Child Interaction Research Articles

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.

Exploring Causes of Radicalization and Violent Extremism among Children: The Effects of Toy Guns on Children in Pakistan

A child's interaction with toys is essential for their social and behavioural development. This paper examines the relationship between toy guns and radicalisation, specifically its effects on children's cognitive and behavioural development and whether they contribute to future violent patterns. The study used a mixed-method approach with children aged six to 15, both boys and girls, in a Lahore-based school. The exercise aimed to understand the amount of real hostility, pretending aggression, playing rough-and-tumble (R&T), and pretend-tononaggressive to investigate the relationship between toy gun play and aggression. The paper concludes that radicalism and its violent manifestations result from a combination of factors simultaneously playing out at the macro (political and economic) and micro (social and individual) levels.

Развитие принципов культурно-исторической теории в специальной педагогике и психологии

<p>The article analyzes the importance of research in the field of special education and psychology for the development of cultural-historical theory. In this article we show that the development of the principles of cultural-historical psychology should be analyzed, and problematic areas of special education are identified. We have analyzed an importance of researches on special education and psychology to better understand a correlation between learning and development, the cultural development of a child as "growing into culture", the development of the regulatory function of speech, the content of the category "development" in psychology, the role of the collective in the development of children with disabilities. For the first time in cultural-historical psychology were shown the role of interaction with a peer without disabilities in the development of higher mental functions of a child with disabilities, the importance and conditions of interaction of a special child with an adult for making a step in development, the ratio between disability and its compensation, ideas about the zone of proximal development and the patterns of abnormal development. We showed how L.S.Vygotsky's ideas on the diagnosis of abnormal development in modern special psychology work, and importnt modern studies are for better understanding of normal development. It is shown that many problems of special education (including the problems of inclusive education) pose a challenge to cultural-historical theory and can be solved using it. The article shows prospects for the development of the analyzed problem area.</p>

Psychopathology in Infants, Toddlers, and Preschool Children with Nonsyndromic Clefts of the Lip and/or Palate: A Case-Control Study.

The aim of this study is to assess psychopathology and maternal interactions in infants, toddlers, and preschool children with nonsyndromic clefts of the lip and/or palate (NSCLP) and association of psychopathology with cleft-related factors and maternal interactions. Twenty-six children from 4 to 72 months of age with NSCLP, who were attending the Plastic, Reconstructive and Aesthetic Surgery Department were included as the case group. Fifty-two healthy children who were matched on age and sex with the case group were taken as controls. Children were assessed in aspects of psychiatric diagnosis, articulation, and development. Speech and language disorders (SLD) (P<0.001), disorders of affect (DA) (P=0.005), feeding behavior disorder (P=0.002), sleep-behavior disorder (SBD) (P=0.038), and disordered mother-child relationship (P<0.001) were more prevalent in children with NSCLP. Dental alignment (P=0.024), number of operations (P=0.006), and type of operations (P=0.012) were associated with DA. The children in the case group, who had disordered relationship with their mothers had significantly more SLD (P=0.036) and SBD (P=0.039). Children with NSCLP are at risk of developing psychopathology, especially SLD and DA. Maternal interactions and the above cleft-related factors and may be the target of interventions to prevent and treat psychiatric disorders in these children.

유아의 놀이 상호작용이 언어 및 문해력과 수리적 사고에 미치는 영향 -사회적 유능감의 매개효과-

The purpose of this study is to examine the mediating effect of social competence in the structural relationship between child's play interactions and social competence, language and literacy, and mathematical thinking. For this purpose, data from the 7th year of the Korean Child Panel(2014) provided by the Korea Institute for Childcare Policy(KICE) were used, and a total of 667 young children and their classroom teachers were analyzed. Descriptive statistics, correlation analysis, confirmatory factor analysis, exploratory factor analysis, structural model analysis, and path analysis were conducted using SPSS 23.0 and AMOS 22.0. The results of this study are as follows. First, children's play interactions had an effect on language and literacy, but not on mathematical thinking. Second, children's play interactions had a statistically positive effect on social competence. Third, children's social competence had a statistically positive effect on language, literacy, and mathematical thinking. Fourth, social competence was found to partially mediate the relationship between children's play interactions and language and literacy skills, and social competence was found to fully mediate the relationship between children's play interactions and mathematical thinking.

