Children's Self-esteem Research Articles

Budding entrepreneurs. The role of University in spreading early entrepreneurial mindset in school kids

<abstract> <p>Purpose of the paper: In a society facing epochal challenges, all educational levels are called to propose new answers and strategies. This paper suggests the collaboration between Universities and Primary Schools as a means to spread entrepreneurial mindsets in children and to conceive useful answers to social challenges. Methodology: This research is based on an in-depth analysis of an ongoing project that engages one University and three Primary Schools, involving 175 children aged from 6 to 10 years. To evaluate the project's efficacy, families and teachers were invited to fill out a questionnaire, and a statistical analysis has been done. Results: Findings show the efficacy of the project in terms of the improvement of social orientation, creativity, self-esteem, perseverance, autonomy, and proactivity of children. These skills have been registered within the educational context and the social life of children, underlining a positive effect on society. Research limitations: The main drawbacks refer to two distinct sides: the study and the evaluation of the project's efficacy. Regarding the study, focusing on a single project inhibits the possibility of generalizing results. Further studies can consider enlarging the sample, by analyzing similar projects oriented to primary schools, or propose comparative studies focused on different school levels, to deepen the knowledge of the best age to launch entrepreneurial projects. Concerning the evaluation of the project's efficacy, as it has been done in the short term, results could be affected by the initial enthusiastic appreciation of the proposed activities. However, to assess the long-term efficacy, further studies can replicate the analysis to observe the project's effects on the children's life, jointly considering school and family. Academic and practical implications: Theoretically, this study contributes to the literature on entrepreneurial education in primary schools by introducing the influential role of University. For practitioners, this research offers best practices to inspire other successful cases to spread an early entrepreneurial mindset. Originality of the paper: The study elucidates the relevance of the early entrepreneurial mindset as a means to face the current social challenges and suggests developing that entrepreneurial mindset by building a bridge between University and Primary schools. Specifically, through the in-depth analysis of a project, this study spotlights how Universities can support primary schools in overcoming difficulties due to resources constraint and lack of adequate entrepreneurial and managerial competencies by promoting extracurricular projects managed by researchers in Management and Entrepreneurship.</p> </abstract>

Effects of short-term treatment with vibegron for refractory nocturnal enuresis.

Long-term nocturnal enuresis treatment leads to stress and lowered self-esteem for children and their parents. This study evaluated the short-term effectiveness and safety of vibegron 50 mg for children with refractory nocturnal enuresis. A retrospective cohort study of children with therapy-resistant enuresis was conducted using data for July 2019 through December 2019. Enuresis frequency was recorded during 30 days before and after additional vibegron administration with prior treatment. We assessed the treatment effectiveness based on enuresis frequencies between before and after treatment with vibegron 50 mg. Statistical evaluation was performed using a paired t-test. Among 29 children receiving vibegron, 14 (48.3%) exhibited partial or complete response to vibegron. Enuresis frequencies were, respectively, 15.8 ± 9.2 (± SD) and 9.5 ± 9.6 (± SD) before and after treatment with vibegron during the observed 30 days. Statistically significant reduction in enuresis frequency was found (p < 0.001). Moreover, maximum morning urine of 200 ± 62.9 mL (± SD) before treatment with vibegron changed to 232 ± 76.6 mL (± SD) after treatment. Significant increase in voiding volume in the early morning was found (p < 0.05). No drug-related severe adverse event was found. Short-term treatment with vibegron is safe and effective for children with refractory enuresis.

부부갈등이 유아의 자아존중감에 미치는 영향에서 양육행동의 매개효과

Objectives This study investigated the mediating effects of parenting styles of mothers in the relationships between marital conflict and self-esteem of young children.&#x0D; Methods Data were collected from 200 children and their mothers. Statistical methods used for data analysis were correlational analysis and regression analysis.&#x0D; Results The results of this study revealed that marital conflict of mothers had negative effects on nurturant and autonomy-encouraging parenting styles. Mothers’ nurturant and autonomy-encouraging parenting styles were found to have positive influences on self-esteem of young children. Regression analysis showed that nurturant and autonomy-encouraging parenting styles of mothers mediated the relationship between marital conflict and self-esteem of children.&#x0D; Conclusions This study suggested the importance of improving marital relationships and parenting styles of mothers for developing self-esteem of young children.

