Jasmani Anak

The purpose of this writing work is for children to develop gross and fine motor skills, strengthen muscles and bones, improve balance, coordination, and flexibility of the body. In addition, playing can also increase heart and lung strength, and help boost a child's immune system. Play activities also provide important social experiences for children. Through play, children can learn to interact with others, share and work together in teams. This can help improve a child's social and emotional skills. In addition, play activities can also help reduce the risk of obesity in children. This writing method uses a review study method about the fitness condition of children during the online game period. Data analysis in this study used several literature reviews which were then analyzed qualitatively. The conclusion of this writing is that in the increasingly advanced technological era, children tend to spend more time in front of gadget screens and move less. By playing, children can reduce their screen time and increase physical activity. Overall, play activity is very important for the physical fitness and health of children. Parents and caregivers must provide opportunities and support for their children to play and move actively.
 Keywords: Children's Fitness, Play Activities, Physical Fitness

Evaluation of auditory brainstem implant (ABI) users' auditory behavior in everyday life.

This study aims to evaluate the everyday listening status of pediatric ABI users using the Turkish ABEL questionnaire. The study included 33 parents of children with auditory brainstem implant, and 28 parents of children with cochlear implant were included as a control group. All implant users were between the ages of 4-14. Parents answered the ABEL questionnaire to assess their child's auditory behavior in their daily living environment. In addition, Categories of Auditory Performance (CAP) and Speech Intelligibility Rating (SIR) scales were used to evaluate speech perception and production. Auditory-aural, auditory awareness and ABEL total score of ABI users were statistically significantly lower than the CI group (p < 0.05). There was no statistically significant difference between the groups in the Conversational/Social skills subgroups. It was found that as the duration of ABI use increased, auditory-verbal, social skills and total scores increased significantly. In addition, correlations were obtained between ABEL total and subscale scores and CAP and SIR scores. Parents believe that their children adapt nicely to ABI and are aware of environmental sounds. This study reveals the auditory, aural, and social skills of children using ABI through the regards of their parents. This study showed that the ABEL questionnaire, which was used in previous studies to express parental views of children with hearing aids and cochlear implants, can also be used for parents of children using ABI.

Impact of the COVID-19 Lockdown on Children's Psychosocial Well-Being: A Cross-Sectional Study in Saudi Arabia.

Background The impact of COVID-19 on children is a vital topic to cover since the quarantine lasted for months, and limited research explored this effect locally in Arab countries. We studied the impact of the COVID-19 lockdown on the psychosocial well-being ofchildrenaged 1-18 years who were living in Saudi Arabia during the time of the pandemic. Method A total of 387 participants' responses were collected using online questionnaires (valid and reliable) composed of three sections with open and close-ended questions by the child's legal guardians. This cross-sectional study was conducted in Saudi Arabia and targeted children aged 1-18 years of both gendersusing a convenience sampling technique. One questionnaire assessed the child's behavior and sleep pattern, while the other evaluated child's activity and social skills. We analyzed the data using Statistical Package for Social Sciences (SPSS) version 20.0 (IBM Corp., Armonk, NY). Results Half of the children were1-6 years (196; 50.6%), and the caregivers of more than half (225; 58.2%) were mothers. Two-thirds (234; 60.5%) of the children were male. Apart from a poor appetite for food and eating (non-nutritional) junk food, which was not significant (p-value > 0.05), all other factors,behavior, sleep patterns, activity, and social skills, all other factors were significantly affected by COVID-19 (p<0.05). Conclusion This study found that the COVID-19 pandemic had a negative impact on children's psychosocial well-being.It is recommended to implement actions that aim to enhance the ability of children to cope with challenges.

Compensatory effects of maternal and paternal supportive parenting in early childhood on children's school-age adjustment.