Loose Parts Media Learning Management to Improve Linguistic Skills in Non-Formal Early Childhood Education Institutions in Wonosobo District, Wonosobo Regency

The purpose of this study was to determine the effect of learning management with loose parts media on improving the linguistic abilities of children aged 5-6 years in non-formal PAUD institutions throughout Wonosobo District. This research, conducted in a non-formal PAUD institution in Wonosobo District, used a qualitative descriptive method to explore the impact of loose parts media on the logical and linguistic intelligence of children aged 5-6 years. Data was collected through direct observation, structured interviews, and documentation, focusing on children's interactions with loose parts and teachers' responses to this learning method. The analysis involved data reduction, presentation, and conclusion drawing, with the findings expected to enhance future learning methods. This study found that children aged 5-6 years in Non-Formal PAUD, Wonosobo District, can express their desires and dislikes through speaking skills, with language development indicators including understanding commands and repeating complex sentences. The application of loose parts in learning management significantly enhances their linguistic abilities, as demonstrated by positive outcomes in one well-implemented institution. However, challenges such as limited funding and lack of training information hindered broader implementation. To address these, it is suggested that BOSP funds be allocated for materials and educator training

Quality of parent–child interaction in underserved migrant areas in Kyrgyz Republic: a pilot study

BackgroundAfter societal change in Kyrgyz Republic, the pattern of parent–child interaction in the changing parenting culture is an important factor influencing the positive development of Kyrgyz children. This study is aim to assess the quality of parent–child interactions in Kyrgyzstan by analyzing the interaction patterns and playfulness of children during free play at home.MethodsThis was a descriptive pilot study using video-recorded observations to explore parent–child interactions. The Dyadic Parent–Child Interaction Coding System and a playfulness instrument were used to assess the patterns and quality of the interaction. A total of 20 dyads of children aged 24 to 58 months and their parents, living in migrant communities of Kyrgyzstan, participated in this study.ResultsMajor parent–child interaction patterns included 731 turns of parent–child dyads during 1040 episodes. Verbal as well as nonverbal behaviors of parents were observed while interacting with their children. Parents used direct and indirect commands most frequently, while praise was used the least in interactions. Children frequently used compliance as well as noncompliance when they interacted with their parents. Children had low playfulness scores while interacting with their parents. Cognitive spontaneity was the component with the lowest score among all subdomains of playfulness.ConclusionFuture studies are recommended to develop strategies to facilitate parents’ active interaction with their children, promote children’s playfulness, and improve the quality of their mutual interaction.

Digital childhoods and multilingual identities: Preschool children's interactions with a picture book app

Digital childhoods and multilingual identities: Preschool children's interactions with a picture book app

The impact of children’s attentional behaviour and parent–child interaction on children’s self regulation skills

ABSTRACT This study aims to examine the predictive role of parent–child interaction on children's self-regulation skills during the preschool period. The study was conducted on a sample consisting of 219 children aged 5–6 and their mothers, selected using convenience sampling method. In the research, mothers’ interactions with their children were evaluated using the Maternal Behavior Rating Scale, while children’s interactions with their mothers were assessed using the Child Behavior Rating Scale, and children’s self-regulation skills were evaluated based on performance using the Preschool Self-Regulation Assessment. The findings indicate that interaction elements predicting children’s self-regulation skills at a high and positive level include children’s attention, as well as mothers’ sensitive-responsive behaviors. The interaction element predicting self-regulation skills at a negative level is mothers’ focus on achievement and directive behaviour. In contrast, neither the children’s initiation of interaction nor the mothers’ emotional and expressive behaviors were significant predictors of the children’s self-regulation skills. The results were discussed in light of existing literature and suggestions for future research were provided.

Perinatal Predictors and Mediators of Attachment Patterns in Preschool Children: Exploration of Children's Contributions in Interactions with Mothers.

