Learning-related Social Skills Research Articles

누리과정 연계 언플러그드 코딩 프로그램 개발 및 효과

The purpose of this study is to develop a coding program linked to the Revised Nuri Curriculum and verify its effects on children's creative thinking, learning-related social skills, and logical-mathematical intelligence. In order to achieve this goal, the effectiveness was verified through the steps of establishing the program goal, primary development of the program and modification and supplementation after field application, pre-testing, implementation of an unplugged coding program linked to the Nuri Curriculum for 5-year-old children, and post-testing. The developed program was used to conduct the study, which was carried out for 4 months at J Kindergarten in Hwaseong, where the children of the age of the study subject belong. One of the classes was assigned as the experimental group, and the other as the control group. Collected data from pre and post treatment were statistically analyzed by using covariance(ANCOVA) with SPSS WIN 22.0 program. The result showed that the coding program developed in this research has a positive impact on creative thinking, learning-related social skills, and logical-mathematical intelligence of children. The program built in this study provided meaningful implications for applying and realizing coding education in early childhood education.

Developmentally Appropriate Prevention of Behavior and Emotional Problems and Fostering of Social and Emotional Skills in Elementary School – Overview of Program Theory and Measures of the Preventive Intervention Program Papilio-6to9

Children face increased demands for interpersonal as well as learning-related social skills, especially by the vulnerable stage of school entry, due to the more structured setting, new academic requirements, and the fact that children are supposed to interact successfully within a larger and heterogeneous peer group. Although a plethora of social-emotional learning (SEL) programs for elementary school students have been developed, there is a lack of empirically evaluated programs suitable for implementation in field-based settings, especially in Germany. The universal-selective, school-based prevention program Papilio-6to9 aims at facilitating the transition from preschool to elementary school, improving social-emotional competences, and preventing behavior and emotional problems. As a universal-selective prevention program, Papilio-6to9 includes all children in elementary school classes regardless of risk factors (universal prevention) whereby also children with risk factors are targeted without being stigmatised (selective prevention). The program targets elementary school children aged about six to nine and their teachers who receive a three-day training followed by two collegial supervisions to implement the program in and during regular school classes. Papilio-6to9 is part of an approach combining findings from developmentally appropriate practice, positive psychology, social-emotional learning, and developmentally appropriate prevention, and aligns with the early childhood education and care (ECEC)

Validation of the Child Behavior Rating Scale (CBRS) using multilevel factor analysis.

Behavioral regulation supports children to control their cognitive and emotional skills and participate fully in classroom learning and interactions. Teacher ratings are frequently used to collect data but are highly susceptible to the teacher's response bias, meaning much child level variance is attributable to the teacher level. Multilevel modeling techniques are commonly used to assess the psychometric properties of measures at different levels by disaggregating within- and between-teacher variation in student behaviors. In this study, we attempt to identify the factor structure at each level using teacher ratings on the Child Behavior Rating Scale (CBRS). The sample of 1,375 preschool children (49.2% males) was drawn from a longitudinal study in Singapore. The teacher ratings of these children were collected at three time points (average age at Time 1 was 58.5 months, Time 2 was 69.8 months, and Time 3 was 80.9 months). Using multilevel exploratory and confirmatory factor analyses, a three-factor model at the within level and a two-factor model at the between level best fit the data. At the within level, the three factors were identified as basic interpersonal skills, advanced interpersonal skills, and learning-related social skills. The three factors showed good internal consistency and differential correlates. The two factors at the between level may be related to teacher and classroom characteristics. This study provides empirical support for (a) differential factor structures of CBRS at the within and between levels; and (b) two distinct interpersonal skills. Future studies should aim at exploring the sources of between level variability. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The Specificity Principle in Young Dual Language Learners' English Development.

This study employs the Specificity Principle to examine the relative impacts of external (input quantity at home and at school, number of books and reading frequency at home, teachers' degree and experience, language usage, socioeconomic status) and internal factors (children's working memory, nonverbal intelligence, learning-related social-skills, chronological age, gender) on children's English-language development in phonological awareness (PA), receptive vocabulary (RV), and word reading (WR). Altogether, 736 four- to five-year-old Singaporean Mandarin-English speaking kindergarteners were assessed twice longitudinally. Their English-language PA, RV, and WR development was predicted using the eight external factors and five internal factors with Bayesian least absolute shrinkage and selection operators. Internal factors explained more variance than external factors in all three language domains. External factors had their largest impact on RV.