Both maternal and paternal supportive parenting (i.e., sensitivity, warmth, stimulation, and engagement) across early childhood have been found to be associated with multiple domains of children's positive socioemotional functioning. However, few studies have considered how maternal and paternal supportive parenting may interact to impact child development. Thus, the present study assessed direct and moderated longitudinal relations between maternal and paternal supportive parenting in toddlerhood (24 and 36 months, respectively) and fathers' and teachers' reports of children's socioemotional and behavioral adjustment in first grade. Data were drawn from a large, sample of Norwegian parents and children (N = 455, 51% female, 49% male, 10% endorsed financial strain, 75% of fathers and 86% of mothers born in Norway). After controlling for child temperamental activity level and soothability in infancy, path analysis revealed that higher paternal supportive parenting was associated with fewer symptoms of father-reported child hyperactivity/impulsivity in first grade. In addition, a significant interaction between maternal and paternal supportive parenting was evident for three out of the four assessed outcomes (per both father- and teacher-reports): externalizing problems, hyperactivity/impulsivity symptoms, and social skills. Simple slope analyses revealed a negative relation between parental supportive parenting and children's externalizing (father-reported) and hyperactivity/impulsivity problems (father- and teacher-reported) when the child's other parent engaged in low levels of supportive parenting. Similarly, paternal supportive parenting was positively associated with children's social skills (father-report) when mothers engaged in low levels of supportive parenting. Results are discussed with implications for including both mothers and fathers in early childhood research, intervention, and social policy. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Effects of Adaptive Prompts in Virtual Reality-Based Social Skills Training for Children with Autism.

The purpose of this single-case experimental design (SCED) study is to investigate how adaptive prompts in virtual reality (VR)-based social skills training affect the social skills performance of autistic children. Adaptive prompts are driven by autistic children's emotional states. To integrate adaptive prompts in VR-based training, we conducted speech data mining and endorsed micro-adaptivity design. We recruited four autistic children (12-13years) for the SCED study. We carried out alternating treatments design to evaluate the impacts of adaptive and non-adaptive prompting conditions throughout a series of VR-based social skills training sessions. Using mixed-method data collection and analyses, we found that adaptive prompts can foster autistic children's desirable social skills performance in VR-based training. Based on the study findings, we also describe design implications and limitations for future research.

Penggunaan Alat Permainan Edukatif sebagai Media Pembelajaran dalam Kegiatan Bermain sambil Belajar

I am using educational game tools as learning media in playing while learning is an important topic in children's education. As an artificial intelligence, I cannot provide an analysis of this discussion because I cannot evaluate the truth of the debate or research methodology. This research analyzes educational game tools as learning media in playing while teaching activities. This research uses a descriptive qualitative method. Triangulation is the method used, which includes interviews, observation, and documentation. The findings of this study are that the use of educational game tools in learning can increase children's interest and motivation in learning and help develop children's social, cognitive, and motor skills. I am using educational game tools as learning media in playing activities while learning has great potential to improve children's learning. However, parents and teachers must do it properly and support its use. Further research must be done to reveal its potential, limitations, and influence on the child's development.

Comparative Analysis of AI-Based Facial Identification and Expression Recognition Using Upper and Lower Facial Regions

The COVID-19 pandemic has significantly impacted society, having led to a lack of social skills in children who became used to interacting with others while wearing masks. To analyze this issue, we investigated the effects of masks on face identification and facial expression recognition, using deep learning models for these operations. The results showed that when using the upper or lower facial regions for face identification, the upper facial region allowed for an accuracy of 81.36%, and the lower facial region allowed for an accuracy of 55.52%. Regarding facial expression recognition, the upper facial region allowed for an accuracy of 39% compared to 49% for the lower facial region. Furthermore, our analysis was conducted for a number of facial expressions, and specific emotions such as happiness and contempt were difficult to distinguish using only the upper facial region. Because this study used a model trained on data generated from human labeling, it is assumed that the effects on humans would be similar. Therefore, this study is significant because it provides engineering evidence of a decline in facial expression recognition; however, wearing masks does not cause difficulties in identification.

