Interaction Of Preschool Children Research Articles

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

Interaction with sound-producing Objects in Preschool: Reflections based on the Phenomenology of Alfred Schutz

In this work we present some reflections about the interaction of preschool children (between 3 and 5 years old) with sound-producing objects. We implemented the phenomenological approach of Alfred Schutz, who under the influence of Edmund Husserl, elaborated his own notions concerning the Lebenswelt or life-world. We present some situations of interaction with musical instruments by children that have been documented in different research on musical education in early childhood, the same ones we use to exemplify possible analyses from the perspective of the phenomenology of the social world. We conclude with some remarks that conceive of Schutz’s theory as a relevant perspective for the analysis of children’s experiences with sound-producing objects.

Preschool Parenting during Pandemic: What are the Needs of Preschool Parents and Children?

In the study, preschool children's interactions with their parents, developmental and educational needs were examined through parental views during the pandemic process. Using the appropriate sampling method, parents (N=275) whose children's pre-school education was interrupted during the pandemic period were reached. The questionnaire form prepared by the researchers was used to determine the opinions of the parents within the scope of the purpose of the study. The answers of the parents were analyzed by descriptive analysis. As a result of the study, parents defined that children missed the activities in which their were in social interaction, they often chatted and played games with their children during the confinement period. Parents defined that they can evaluate different alternatives for their children's education, such as homeschooling. It has been determined that although the quality and amount of time spent by parents with their children has increased, they feel inadequate to support their children's social-emotional development. The results show that parents are concerned about their children's educational needs and expect more support.

Восприятие города в разных группах детей – жителей мегаполиса: сравнительный анализ

The problem of interaction of preschool children with the urban environment is analyzed. The study appears to be of relevance due to its focus on children’s personal agency investigated through their perception of objects and phenomena of the social and physical space of the megalopolis. The study aims to perform a comparative analysis of how groups of children who differ in their modality and orientation of their attitude to the urban environment perceive the city. Presumably, there are differences in the perception of the megalopolis by preschool children. It is also assumed that there is correlation between the attitude of children to the city and the degree of their personal agency properties. The study involved 115 children aged 5.5 to 6.5 years old, living in full families, in two districts of Moscow (58% of them are girls, 42% of them are boys). The experts were teachers of preschool institutions attended by the respondents. Psychodiagnostic tools were used including a semi-structured interview, a drawing test "The City Where I Live", the methodology "Peculiarities of Manifestation of the Preschoolers’ Will" (R.M. Gevorkyan), the scale "autonomy" of the methodology "Typology of Subject Regulation of the Child" (S. V. Khusainova and G. S. Prygin), and a questionnaire. The results of the research demonstrate that children differ in their orientation and modality of attitude to objects and phenomena of the social, natural, objective and spatial environment of the city, and in their attitude to environmental problems of the city and orientation towards their solution. The selectivity and scope of the perception of the urban environment depends on the meaning which children attribute to these objects and phenomena, as well as on personal experience of interacting with them. The importance of the social environment of the city is associated with children’s pronounced independence and self-control; the negative modality of attitude to objects and phenomena of the social environment is associated with reduced self-control of behavior. The increased attention of children to the environmental problems of the city is due to the upbringing by grandparents. The research shows that in conditions of limited interaction with objects and phenomena of the urban environment, children compensate for the lack of experience with fantasies about a fabulous and ideal city. The results of the study can be used to identify priorities in the field of social policy in relation to children at the stage of early socialization, as well as when making decisions on optimizing the urban environment which is friendly to children.

An Investigation of Pre-School Children’s Interactions with Augmented Reality Applications

ABSTRACT In this study, interactions of pre-school children with the augmented reality (AR) applications have been examined in terms of student-material, student-teacher and student-student dimensions. For this study, an embedded mixed design has been preferred. The sample has consisted of 25 children in the age range of 5–6. It is determined that there are significant differences in the interactions of pre-school children in entertaining and educational AR applications. However, there is no significant difference in educational AR activities with limited and flexible interaction. In addition, there are significant differences between children in student-material, student-teacher, student-student and total interaction levels. It is also revealed that children generally enjoy using AR application and love it and want to use it again. In this context, this study is expected to guide teachers or program designers in creating interactive environments or materials with AR technology.