초등학교 고학년 다문화가정 아동의 자아존중감 변화와 예측요인에 대한 종단연구

Changes in the self-esteem of children from multicultural families in the upper grades ofelementary school and the relationship with the related variables were investigated. The datawere 1,373 fourth-grade multicultural children and their mothers from the Multicultural YouthPanel Survey(MAPS). This study also identified both risk and protective factors associated withthe children's self-esteem over three years(4th~6th grade)using a two level hierachical linearmodel. The results are as follows: First, children's self-esteem increased by 0.04 each yearconsistently (linear growth trend), and there existed individual differences in the rate of change. However, individual difference in the rate of change disappeared after incorporating somerelevant variables into the model. Second, the effect of the relationships with their peers on thechildren's self-esteem was the largest in this model, which was followed by learning adjustment,relationship with teachers, and the children's level of Korean language. All these time-varyingcovariates positively contributed to children's self-esteem. Third, the mother's Korean languagelevel and parents’supervision were positively associated with the initial level of children'sself-esteem, but parental neglect in caring for their children was associated negatively withchildren's self-esteem. Fourth, male children's level of self-esteem was higher than that offemale children. Suggestions were made to enhance children's self-esteem.

Child-friendly school in improving children’s confident character

This study aims to evaluate the effectiveness of a child-friendly school (CFS) in improving children's self-esteem. In addition, it also describes the implementation of child-friendly schools in learning activities, facilities and infrastructure The study applied descriptive qualitative approach. The informants were the principal, teacher, and students aged 4-5 at Pembina Srengat State Kindergarten. The researcher gathered data through interviews, documentation, and observation. The result of this study suggest that CFS adoption has a considerable impact on boosting self-confidence. Children can express their emotions during play and learning activities, share their thoughts, and carry out the many duties assigned by the teacher. Although the teacher occasionally gives the students additional direction due to the children's frequently clashing personalities in early childhood, the character of self-confidence has been accomplished. It follows that creative and engaging teachers can influence students' feelings of enjoyment while studying, thereby continually developing a self-assured character.

The Double Mediating Effects of Self-Esteem and Peer Attachment on the Influence of Marital Conflicts on Children’s Happiness: Focusing on the 4th~5th Grade of Elementary School

The purpose of this study is to examine the double mediating effect of self-esteem and peer attachment in elementary school students in the effect of marital conflict on the happiness of elementary school students. For this purpose, a double-mediated analysis was conducted using PROCESS macro version 4.1 (Model 6) on the data of 1,392 elementary school children in grades 4-5 and their guardians who participated in the 11th year of the Panel Study on Korean Children. As a result of the analysis, first, marital conflict was significant as a negative correlation with peer attachment, self-esteem and happiness of elementary school students, and peer attachment and self-esteem were significant as a positive correlation with happiness. Second, in the relationship between marital conflict and happiness, self-esteem and peer attachment showed a sequential double mediating effect. It was found that, even if marital conflict is severe, children's peer attachment and self-esteem are very important variables.

An Examination of the 4 Rs 2 Ss for Problem Behaviors: A Preventive Approach.

Early treatment of behavioral problems can prevent their progression into intractable disorders. This study examined the impact of a multiple family group (MFG) intervention for children with behavior symptoms and their families. Fifty-four (n = 54) caregiver/child dyads with sub-clinical levels of oppositional defiant disorder (ODD) participated in a 16-week MFG. Child, caregiver, and family outcomes were assessed at baseline, post-treatment, and at 6 months follow-up. Significant decreases in impairment with parents, family members, and peers, and improvements in child self-esteem were found from baseline to follow-up. Caregiver stress increased; no significant changes in depression or perceived social support were found over time. The effectiveness of MFG as a preventive approach and areas of future research are discussed.