Child refugee's social skills and resilience: Moderating effects of time in refugee camp, parental education, and preschool attendance

AbstractIn this cross‐sectional study, we examine the relationship between social skills and resilience and the moderating effects of time spent in a refugee camp, parental education, and schooling on Syrian children who have been forcibly displaced to Turkey. Five hundred and twenty‐six preschool‐aged children (56.3% female, Mage = 5.79) were recruited to participate in this research. The Turkish version of the Child and Youth Resilience Measure‐Revised (CYRM‐R) and the Early Childhood Social Skills Measure (ECSSM) were used to assess refugee children's social skills and resilience, respectively. Results show that the children's social skills were positively related to resilience with length of time spent in a refugee camp, the parental education level, and preschool attendance moderating this association. These results highlight the role of social skills as a possible means of enhancing refugee children's resilience.

Green enrichment for better mind readers? Residential nature and social brain function in childhood

Human social cognition is considered an essential skill necessary for socially appropriate behaviours and social integration. Childhood is a time of rapid social expansion and growing independence from parents, but it is also a period of vulnerability in which children have unequal opportunities for optimal development. Accumulating evidence suggests that access to greenery, such as trees, shrubs, and grassed areas, might promote social skills in children. In this pre-registered, cross-sectional study, we found that vegetation cover around the home was associated with theory of mind (b/SE = 18.36/6.49, p = 0.006, Bayes Factor (BF) = 2.711) but not affect recognition (4.51/6.99, 0.52, 0.133) in 5–12 year-old children (n = 85). Further, neither of two neurophysiological indexes of face emotion processing, the N170 latency (−31.9/42.20, 0.45, 0.201) and the N170 amplitude (−5.58/11.82, 0.63, 1.02), were associated with vegetation cover around the home. Vegetation cover around the home might support the formation of social skills through higher order reasoning about emotion experience and cause and effect as it relates to other people. Future studies including larger, longitudinal samples are required to confirm the findings.

A qualitative exploration of caregivers’ experiences with the Attachment and Biobehavioral Catch‐up (ABC) parenting program

In the face of childhood adversity, services and interventions can improve a child's life trajectory by promoting healthy development, enhancing protective factors, and building resilience through stable and supportive relationships. One such service, a specific and highly researched home visiting intervention, Attachment and Biobehavioral Catch-up (ABC), is often provided to families through home visiting service programs. This qualitative descriptive study examines the experiences of caregivers (N=18) who received ABC as part of a statewide early childhood initiative in one midwestern state. Participants provided insight into the context of their lives before and during the intervention. They described their perspectives of the utility of the program and its influence on their family's behaviors and interactions. Findings demonstrate that coaching support bolstered caregivers' confidence in effective strategies and guided them through caregiving challenges. Caregivers observed growth in their caregiving practices, their infants' and young children's social and emotional skills, and their dyadic caregiver-child relationships, demonstrating the benefits of participating in and completing the ABC intervention.

Mindfulness in Marriage and Mindfulness in Parenting as Predictors of Social Skills in Early Childhood

The purpose of this study is to investigate the relationship between children's social skills in early childhood, mindfulness in parenting, and mindfulness in marriage. The research was conducted based on the correlational survey model. The participants are 279 parents with children aged 3-7 years. The instruments that used for data collection were the Preschool and Kindergarten Behavior Scale (PKBS-2), Mindfulness in Marriage Scale (MMS), Mindfulness in Parenting Questionnaire (MPQ) and Personal Information Form. Independent samples t-test, correlation analysis, and multiple linear regression analysis were used to analyze the data. The results show that mindfulness in marriage and mindfulness in parenting have a positive and significant relationship with social skills in early childhood. According to the results of the regression analysis, mindfulness in marriage and mindfulness in parenting are significant predictors of children’s social skills. The regression model has explained 27% of social skills. The research findings were discussed in light of the literature.

Does the early childhood education and care in India contribute to children's skill development?