Insecure and disorganized attachment patterns in children are linked to poor health outcomes over the lifespan. Attachment patterns may be predicted by variables that influence the quality of children's interactions with their primary caregivers/parents (usually mothers) such as prenatal and postnatal exposures and the children's own behaviours in interactions. The purposes of this exploratory study were to examine: (1) prenatal predictors of children's attachment patterns, and (2) postnatal mediators and moderators of associations between prenatal predictors and children's attachment patterns, with adjustment for relevant covariates. Mother-child dyads (n = 214) from the longitudinal Alberta Pregnancy Outcomes and Nutrition (APrON) cohort were studied using valid and reliable measures. Hayes' mediation analysis was employed to determine direct and indirect effects. Mothers' prenatal cortisol levels directly predicted disorganized (versus organized) child attachment in unadjusted models. Children's passivity (in adjusted models) and compulsivity (in unadjusted and adjusted models) in parent-child interactions mediated the pathway between mothers' prenatal cortisol levels and children's disorganized attachment patterns. Serial mediation analyses revealed that mothers' cortisol levels predicted their children's cortisol levels, which predicted children's compulsivity, and, ultimately, disorganized attachment in both unadjusted and adjusted models. No predictors were correlated with children's insecure (versus secure) attachment. This exploratory research suggests that prenatal exposure to mothers' cortisol levels and children's behavioural contributions to parent-child interaction quality should be considered in the genesis of children's attachment patterns, especially disorganization. Interventions focused on parent-child interactions could also focus on addressing children's behavioral contributions.

Organizational Mediators of Sustainability in a Randomized Controlled Trial

ABSTRACT Background Prior systematic reviews and research have suggested that certain organizational characteristics and training methods may support the sustainability of new practices, yet these factors have not been adequately studied in behavioral health. Objective The objective of this study was to test the indirect effects of training design (e.g. training condition and consultation call attendance) on clinician-reported sustainability through post-training organizational resources, training exposure and utilization, and organizational climate. Method Fifty licensed outpatient clinics, including 100 clinicians, 50 supervisors, and 50 administrators were randomized to one of three training conditions: 1) Learning Collaborative (LC), 2) Cascading Model (CM), or 3) Distance Education (DE). All were trained to provide Parent Child Interaction Therapy (PCIT). Data to assess training and implementation outcomes were collected at 4 time points coinciding with the training period: baseline, 6- (mid), 12- (post), and 24-months (1-year follow-up). Multi-level path analysis was utilized to examine the role of organizational barriers and training approaches on the sustainability of PCIT (caseload, protocol use, number of families seen). Results Clinician-reported resources, training exposure and utilization, and organizational climate varied among study conditions, with the most favorable conditions reported in the CM condition and the least favorable conditions reported in the LC condition. The CM condition was associated with greater PCIT caseload, more families served by the PCIT program, and less use of the full PCIT protocol as compared to the DE condition, while the LC condition was associated with fewer families served and more use of the full PCIT protocol. Conclusions Organizational factors such as available resources, organizational climate, and training exposure and utilization indirectly influence the effect of training approach and consultation on PCIT sustainability two years after baseline and vary based on condition. A possible mechanism of the cascading training model on sustainability, through increased organizational resources, was also identified.

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.

Exploring the multimodal affordances of digital coding devices in fostering creative thinking in early childhood education

Digital technologies are increasingly acknowledged for their potential to enrich early childhood learning experiences, particularly in the area of creativity. However, research has tended to focus upon end products and skill development, and little is known about creative development processes. This study sought to explore young children's creative processes as they engaged with three digital coding devices over an eight-week period as part of a Digital Discovery Program. It employed a microethnography to provide nuanced observations of five young children's (aged 4–5 years) interactions and behaviours. Data was collected through approximately 40 hours of video recordings, capturing the dynamic and multimodal aspects of the childrenʼs play and learning experiences. A multimodal interaction analysis was used to examine the multimodal design affordances of each device as mapped against Murcia et al.'s (2020) A-E of Creativity Framework. The findings revealed a clear interplay between digital technologies and various modes of communication, with children demonstrating creativity through their verbal expressions, manipulation of the devices, and spatial understanding of their physical environment. By understanding the multimodal affordances of digital devices aligned with educational frameworks and embracing child-specific definitions of creativity, educators, curriculum designers, policymakers, and researchers can collectively promote creativity and enrich digital learning and play for young children.