유아의 자아존중감 측정도구 개발

Objectives The purpose of this study is to develop a tool to interpret and measure children's self-esteem from the enactive perspective of embodied cognition, which is a new perspective in cognitive science. Methods To this end, through a literature study on the cognitive science of Enactive cognition and the self-esteem of young children, the self-esteem of young children can be interpreted from the viewpoint of enactive cognition. And iIn addition, three teachers were interviewed about how young children’s self-esteem was revealed during the daily routine of educational institutions. Based on the interview and literature research results, expert relevance tests were conducted on the items and drafts of the children's enactive self-esteem measurement tool developed by the researcher. Results Through this, a tool to measure children's enactive self-esteem was developed with 3 factors and 32 items. Conclusions This study is significant in that it not only presents a new perspective to observe and evaluate young children's self-esteem, but also develops a tool that can reliably and properly measure children's self-esteem.

Kształtowanie się poczucia własnej wartości u dzieci z trudnościami rozwojowymi

&lt;b&gt;Cel.&lt;/b&gt; Celem artykułu jest pokazanie istoty pojęcia &lt;i&gt;poczucie własnej wartości&lt;/i&gt;, mechanizmów regulujących to poczucie oraz sposobów jego wzmacniania. &lt;b&gt;Materiały i metody.&lt;/b&gt; Autorka dokonuje przeglądu teoretycznego na podstawie literatury przedmiotu oraz przeprowadza obserwację dzieci z trudnościami w rozwoju. &lt;b&gt;Wyniki.&lt;/b&gt; Ogólny poziom poczucia własnej wartości u dzieci z trudnościami w rozwoju jest zaniżony. &lt;b&gt;Wnioski.&lt;/b&gt; Brak poczucia własnej wartości u dzieci może wynikać z niepowodzeń doświadczanych na zajęciach zorganizowanych czy w swobodnej zabawie dzieci. Brak częściowej lub całkowitej realizacji wymagań kierowanych od nauczyciela czy rówieśników powodował często u niektórych jednostek obniżenie nastroju i wycofanie. Stanowi to ważny wniosek dla osób odpowiedzialnych za organizowanie procesu edukacyjnego w placówkach, szczególnie w grupach integracyjnych, gdzie konieczne jest uwzględnianie możliwości i ograniczeń dzieci z trudnościami rozwojowymi.

CRIMINOLOGY RESEARCH OF THE INFLUENCE OF INTERNET CONTENT ON INTERPERSONAL COMMUNICATION AND BEHAVIOR OF MINORS

The article examines the influence of the Internet on the child's development, behavior and interpersonal communication. The relevance of this problem lies in the search for a balanced and responsible use of information resources. The information field has a constructive effect on the cognitive, motivational and emotional sphere of the minor. The conducted criminological analysis made it possible to single out the main forms of destructive influence of the network on minors, which lead to: commission of offenses, popularization and adaptation of negative and dangerous behavior patterns (cyberbullying, trolling, cybergrooming, sexting, train surfing, rough riding); justifying and encouraging the use of profanity; formation of internet addiction; suicide or victimization. Prophylactic measures in the information sphere are proposed, which are based on the formation of media literacy in the juvenile environment. These measures will contribute to the development of children's conscious attitude to information; formation of acceptable communication skills; achieving goals in real life; will increase the level of sociability, self-esteem and stress resistance in children. Preventive measures should be the basis of information security and acceptable development of the young generation.