AbstractEarly childhood education and care (ECEC) is a crucial intervention because of its long‐term impact on child development. However, information concerning the effectiveness of the ECEC in developing countries like India is sparsely available. This empirical study drew upon primary data collected from India's eastern state, West Bengal and investigated whether attending preschool contributed to children's cognitive and social skill development. The study found that attending preschool did not provide dividends in the form of cognitive and social skill accumulation. Furthermore, attending private preschool was associated with socioemotional development but no cognitive development. Moreover, parents' education seems to be a strong predictor for child's development. Given the findings of this paper, preschools in India, both in the public and private sectors, would need considerable quality improvement to deliver developmentally appropriate ECEC to children. It is particularly relevant in the context of the new National Education Policy in India, which emphasises the need to provide universal access to high‐quality ECCE to all young children across the country.

Social Skills of Children with Autism During Independent Play Activities

The social skills of children with autism are important for their learning process. This study aims to observe and identify independent play through the communication, verbal and learning style components and learning facilitation towards improving the social skills of children with autism. The study sample was three children and three teachers in three special education primary schools in Kuala Lumpur integration. The design of this study uses a qualitative approach with structured observation and interviews. Data collection through questionnaires and observations using a four-point likert scale to obtain information on the teacher's teaching approach style (A1), student social skills (A2) and student social skills during free play (B). Overall, the findings of the study for the approach style (A1) of three teachers used teacher lesson plans and teaching aids 100 percent very often. The teacher's strategy showed that 66.66 percent of the respondents stated that they always and 33.33 percent of the respondents said that they were very often. While the teacher's teaching strategy states that frequency always exceeds very often. Student social skills (A2) which is an interview with three teachers and three children showed different results from the three children involved in terms of behavior, socializing and sharing goods. Next, for the social skills of the three children during free play (B) was conducted, showing that the three activities carried out, namely the bragging game, snake checkers and long pole can have a positive effect and attract the interest of the three children involved based on the total percentage and total mean score studied. Finally, this study provides implications for educational institutions in addition to raising awareness for teachers and parents about the importance of free play and learning styles and facilitation of social skills among children with autism.

Development of the Emirati Child Adaptation Scale (ECAS) for Assessing the Behavioral Adaptation Skills of Children with and without Disabilities in the UAE

Behavioral problems cause limitations in the social skills of children without disabilities and affect the functionality of children with disabilities. The Emirati child adaptation scale (ECAS) was developed in the UAE to provide reliable and valid information on the behavioral adaptation skills in children with and without intellectual disability (ID). The scale’s item pool consists of 651 items that identify behavioral adaptation deficits across the 10 domain–skill areas of communication, pre-academic, listening, social, self-care, self-orientation, motor skills, operational society, life, and health and safety. The scale was administered to 1542 children with disabilities and 920 children without disabilities. The scale is deemed essential, as it enables psychologists, special education teachers, health professionals, and researchers to implement a reliable psychometric tool of adaptive and behavioral functioning of 1–18-year-old individuals. The development and structure of the Emirati child adaptation scale is described and discussed.

Implikasi Peran Orang Tua Dalam Mendukung Pembelajaran Pendidikan Agama Hindu Terhadap Kompetensi Anak Pada Masa Pandemi di Kota Denpasar

The pandemic storm had succeeded in changing education directed online (into network). Over time, online learning raises various problems that are feared to have implications for children's competence. Moreover, online learning tends to focus on the role of parents as educators at home. Reflecting on this, this research chose schools in Denpasar as a sample to identify the role of parents on children's competencies during online implementation. As an important part of the research, several research objectives were formulated, namely, to find out the implications of the parents’ role on children's competence in the field of spiritual attitudes and social attitudes as a moral (affective) basis, the field of knowledge or children's analytical power (cognitive), and the field of creativity or skills child (psychomotor). By using a research method with a type of qualitative research, this research obtained data from primary and secondary data sources. In terms of determining informants, a purposive sampling technique was used, balanced with several data collection techniques, namely observation techniques, interviews, document recording, and library research. After data was obtained, the, data was analyzed using interactive data analysis techniques from Miles and Huberman. The results of this research indicated that the role of parents in learning Hindu Religious Education during pandemic in Denpasar city had positive implications for development of children's spiritual attitude competencies, but it had negative implications for development of children's social attitudes, knowledge and skills. So, conclusion of this research was the role of parents in online learning during the pandemic has been going well, but it needs to be optimized so that it has positive implications for the overall development of children's competencies.