Strengthening the role of the family in supporting the social interaction and well-being of children with autism spectrum disorder

The purpose of this study was to explore the issue of strengthening the family in supporting the social interaction and well-being of children with autism in Jeddah, Saudi Arabia. The study used a descriptive approach and relied on the social survey. The sample of the study included 110 parents of children with ASD, who were selected randomly. The questionnaire of 35 items was used as an instrument for the study to collect data. The results showed parents regard discovering the problem of ASD among their children to be a very important and effective aspect. On the other hand, they think the institutions and care centres have a low role in supporting them when dealing with their children. The findings did not reveal significant differences between the parents according to their gender and level of education. The results showed that the parents from both genders believe that there are challenges facing them to help their children become socially interactive and the role of institutions and care centres is not effective. The findings did not reveal significant differences between the parents according to their gender and level of education. The results showed that the parents from both genders believe that there are challenges facing them to help their children become socially interactive and the role of institutions and care centres is not effective.

The Impact of the COVID-19 Pandemic on the Paternal Parenting Experience: A Scoping Review.

The objective of this scoping review was to map the impact of the COVID-19 pandemic on the paternal parenting experience. Studies published between January 2020 and October 2021 reporting on paternal mental health, interparental relations, and child interactions were eligible. Forty studies from 17 different countries were included. Most studies included data from both mothers and fathers (83%); five studies reported data from fathers only, and three examined same-sex partners. Most commonly reported outcomes included division of childcare activities (n = 14), delegation of household tasks (n = 10), depression (n = 12), and stress (n = 9). The impact of the COVID-19 pandemic on fathers varied globally with no clear trends except for the division of childcare and household tasks, in which fathers increased their contribution to childcare and household tasks yet mothers continued to experience a higher domestic burden. Further research is recommended to advance our understanding of how fathers coped during the COVID-19 pandemic and document the long-term impact of the pandemic on families.

Relationship of nutritional behaviors and parent–child interactions with developmental domains of Iranian toddlers: a cross-sectional study

BackgroundHealth service providers closely monitor the developmental state of toddlers to identify the factors affecting this process because any defect during this period will cause irreversible damage. Therefore, this study investigated the relationship of nutritional behaviors and parent–child interactions with the developmental domains of Iranian toddlers.MethodsThis cross-sectional, descriptive-analytical study was conducted on 341 toddlers aged 12–36 months covered by comprehensive health centers in the south of Tehran in 2021–2022. The participants were selected through single-stage cluster sampling. To this end, 16 comprehensive health centers were randomly selected, and then some of the clients from each center were randomly selected as the sample. The required data were collected through the Ages and Stages Questionnaire (ASQ), the Children’s Eating Behavior Questionnaire (CEBQ), the Child-Parent Relationship Scale (CPRS), and a demographics form. They were then analyzed statistically using descriptive and inferential statistics in SPSS-21, considering a significance level of p < 0.05.ResultsThe results showed that most participants were normal in all developmental domains (communication, gross motor, fine motor, personal-social, and problem-solving), with a mean developmental delay ranging from 1.8 to 7%. The most serious problem of participants requiring medical referral was related to gross motor (7%) with a mean of 54.35 ± 7.28 followed by communication (6.5%) with a mean of 49.41 ± 9.67. The mean nutritional behavior of participants was 77.9 ± 21.7. A significant relationship was found between the nutritional behaviors of participants and the problem-solving domain of development (p = 0.018). The results also indicated a mean parent-child interaction score of 94.26 ± 12.63. There was a significant relationship between parent-child interactions and the communication area of development (p = 0.04).ConclusionSince some areas of toddler development are influenced by children’s nutritional behavior and parent-child interactions, it is necessary to train families to identify, monitor, and correct the factors affecting the development of their children. Health system officials and planners are also recommended to develop interventions to improve the nutritional behaviors of children and parent-child interactions.