The collaborative interactions of preschool children in solving problems in a collaborative virtual environment

Antecedentes: Poder entender a los otros, sus intenciones, sus acciones y poder responder de acuerdo con estas, requiere una serie de habilidades complejas. Estas comienzan a desarrollarse alrededor de los cuatro años y son clave para la interacción entre pares. El objetivo del presente proyecto fue analizar la interacción colaborativa de niños en edad preescolar, presente cuando juegan en un ambiente virtual colaborativo. Método: Los participantes fueron siete tríadas (21 estudiantes) del nivel de transición (10 niñas y 11 niños. M = 6 años, 3 meses, DE = 0.38); se utilizó un videojuego diseñado para que los participantes jueguen en diada, coordinándose y negociando para poder avanzar. Resultados: Dentro los principales resultados destacan que existe una asociación entre verbalizaciones y cambios en la gestualidad que les permite resolver problemas de manera colaborativa. A pesar de que no es un estudio de desarrollo evolutivo, es un aporte para entender una habilidad que implica un nivel de desarrollo cognitivo: cuándo es el momento en que los niños pueden comenzar a colaborar. Conclusión: Las interacciones requeridas para llegar a una meta común son complejas, y tríadas de niños en edad preescolar negocian y se coordinan para lograrlo. Destaca el role de líder y las verbalizaciones como factores para alcanzar esta meta común, acompañados por comunicación no verbal.

English

English

The Effects of Variety of Activities on the Social Interaction of Preschool Children with Disabilities

Analysis of previous research has indicated that restricting the amount of equipment available may be a practical strategy to facilitate peer interaction in childcare, but a disadvantage is a possible increase in aggressive behaviour. An alternative approach is manipulating the variety of activities while holding the quantity and type of equipment consistent. The effect of such an intervention was examined on social interaction of two children with disabilities including severe language problems. A single case alternating treatment design was used to compare the effectiveness of eight activities, as opposed to four activities with the quantity of equipment doubled. There was no consistent clinically significant difference in social interaction when the variety of activities was varied for the children in this study. It is possible that the language delay of the participants may have attenuated the effect of the intervention, and this possibility warrants further investigation.

Using Family Style Dining to Increase Social Interactions in Young Children

During family style dining (FSD), caregivers are encouraged to sit with children at the table to support, promote, and facilitate conversations. FSD is considered a best practice in child care and is encouraged by many early childhood agencies. However, there is no current research documenting the effects of FSD on mealtime interactions in the preschool environment. The purpose of the current study was to examine the effects of FSD on the social interactions of preschool children during mealtime, and any subsequent changes in the rate of teacher directives and praise statements. Results demonstrated increases in the rates of initiations by target children when FSD was implemented; however, the increases across children were modest. Also, teachers’ rates of directives were not impacted by the use of FSD; that is, teachers’ rates of directives were the same, on average, when using and not using FSD.

Interaction – it depends – a comparative study of interaction in preschools between children with intellectual disability and children with typical development

The aim of this study is to investigate differences and similarities in interaction of preschool children with and without intellectual disability. Observations of preschool children (COP) and questionnaires to which preschool staff responded were used to study differences and similarities in how the children interact. Similarities concerned children's engagement and context of play; differences involved how children initiated and adjusted their interaction. The study revealed that teachers decided what the interaction should be for children with intellectual disability more often than for children with typical development and were often physically closer to intellectually disabled children than to the children with typical development. The results also revealed that children with intellectual disability, compared to children with typical development, interacted more frequently during structured activities than during free play. In conclusion, how the interaction evolves depends on the classroom situation, the child, and the child's physical environment. In structured contexts there were fewer differences in interaction between children with and without intellectual disability.