Reliability and validity of a measure of preschool children’s theatre arts skills: The Preschool Theatre Arts Rubric

The increasing attention to arts integration in early childhood education necessitates assessment of arts skills in order to measure the impact and the mechanisms by which the arts can affect early childhood development. The purpose of this study is to describe and provide initial validation of a newly developed observational measure of preschool children’s theatre arts skills, the Preschool Theatre Arts Rubric (PTAR), which measures five preschool theatre arts skills: independence in role play, use of face and gesture, focus/persistence, collaboration, and theatricality. We present findings regarding internal consistency, inter-rater reliability, construct validity (convergent and divergent), and sensitivity to change of the PTAR using a sample of 158 ethnically and linguistically diverse, low-income preschoolers participating in an early childhood theatre arts program using storytelling and storyacting (ST/SA) in their preschool classrooms. Findings indicate that the PTAR demonstrates acceptable internal consistency and interrater reliability; convergent and divergent validity with a norm-referenced measure of expressive language, an authentic measure of narrative expression, a teacher-rated measure of learning related social skills, and a measure of storytelling quality; and significant sensitivity to change. While more research is needed, results suggest that the PTAR can be reliably and validly used to observe preschool children’s theatre arts skills in research, classroom, and programmatic contexts. Findings suggest that theatre arts skills are valid indicators of expressive language skills and to a degree, learning-related social behaviors.

협동적 음악활동이 유아의 음악적 창의성 및 학습관련 사회적 기술에 미치는 효과

협동적 음악활동이 유아의 음악적 창의성 및 학습관련 사회적 기술에 미치는 효과

LEARNING-RELATED SOCIAL SKILLS AS A MEDIATOR BETWEEN TEACHER INSTRUCTION AND CHILD ACHIEVEMENT IN HEAD START.

Using a subsample of the Family and Child Experiences Survey (FACES) 2006, this study examined the associations between the amount of teacher instruction in 292 Head Start classrooms with changes in young children's (n = 936) early academic achievement and learning-related social skills from ages 3 to 5. In general, during the early years, children exhibited relatively stable academic and learning-related social skills. Although the amount of teacher instruction did not predict children's short-term academic growth directly, it did predict it indirectly through improvements in learning-related social skills, with benefits lasting through the end of kindergarten. These findings demonstrate that gains in children's learning-related social skills may be necessary before academic gains can be realized.

The Effects of Cooperative Art Activities on Children’s Self-Efficacy and Learning-Related Social Skills

The Effects of Cooperative Art Activities on Children’s Self-Efficacy and Learning-Related Social Skills

Quality of Childcare and School Readiness of Children in Poverty: A South Korean Study

The present study investigated the associations of two childcare variables (quality of childcare and years of childcare exposure) with school readiness of 5-year-old children living in poverty. Quality of childcare practices of 27 centers in metropolitan low-income communities of South Korea was evaluated, and 189 children from absolute poverty households enrolled in the centers were tested in three areas (learning-related social skills, story comprehension abilities, and fine motor skills). This study found unique associations between quality of childcare and early academic skills of children in poverty. The quality of childcare practices at the centers where children enrolled at the age of 5 was positively associated with their learning-related social skills, story comprehension abilities, and fine motor skills. Links were not found between duration of ECEC exposure and either learning-related social skills or fine motor skills. In story comprehension, children with less than one year in ECEC showed lower abilities than did children with 1–3 years in ECEC; however, no difference in abilities was found between children with less than 1 year in ECEC and children with over 3 years in ECEC. This implies that ECEC experience from infancy is not consistently linked to higher academic skills at the age of 5.

The Effect of Cooperative Activities Based on STAD Model on Learning-Related Social Skills

The Effect of Cooperative Activities Based on STAD Model on Learning-Related Social Skills

Social and Emotional Learning in Schools: From Programs to Strategies and commentaries

Social and Emotional Learning in Schools: From Programs to Strategies and commentaries

The relationship between basic learning skills of young children and peer related social competence and learning related social skills

The relationship between basic learning skills of young children and peer related social competence and learning related social skills

Differential Contributions of Three Parenting Dimensions to Preschool Literacy and Social Skills in a Middle-Income Sample

This study investigated parenting practices among families of preschoolers in a middle-income community, as well as the contributions of these practices to children’s literacy and learning-related social skills. A total of 229 families of preschoolers were recruited. Parents completed a survey describing their parenting practices, while children’s literacy skills were directly assessed by using standardized measures. Parents also reported on children’s social development. Factor analyses supported a three-dimensional structure of parenting including the home learning environment, autonomy support/expectations, and management/discipline. Path models showed that the home learning environment predicted literacy skills; specifically, parents’ teaching about letters and sounds was associated with alphabet knowledge, while shared book reading was marginally linked to vocabulary. Management/discipline was uniquely related to selfregulation, while cooperative/compliant skills were associated with the home learning environment, support/expectations, and management/discipline. Findings suggested that parenting could be conceptualized as three relatively independent dimensions, each of which demonstrated domain-specific contributions to early literacy and social skills.