The Association Between Self-Esteem and Smartphone Dependency Among Children: A Moderated Mediation Model of Social Withdrawal and Parental Provision of Structure

Objectives: This study examined the extent to which children’s self-esteem influenced their smartphone dependency through social withdrawal and whether this mediating path would vary depending on parents’ provision of structure.Methods: This study included data on 2,394 fourth-grade elementary school children(boys, &lt;i&gt;n&lt;/i&gt; = 1191; &lt;i&gt;M&lt;/i&gt; = 10 years old, &lt;i&gt;SD&lt;/i&gt; = .09), taken from the 2018 Korean Children and Youth Panel Survey conducted by the National Youth Policy Institute. Descriptive statistical analysis and correlation analysis were conducted using SPSS 26.0. In addition, the Process Macro No. 8 model was used to examine the moderated mediating effects of social withdrawal and parental provision of structure.Results: It was found that children’s self-esteem significantly and directly influenced their smartphone dependency, and indirectly influenced smartphone dependency through social withdrawal. Parents' provision of structure significantly moderated the association between children's self-esteem and social withdrawal, and the association between children’s self-esteem and smartphone dependency. Parents’ provision of structure also moderated the mediating effect of social withdrawal in the path between children’s self-esteem and smartphone dependency. This suggests that a high level of parental structure strengthens the beneficial effects of children’s self-esteem on smartphone dependency through reduced social withdrawal.Conclusion: This study examined how children’s individual characteristics and parenting behavior interact to influence children’s smartphone dependency. The findings highlight the importance of developing and implementing parent programs to support positive parenting practices and promote children’s healthy adjustment.

Foster Care Case Management and Child developmental Outcomes: Big Data Analysis for Case Management Records

연구목적: 본 연구의 목적은 가정위탁 사례관리의 현황과 그 성과를 파악하는 데 있다. 이를위하여 이전에 분석된 적이 없었던 가정위탁 사례관리기록의 내용을 분석하고 위탁아동, 위탁부모, 친부모에게 제공된 서비스의 양과 아동 발달성과 간의 관계를 파악하였다. 방법: 본 연구는 2019 가정위탁패널 1-2차년도 조사에 참여한 261명 아동에 대한 10개월 간의사례관리 기록(서비스제공일지)과 설문조사를 통해 측정된 그들의 발달성과를 분석하였다. 서비스제공일지 내용 분석을 위해서는 빅데이터 분석방법 중 키워드 빈도분석, 토픽모델링 분석등을 활용하였으며 서비스 제공 양과 아동 발달성과 간의 관계는 회귀분석을 통해 확인하였다. 결과: 서비스제공일지 분석 결과, 우선 위탁유형 별로 제공된 서비스 종류에 있어 큰 차이가없음을 알 수 있었다. 키워드분석 및 토픽모델링 분석 결과, 여성 양육자에 대한 키워드와 토픽이주되게 드러나 가정위탁의 주양육자는 여성이라고 인식된다는 점과 가정위탁 사례관리 기록이아동 중심보다는 양육자 중심으로 기술된다는 것을 파악할 수 있었다. 또한, 일반위탁의 경우친족위탁에서 나타나지 않던 ‘친가정서비스’, ‘자조모임’, ‘공적자원연계’ 등이 제공일지의 토픽으로 등장하였다. 각 서비스 종류의 양이 아동발달에 미친 영향을 보면, 전화상담이 많이 제공될수록 자아존중감, 우울·불안, 위축, 공격성에, 자립지원서비스는 위축에 각각 영향을 미치는것으로 나타났다. 결론: 본 연구 결과를 바탕으로 가정위탁 사례관리 개선 및 사례관리 기록 체계 개선방안에대하여 논하였다.Objectives: The purpose of this study was to explore the status of foster care case management and the relationship between case management and children's developmental outcomes. Methods: This study analyzed the contents of case management records of ten months of 261 foster care children who participated in the second wave survey of the 2019 foster care panel. In addition, the study merged data pertaining to the service provisions and survey results which measured children’s developmental outcomes. Results: As big data analysis, we used the keyword frequency analysis and topic modeling analysis methods. To analyze the relationship between service provision amounts and children's developmental outcomes, a partial correlation analysis was utilized. The results of the big data analysis were as follows. Firstly, there were no significant differences according to the types of foster care. Secondly, case management records showed that the main caregivers for children were women regardless of the type of foster care. Thirdly, the results of the topic modeling analysis revealed that ‘family home service’, ‘self-help groups’, and ‘links to public services’ were the main topics in terms of services provided only in non-kinship foster care groups. The results of the regression analysis showed that when more ‘telephone counseling’ and ‘services for independent living’ were provided, better outcomes in children's self-esteem, depression/anxiety, social withdrawal, and aggression could be expected. Conclusions: Based on these results, practice and policy implications were discussed to improve foster care case management.