The Effects of Spatial Density on the Social Interaction of Preschool Children with Disabilities

There has been limited research on the effects of spatial density on the social interaction of preschool children, particularly those with disabilities. Further, findings of existing studies need to be viewed cautiously due to a number of methodological difficulties including contrived small groupings of children and atypical intervention settings. The effect of varying the spatial density during the regular indoor free play session in a community preschool was investigated in the current study. A single subject alternating treatment design was used to compare the effectiveness of three spatial conditions (small, medium and large) on the social interaction of three children with disabilities or significant language delay. Examination of the findings revealed no consistent pattern of difference in the frequency of peer social interaction in the spatial conditions for two of the target children. There was, however, a modest treatment effect favouring the small condition for a third participant with a language delay. Questions are raised about the efficacy of the intervention for children with significant disabilities in inclusive preschool settings.

The Effects of Social and Isolate Toys on the Social Interaction of Preschool Children with Disabilities

Research on the use of toys and materials as a setting event for social interaction between children with disabilities and peers has been encouraging. Studies to date have been methodologically problematic, with interpretation being complicated by artificial settings as well as group size and composition that were not consistent with typical preschools. This study investigated the effect of the availability of social and isolate toys during free play in typical inclusive community preschools. A small n alternating treatment design was used to compare effectiveness of social and isolate toys on the social interaction of children with disabilities. Despite sound procedural integrity, only modest intervention effects were found for 2 of the 6 target children, who demonstrated consistently more social interaction in the social toy condition. These findings raise questions as to the extent to which findings in more artificial settings translate into inclusive community preschools.

Preschool children's interactions with friends and older siblings: relationship specificity and joint contributions to problem behavior.

The primary aim of the present study was to examine the extent to which friend and sibling relationship quality jointly contribute to children's behavioral adjustment. Preschool-aged children (N = 52) were observed separately with a friend and an older sibling during a free-play session and a sharing task. Mean comparisons indicated that friendship dyads, on average, engaged in more complex social play and more intense conflict (but only during free play), whereas sibling dyads were characterized by greater asymmetry. Few friend-sibling associations emerged. Friend and sibling relationship quality in the sharing task together accounted for a significant portion of variance in parent-reported aggressive-disruptive behavior, and a Sibling x Friend interaction indicated that greater relationship quality with one partner buffered children from poor behavioral adjustment when relationship quality with the other partner was low or moderate. Implications for preventive intervention efforts are discussed.

Spatial density as a setting event for the social interaction of preschool children

The effects of spatial density as a setting event on the social interaction of preschool children were examined in this review. A specific interest was the potential application of this setting event to children with special needs in inclusive settings. Twelve studies were examined revealing a range of methodological and technical difficulties in the extant research. Several studies reported significant effects, but results were inconsistent and very limited research examining students with special needs is available. Several suggestions for future research are offered including conduct of studies in typical preschool settings with representative group sizes, study of children with special needs, and use of research designs that allow idiosyncratic responses to interventions to be considered. Despite considerable recent interest and research on setting events, the body of research on spatial density is dated and methodologically problematic. It is suggested that renewed interest in this class of setting events might be appropriate.

Toys and Materials as Setting Events for the Social Interaction of Preschool Children with Special Needs

The present study compared the effects of social and isolate toys as setting events on the social interactions of 2 pre-school-aged children with special education needs in a setting that approximated a regular pre-school environment. A single subject alternating treatment design was used for 3 days a week over a 7 week period. Findings of this study showed there was no consistent overall difference between social and isolate toys. This was in contrast to previous studies that have found differences in interaction patterns across conditions. There were also two unanticipated findings from the study. While there was no evidence of an overall difference between social and isolate toys, there was some evidence of an interaction. Students with special education needs tended to interact more with each other when using isolate toys and tended to interact more with regular peers when using social toys. Further, it was also found that particular toys from both social and isolate classifications were consistently associated with social interaction across both subjects while other toys were not associated with social interaction. This raises questions about the validity of traditional classifications of toys and materials. The use of toys to promote social interaction is a potentially valuable technique but this study raises questions that indicate a need for further research.