Peran tri pusat pendidikan terhadap keterampilan sosial anak berkebutuhan khusus di SD Muhammadiyah Nitikan Yogyakarta

The purpose of this study is to understand the role of the Three Education Centers on the social skills of children with special needs at SD Muhammadiyah Nitikan. The subjects in this study were school principals, grade III teachers, grade III teachers, special assistant teachers, parents of a student with special needs, committees, peers, and students with special needs at SD Muhammadiyah Nitikan. Data collection techniques used observation techniques, interviews, and documentation. The data analysis technique in this study used Miles and Huberman which consists of data collection, data reduction, data presentation, and conclusion. The results showed that (1) the family environment plays a role in the first and foremost educators of children, guarantees children's comfort and happiness, and the occurrence of constant social interactions, motivates children. (2) The school environment plays a role in children's formal education that is directed and structured, providing facilities to support children's needs, as well as giving encouragement and support to children. (3) The community environment becomes a place for children's social activities, as well as supporting children's social skills. (4) Obstacles to the implementation of the three education centers are found in the children with special needs themselves, the lack of responsiveness of the family environment to reports from schools, the school environment that could not accompany children 100%, and the community environment who is less aware of the importance of social skills of children with special needs. (5) The efforts of the three education centers towards the development of social skills are the provision of adequate facilities, open-mindedness, and good communication between the three environments, organizing meetings to conduct cooperation in shaping children's social skills, giving examples, and instilling social skills during the learning process.

The relations between teacher-child relationships in preschool and children's outcomes in kindergarten

This study examined relations between closeness and conflict in the teacher-child relationship in preschool and children's problem behaviors, social skills, and executive function (EF) in kindergarten, and examined if these relations are moderated by parental education. The study also explored associations between teacher-child closeness and conflict and the subscales of children's problem behaviors and social skills. The sample consisted of 126 preschool children (M = 56.70 months, SD = 3.89). Regression analyses revealed that teacher-child conflict was related to poorer social skills in children (β = −0.24, p = .020), specifically lower assertion (β = −0.21, p = .044) and lower engagement (β = −0.28, p = .002). Additionally, as conflict in the teacher-child relationship increased, EF decreased for children whose parents have a lower level of education, less than a college degree (β = 0.46, p = .035). Implications for future research are discussed.

The Relationship Between Parenting Stress and Social Skills of Preschool Children

Social skills refer to specific task-related behaviors in daily life, such as participating in peer interactions, making friends, or making requests. In early childhood, social skills have a significant impact on their future academic performance, behavior patterns and even mental health. In this quantitative study, a questionnaire survey was conducted, selecting samples from urban kindergartens in Heze City, Shandong Province, China, and collecting a total of 256 valid questionnaires. The results showed that preschoolers' social skills (2.69±0.34, 2.5 is the mean score) were at a medium level and parents' parenting stress (2.34±0.60, 3 is the mean score) were at a medium to low level. Children's social skills differed significantly on the mother's education variable but not on other demographic variables. Children whose mothers' education was undergraduate had better social skills than children whose mothers' education was college, and children whose mothers' education was postgraduate had better social skills than children whose mothers' education was college. There is a significant and negative correlation between children's social skills and parents' parenting stress (correlation coefficient = - 0.171**), and parents' parenting stress was predictive of children's social skills (β= - 0.143). This study may contribute to designing social skills intervention programs for preschool children from the parents' perspective and expand research considerations on social skills interventions.