Case Study of Parental Involvement in PAUD Program in TK IPPA Nurul Haq

Parental involvement is parental support for children which has a significant impact on children's learning, academic skills, motivation, and self-esteem. This study aims to determine and describe the involvement of parents in the ECE program at TK IPPA Nurul Haq. The research uses a case study qualitative approach. The research subjects were 8 parents and 1 teacher. Data were collected using interviews, observation, and documentation, and analyzed using Miles and Huberman's interactive analysis. The results showed 1) parental involvement in the form of parenting, communication, volunteering, learning at home, decision making, and collaboration with the community; 2) Factors supporting involvement include awareness and friendly attitude of the school;while the barriers are also awareness and busyness; 3) The benefits of involvement are that parents promote schools, get information on children's development achievements, increase children's motivation and learning achievements; 4) Schools have made various efforts to increase parental involvement in TK IPPA Nurul Haq. It is hoped that in the future, teachers can improve good communication and cooperation, so that more parents will be involved in the earli childhood program;because in the end this involvement will have a good impact on children and schools.

Determination of the most significant medical and social factors regarding disorders of the physical development of school students in the conditions of modern society

ABSTRACT. Physical development is an important criterion for children's health. During the period of children's growth, the action of micro and macro factors of society, which is changing, can have a significant impact on the formation of health and physical development. Therefore, the purpose of the work was to determine the medical and social factors related to violations of the physical development of schoolchildren in the conditions of modern society. Materials and methods. In accordance with the terms of the Declaration of Helsinki, an anonymous survey of students of a general secondary education institution in a large industrial city (376 schoolchildren) was conducted using a specially developed questionnaire that included questions about indicators of physical development (weight and height of the child), daily routine (including determining time spent on gadgets, spending free time), questions related to harmful habits and healthy lifestyle skills of schoolchildren, their physical activity, relationships in the family, as well as issues of self-assessment of one's own health and one's body (physical development). S. Kulbak's method was used to calculate the most significant medical and social factors influencing the formation of physical development. The results. It was established that the majority of schoolchildren had harmonious physical development (44.4% of students), disharmonious physical development was identified in 55.6% of schoolchildren, which was mainly due to body weight disorders (65.6%). The differences between the objective assessment (in accordance with the normative criteria of physical development) and the subjective assessment (by students) of one's own body as a result of physical development have been established. The most adequate to normative indicators is the self-esteem of children with excess body weight, and the most different - among students with low body weight, who in the vast majority of cases, evaluate their own body as "normal" (in 71.8% of cases). According to S. Kulbak's formula, among the calculated factors with the highest diagnostic coefficient of negative impact on physical development are: "material instability" as a reason for not following a healthy lifestyle (DC = - 10.0); lack of communication with parents on issues related to the state of health and the factors that shape it (DC = – 5.0); night sleep less than 6 hours (DC = – 5.0); lack of food in the educational institution during studies (DC = - 4.0); having experience using Vape, JUUL (DC = – 3.0); almost constant (more than 3-5 hours a day) computer use (DC = -5.0). Conclusions. It is advisable to use the identified features regarding the impact of medical and social factors on the physical development of school-age children for the introduction of preventive programs aimed at reducing the impact of negative factors, increasing the educational component of work with parents, as a criterion for early diagnosis of deviations in physical development.