Toys and materials as setting events on the social Interaction of preschool Children

This review examined the effects of toys and materials as setting events on social interactions of preschool children. A total of 11 studies were examined and the findings suggested an association with particular types of toys and materials and increases in social interaction. There are, however, several methodological weaknesses that need to be addressed in future studies. In particular, future studies need to make more extensive use of experimental rather than observational research designs, provide functional descriptions of extant social skills of participants, apply research designs that allow idiosyncratic responses to intervention to be examined and consider the effects of manipulation of effects of toys and materials in relation to age. With regard to studies involving children with special needs, a number of features of existing research, including small group sizes, unusual ratios of children with disabilities compared to typically developing children and atypical play areas, limit conclusions t...

Toys and Materials as Setting Events on the Social Interaction of Preschool Children

This review examined the effects of toys and materials as setting events on social interactions of preschool children. A total of 11 studies were examined and the findings suggested an association with particular types of toys and materials and increases in social interaction. There are, however, several methodological weaknesses that need to be addressed in future studies. In particular, future studies need to make more extensive use of experimental rather than observational research designs, provide functional descriptions of extant social skills of participants, apply research designs that allow idiosyncratic responses to intervention to be examined and consider the effects of manipulation of effects of toys and materials in relation to age. With regard to studies involving children with special needs, a number of features of existing research, including small group sizes, unusual ratios of children with disabilities compared to typically developing children and atypical play areas, limit conclusions that can be drawn from the present data. Future research will need to address these issues and examine more typical preschool settings in order to clarify the role of toys and materials in encouraging positive social interactions between young children with disabilities and their regular peers.

Relating testosterone levels and free play social behavior in male and female preschool children.

This study assessed potential relationships between a series of behavioral measures seen in the interactions of preschool children with their peers (particularly aggressive behavior) and testosterone levels. 28 boys and 20 girls of preschool age were videotaped in free play interactions. Their behavior was then evaluated with particular emphasis on aggression and affiliation in play and social interactions. Testosterone levels were measured using radioimmunoassay in saliva samples. Correlation analysis revealed a positive relationship in boys between testosterone and giving and receiving aggression in the context of 'social interactions' (serious aggression), but not in the context of play (playful aggresstion). Testosterone can be a useful biological marker for serious aggression (and behavioral patterns reflecting different levels of sociability) in preschool boys.

Social-Communicative Interactions of Preschool Children with Developmental Delays in Integrated Settings

This exploratory study compared the social-communicative performance of six preschool children with developmental delays during free play in both mainstream and reverse integration program settings. It included an analysis of attention-getting devices as a strategy for optimizing the success of social-communicative interactions. Performance was similar across settings. Neither setting appeared to promote adequate rates of initiating and responding. The use of attention-getting devices by children and conversational partners increased the number of successful interactions and should be encouraged as an intervention strategy regardless of integration setting.

The Influence of Gender and Parental Attitudes on Preschool Children's Interest in Babies: Observations in Natural Settings

This paper reports on two studies of parents'observations of their preschool children's interactions with infants. In Study 1 parents observed 69 3- and 5-year-old white children with three nonsibling infants whom the children encountered during their daily lives. In Study 2 parents observed 46 3- to 6-year-old primarily white children with three nonsibling infants and completed measures of their own gender-related child-rearing attitudes.Consistent with findings from previous laboratory research, this research in naturalistic settings found girls to show more interest in, more nurturance toward,and more interaction with babies than did boys. In Study 2, children whose parents had traditional gender-stereotyped attitudes were more likely to show this gender difference than children whose parents had more egalitarian child-rearing attitudes.