The Relationship of Bullying Behavior and Social Interaction in School-Age Children at SDN 22 Jambi City

The problem that is currently widespread in education circles is bullying. The Organization for Economic Cooperation and Development (OECD) stated that Indonesia is ranked first in the position of bullying cases in ASEAN with 84% confirmed in 2023, and according to data from the Indonesian Child Protection Commission (KPAI) Bullying cases are quite a worrying issue in the school environment. Data records that there will be at least 1,478 cases of bullying reported in 2023. Bullying makes it difficult for children to interact well in their social environment and this can hinder the child's development process. This research was conducted to identify the relationship between bullying behavior and social interactions in school-age children at SDN 22, Jambi City. The research method used was quantitative research using a cross sectional approach. The research population was students of SDN 22 Jambi City grades IV, V, VI, totaling 103 samples taken using total sampling techniques. This research uses a questionnaire instrument. The analytical test used is Spearman Rho. The results of the research show that generally the bullying behavior data is in the low category of 96 respondents (93.2%) and most social interactions are in the good category of 80 respondents (77.7%). The test results obtained were (p 0.01&lt;0.05). The conclusion is that there is a relationship between bullying behavior and social interaction in school-age children at SDN 22 Jambi City. It is hoped that the results of the research will be used as material for consideration by schools in providing guidance and counseling support services, so that students can understand the limits of social interaction.

The impact of lockdown on child adjustment: a propensity score matched analysis

The COVID-19 pandemic has had an inestimable impact worldwide, challenging the daily lives and interactions of children and their families. In 2022, Shanghai implemented a three-month lockdown in response to an acceleration of positive cases during the pandemic period. This restrictive policy provided insight into the impact of the lockdown on children's social adjustment and the role of parent–child conflict during this process. Mothers of preschool-aged children participated in this study and completed the Chinese version of Child-Parent Relationship Scale (CPRS) and the Strengths and Difficulties Questionnaire (SDQ). Using Propensity Score Matching (PSM) method, two matched groups were formed: pre-lockdown group and post-lockdown group, with a total of 574 preschoolers (N = 297 in each group; Mage = 4.36, SD = 0.86) were recruited. The results showed that the lockdown directly impacted children's emotional symptoms. Additionally, the parent–child conflict mediated relationship between the lockdown and children's adjustment. Specifically, parent–child conflict deteriorated children's emotional symptoms, hyperactivity-attention problems, and prosocial behaviors. These findings highlight the significant impact of the severe lockdown on children's social adjustment and the role of parent–child interactions during this period.

The effects of the Quality Book Reading (NIKO) early intervention program on Turkish mothers of children with Down syndrome and their children

ABSTRACT The present study aimed to examine the effects of the Quality Book Reading (NIKO) Early Intervention Program on Turkish mothers of children with Down syndrome aged between 2 and 6 years and their children. The research was conducted using the convergent parallel mixed design with 17 mother-child dyads determined by random assignment. Nine participants were included in the control group, and eight were included in the intervention group. The research was performed online. The research data were collected through video recordings of the mother-child dyads taken during the book reading activity before and after the intervention and semi-structured interviews conducted with the mothers after the intervention. Results revealed that the NIKO Program was effective on various variables, which are primarily children’s pivotal behaviours, interactional behaviours, and book reading behaviours displayed by mothers. Parents exhibited more quality reading behaviours and these behaviours positively impacted the pivotal behaviours and interactions of children. The above-mentioned results show that the NIKO Program can contribute to the development of children with Down syndrome and is an effective tool for parents to improve their book reading habits.

Partnering with Reach Out and Read to understand families' experiences with books and their babies

AbstractObjectiveVia a research–practice partnership centering community partners' needs and goals in the research design, we examined how parent, infant, and social‐contextual characteristics relate to shared book reading frequency and perceptions of Reach Out and Read (ROR), a national physician‐to‐family program.BackgroundShared book reading is associated with higher quality parent–child interactions and enhanced cognitive and socioemotional development. However, only a small percentage of families share books with their infants daily. Understanding factors related to engagement in book sharing is necessary to create developmental messaging that reflects families' experiences.MethodParents (N = 70) in a southeastern U.S. state were recruited from two participating pediatric clinics and responded to an online survey. Regression analyses examined significant infant, parent, and social‐contextual predictors of shared book reading frequency and perceived ROR value.ResultsFindings indicated that parents' insurance, mental health symptoms, and perceptions of the parent‐provider relationship significantly predicted shared book reading frequency. Perceived ROR value was best predicted by parents' mental health symptoms.ImplicationsStrengthening the parent–provider relationship and talking with families about their needs and experiences with their infants may support clinicians in partnering with families around literacy promotion and early relational health.ConclusionResults suggest the value of considering socioeconomic status, parental mental health symptoms, and the parent–provider relationship when promoting early literacy and relationship‐building experiences during infancy.