Time trends in emotional well-being and self-esteem in children and adolescents during the COVID-19 pandemic

ObjectiveGiven their unique COVID-19 pandemic experience, it is necessary to evaluate the mental health of youth beyond the initial stages of the pandemic, in relation to the stringency of the social distancing measures. We aimed to describe long-term trends in emotional well-being and self-esteem among youth in Japan during the pandemic.MethodUsing serial cross-sectional data from April 2020 to December 2021, we evaluated the trends in emotional well-being and self-esteem of youth aged 6–17 years using the self-report KINDL questionnaire, weighted to represent the age and gender distributions in the Japanese population. We then tested the associations between emotional well-being and self-esteem and stringency of social distancing policies, measured using the Oxford COVID-19 Stringency Index. Analyses were also stratified by gender and age group.ResultsThe emotional well-being and self-esteem of youth improved transiently in 2020, followed by a slight worsening trend into 2021. While emotional well-being stayed lower compared to initial levels nearly 2 years into the pandemic, self-esteem began to improve by late 2021. 12–17 year-olds had lower emotional well-being and self-esteem compared to 6–11 year-olds throughout the study period. Females had lower emotional well-being than males in May 2020 and lower self-esteem than males in May and September/October 2020. More stringent social distancing measures were associated with lower emotional well-being and self-esteem, especially 6–11 year-olds’ self-esteem and females’ emotional well-being.ConclusionDuring the COVID-19 pandemic, older youth tended to have lower emotional well-being and self-esteem than younger youth. Younger and female youth were especially vulnerable to stringent social distancing measures.

Relationship Between Parental Marital Status and Levels of Self-Esteem Among Undergraduate Students in Public Universities in Kenya: A Case of University of Kabianga

Kenyan universities have experienced a growing phenomenon of student’s unrest, drug abuse, deaths, relationship break ups, exam malpractice among others, which pose serious challenges in the growth and development of the students. Feelings of self-worth develop very early in childhood, thus parents and guardians play a great role in determining what the child thinks about him or herself. Self-esteem of children from either single or married parent families is important as it has a direct impact on the child’s behavior in school. This study investigated the influence of parental marital status on students’ self-esteem in universities. Causal-comparative research design guided the study. The target population included 840 fourth year students from the University of Kabianga. Proportionate stratified sampling and simple random sampling was utilized to identify a sample size of 271 male and female students. Data was collected by use of a questionnaire. The study established a statistically significant difference (t2.386= 115.788, p &lt; 0.05) between parental marital status and the level of self-esteem among undergraduate students in University of Kabianga. Students from married parent families recorded higher level of self-esteem to students from single parent family. The study concludes that parental marital status has a positive relationship on undergraduate students’ self-esteem in universities. The study also recommends strategies to improve students’ levels of self-esteem. The students should seek and train for self-esteem based counseling even when they are not encountering serious problems. University student counselors to develop SE special counseling programs and activities on psychological and psychosocial issues Keywords: Self-Esteem, Parental Marital Status DOI: 10.7176/JEP/13-33-12 Publication date: November 30 th 2022

PARENTAL DISCIPLINARY PRACTICES SEEN THROUGH CHILDREN'S EYES

Although the word discipline, derived from the word disciplining, means teaching or training, it is associated with the application of punishments aimed at correcting inappropriate/improbable behavior (Knox, 2010, Larzelere &amp; Kuhn 1993 cited in Zoysa, 2011). There is undeniably a special interest in parental disciplinary practices (DPP) (Straus &amp; Stewart 1999) within several disciplines. In a country where the physical punishments are considered efficient and normal, presenting the realities regarding the way children are disciplined is more than necessary, it is almost vital. Starting from the premise that adults tend to become their parents (Zoysa, 2011, Fink, 2014), we are interested in finding out to what extent these milestones in education are still respected and how adolescents perceive DPP. 252 students answered online questionnaires and 48 teenagers participating in group discussions confirmed the cognitive theories according to which the focus in parental discipline must fall on moral internalization and autonomy (Baumrind, 1978, Grusec &amp; Kuczyuski 1997). Internalization, along with the maintenance of the child's self-esteem and the parent-child relationship represents the, goals and finalities in fact of the application of effective disciplinary techniques (Grusec, Goodnow, 1994).