The effects of using newspaper photographs in early childhood programs on creativity, learning related social skills, and representational drawing ability

The effects of using newspaper photographs in early childhood programs on creativity, learning related social skills, and representational drawing ability

Validation of Child Behavior Rating Scale in Singapore (Part 2): Convergent and Discriminant Validity

Background/Objective In a previous study, the Child Behavior Rating Scales (CBRSs) were found to assess interpersonal social skills (IPS) and learning-related social skills (LRSS) in young Singaporean children. This study aimed to evaluate the convergent validity of the IPS scale within the CBRS and the discriminant validity of the LRSS scale within the CBRS with a dynamic occupational therapist assessment, the Evaluation of Social Interaction (ESI). Methods Teachers of 117 Singaporean children completed the CBRS. An occupational therapist assessed these children using the naturalistic observational tool ESI. The Rasch-derived scores from the two CBRS scales were correlated with the ESI scores. Results The IPS scale within the CBRS demonstrated moderate correlation with ESI, indicating convergent validity. The LRSS scale within the CBRS demonstrated low correlation with ESI, indicating discriminant validity. Conclusion This study provides additional validity evidence for the two newly identified CBRS scales. Results of this study suggest the potential of these scales for use by occupational therapists to measure different types of young children’s social skills.

Validation of Child Behavior Rating Scale in Singapore (Part 1): Rasch Analysis

Background Young children demonstrate both interpersonal social skills (IPS) and learning-related social skills (LRSS) in the early childhood environments. Objective The aim of the paper was to investigate the construct validity and measurement properties of the Child Behavior Rating Scale (CBRS) when used to assess young children's IPS and LRSS within early childhood environments in Singapore. Methods The participants included 117 children aged 3–6 years, recruited from six preschools in Singapore. Among these children, 28 of them have special needs. The teachers completed the CBRS for all the children. Results Eight items were found to fit in a unidimensional scale to measure IPS, while 12 items to measure LRSS. The measurement properties of these two scales were found to be satisfactory. Conclusion This study has validated the use of the CBRS to assess IPS and LRSS demonstrated by young Singaporean children. The importance of considering the cultural context when assessing young children's social skills is discussed in the paper.

Validation of Child Behavior Rating Scale in Singapore (Part 1): Rasch Analysis

Young children demonstrate both interpersonal social skills (IPS) and learning-related social skills (LRSS) in the early childhood environments. The aim of the paper was to investigate the construct validity and measurement properties of the Child Behavior Rating Scale (CBRS) when used to assess young children's IPS and LRSS within early childhood environments in Singapore. The participants included 117 children aged 3–6 years, recruited from six preschools in Singapore. Among these children, 28 of them have special needs. The teachers completed the CBRS for all the children. Eight items were found to fit in a unidimensional scale to measure IPS, while 12 items to measure LRSS. The measurement properties of these two scales were found to be satisfactory. This study has validated the use of the CBRS to assess IPS and LRSS demonstrated by young Singaporean children. The importance of considering the cultural context when assessing young children's social skills is discussed in the paper.

Investigation of Young Children's Social Skills Constructs Using Rasch Analysis

Social skills are important for developing successful relationships and promoting learning. This study investigated the existence of the interpersonal social skills and learning related social skills constructs exhibited by young children within early childhood envrionments. One hundred and seventeen Singaporean children, aged 3 to 6 years, were observed during free play and work-related tasks. Teachers completed two social skills rating questionnaires. Rasch analysis was used, and results indicated that in addition to confirming the existence of these two constructs, other constructs such as Compliance and Group Social Interaction also emerged. The results indicate that occupational therapists need to consider a range of social skill constructs when assessing children's social participation.

Learning Related and Interpersonal Social Skills Constructs in Two Existing Social Skills Assessments

In the social skills literature it has been identified that both learning related social skills and interpersonal social skills may exist. This study ascertained the views of 16 experts regarding the existence of the two proposed constructs, learning related social skills and interpersonal social skills, within two pre-existing assessments: Preschool and Kindergarten Behavior Scales–2nd edition and Child Behavior Rating Scale. Sixteen experts from Australia (n = 11) and Singapore (n = 5) with pediatric backgrounds in occupational therapy, speech pathology, psychology and early childhood education took part in the study. Experts were asked to sort cards with each of the items from the Child Behavior Rating Scale and Preschool and Kindergarten Behavior Scales–2nd edition (66 items in total) into one of two piles (one for learning related social skills and one for interpersonal social skills) and then answered several open ended questions about the clinical utility of these constructs. Preliminary evidence demonstrated the existence of the learning related social skills and interpersonal social skills constructs within the items of the two assessments (Child Behavior Rating Scale and Preschool and Kindergarten Behavior Scales–2nd edition). The experts' opinion also suggested the potential clinical benefits of assessing both learning related social skills and interpersonal social skills in preschool-age children. The study results and implications for further research and clinical practice are discussed.

유아의 학습관련 사회적 기술을 예언하는 부모양육에 대한 연구

The present study examined variables relevant to children's learning-related social skills to determine predictive contributions of such variables as parenting behaviors and parenting competence. Subjects were 130 four and five years old children and their parents. Data were analyzed with mean, standard deviation, t-test, bivariate correlation, multiple regression, and step-wise multiple regression. Results indicated that passionate participation parenting and parenting competence were significantly correlated with children's learning-related social skills, and passionate participation parenting was the most critical predictors of children's learning-related social skills.