Effect of Parents&amp;apos; Parenting Attitudes on Children&amp;apos;s Life Satisfaction: Multiple Mediating Effects of Children&amp;apos;s Self-Esteem and Depression -Using Data From the 2018 Korean Children and Youth Panel Survey-

Purpose: This descriptive correlation research aimed to confirm the effect of parents’ parenting attitudes on children’s life satisfaction and the multiple mediating effects of self-esteem and depression in the relationship based on secondary data analysis.Methods: This research used data from the Korean Children and Youth Panel Survey 2018, which included a total of 2,596 4th grade elementary school children. The IBM SPSS Statistics ver. 25.0 statistical program analyzed the collected data, and the Process Macro Model 6 analyzed the hypothesis test.Results: Children's self-esteem and depression in the relationship between parents' parenting attitude and children's life satisfaction had a simple mediating effect, and a significant sequential mediating effect of self-esteem and depression.Conclusion: In the relationship between parents' parenting attitude and children's life satisfaction, children's self-esteem and depression were confirmed as simple or sequentially mediated and were important variables for increasing or decreasing children's life satisfaction. Particularly, among the parameters, self-esteem had the greatest mediating effect. A follow-up study is needed to confirm the effect on improving children's life satisfaction by developing a parent education program that considers parental parenting attitudes and children's self-esteem and depression.

감정코칭 놀이프로그램이 유아의 사회적 기술과 자아존중감에 미치는 영향

The purposes of this study are to develop a play program through emotional coaching and to verify its effects by applying the program to 5-year-old children. Literature related to emotional coaching and play programs were reviewed in order to develop the program. The literature review findings allowed to organize a plan for the program, which was subsequently applied to children in the field. The subjects of the study were 40 children at the age of five (20 children in the experimental group and 20 children in the control group) from a daycare center located in Gyeonggi-do. A total of 12 play programs through emotional coaching were conducted for 12 weeks to examine the effects on the children in the experimental group. The results of the study are as follows. The play program had a positive effect on all subfactors of the children’s overall social skills, social cooperative spirit, interaction, and independence. This indicates that the children's social skills improved by actively interacting and communicating with their peers while performing an emotional coaching activity centered on the play, and the children's social skills improved by actively interacting and communicating with their peers while performing an emotional coaching activity centered on the play. Thus, children felt positive emotions in social relationships with their peers through the program, family acceptance improved through love and interest from their parents, and their self-esteem improved emotionally. These results indicate that the program is very effective in improving the children's social skills and self-esteem.

Who counts? Legitimate solutions in construction activities in preschool

As has been pointed out in previous research, teacher-led learning plays an important role in developing preschool children's technological skills and technological self-esteem. What is missing in research are more detailed analysis of how the children’s and teachers’ actions and interactions shape the learning process. In order to study this within the field of construction, an action research project was conducted, where construction activities were developed, implemented and revised in an iterative procedure. Data from the second cycle were analyzed for this article using graphic transcriptions and multimodal analysis, with a focus on action, interaction and experience from a pragmatist perspective. Our findings show that children who quickly and decisively engage with the material, the teachers and their peers in suggesting which material to use and/or how the material can be used, end up in a central role in the design process. These children (or their actions) often get legitimized by the teachers. Thus, in order to give children access to equal opportunities in the construction activities, it is important for teachers to understand how the children’s construction-focused actions become constitutive and what their role in that process is.