Children's Problem-solving Skills Research Articles

Critical Issues in Measuring and Teaching Social Problem-solving in Early Childhood Research

Young children’s social-emotional competence is predictive of their later success in school. Social problem-solving is a key component of social-emotional competence. While there is research to suggest we can effectively support young children in developing social problem-solving skills, further work is needed to advance our understanding of how to operationalize, measure, and provide interventions on social problem-solving skills. It is particularly important to understand how to support social problem-solving skills in children with disabilities and diverse functional repertoires. We outline critical issues related to operationalizing, measuring, and teaching social problem-solving and propose 19 recommendations for addressing these critical issues. We suggest future directions for research in social problem-solving centering around four key questions.

From Social Isolation to Social Integration in Disadvantaged Children: Kocaeli Governorship ÖNEM Project, Kocaeli, Türkiye

Objective: Addressing the needs of disadvantaged or vulnerable children and young people is of vital importance in today's society. Comprehensive efforts within both educational institutions and the wider society are essential to provide support and opportunities to these vulnerable groups. The aim of this article is to present the model of the Kocaeli ONEM project, which aims to increase the social integration of disadvantaged children. Methods: Children from broken families, children from families with members in prison, refugee children and children with health problems were included in the study. The study was carried out in 3 different periods. Nineteen activities were planned to improve the social integration of the children. Questionnaires were sent to children, teachers and their families for feedback. Results: A total of 14682 activities were organised, consisting of 19 different categories. A total of 65.695 children participated in the activities. Totally, 15860 supporters were involved in the project. Satisfaction rates obtained through feedback surveys for the last two study periods were 84% for students, 81% and 82% for teachers, 75% and 81% for parents. Conclusion: The activities carried out in the ONEM project served to improve children's problem-solving skills and quality of life. Thanks to these activities, children were able to cope better with the stress caused by biological and social changes, the effects of peer pressure were reduced and their desire to be part of a group was positively addressed.

Relationship between parental role and gadget addiction in early childhood

According to Handrianto (2013) the use of gadgets in children has positive and negative impacts, as well as in early childhood. The positive impacts of using gadgets on children include developing imagination, training children's intelligence, increasing children's self-confidence, developing reading, mathematics and problem solving skills. Meanwhile, the negative impacts of using gadgets are reducing concentration in studying, laziness in writing and reading, decreased social skills, addiction, can cause health problems, hinder children's cognitive development, hinder language skills and affect children's behavior.Parents are expected to have a big role in preventing the negative impact of gadget use in early childhood. For this reason, parents need to be given socialization about the role of parents in preventing early childhood addiction to gadgets. This research has two objectives, firstly to find out the positive relationship between the role of parents and gadget addiction in older people and secondly to find out the negative relationship between the role of parents and gadget addiction in young children.The research method used is quantitative research using Spearman Rank Correlation Analysis from the results of a questionnaire on the role of parents and parents' perceptions about gadget addiction in early childhood. Parents were divided into two groups, 1 group that was not given socialization and 1 group of parents who were given socialization. Both groups were given a pre-test and post-test. This research was carried out on TKIT Taamasa parents who were selected using a purposive sampling technique.Based on research conducted on TKIT Taamasa parents, the Spearman Rank correlation coefficient test results obtained from the pre-test results in the control group were -0.449 (negative). Likewise, the results of the correlation coefficient test for the control group post test were -0.389 (negative), the experimental group pre test results -0.114 (negative) and the experimental group post test -0.141 (negative). This shows that there is a negative relationship between the role of parents and gadget addiction in early childhood. The higher the role of parents, the lower the gadget addiction in young children. The negative coefficient value also proves that there is no positive relationship between the role of parents and gadget addiction in early childhood.Based on the research results, it was found that there was a negative relationship between the role of TKIT Taamasa parents and gadget addiction in early childhood in the group of parents who were given socialization and who were not given socialization regarding the role of parents in gadget addiction in early childhood. The higher the role of parents, the lower the addiction to gadgets in early childhood. Thus, researchers suggest that the role of people needs to be increased to prevent early childhood addiction to gadgets.

The Role of Educational Games in Fostering Creativity Among Young Children at Home

This study aims to investigate the role of educational games in fostering creativity among young children in household settings. The research employs a qualitative approach with a single case study method to comprehend the experiences and perceptions of young children regarding educational games at home. Five families with young children (aged 3-6 years) participated in the study. Data were collected through in-depth interviews with parents, participant observations during playtime, and documentation of the gaming sessions. The results of the study reveal that educational games play a crucial role in fostering creativity among young children. Through these games, children are provided with opportunities to imagine, create, and explore various roles and scenarios. Educational games also enhance children's problem-solving skills and communication abilities, as they need to think creatively to overcome challenges in the games and interact with their parents or other family members. The study concludes that educational games hold significant potential for developing creativity in young children within the household setting. The practical implication of this research emphasizes the importance of providing appropriate opportunities and support for children to engage in educational games, along with the positive role of parents in optimizing the creative benefits of such games.

Sustained benefits of early childhood education and care (ECEC) for young children’s development during COVID-19

Early childhood education and care (ECEC) settings faced significant disruption during the COVID-19 pandemic, compromising the continuity, stability and quality of provision. Three years on from the first UK lockdown as pandemic-era preschoolers enter formal schooling, stakeholders are concerned about the impact of the disruption on children’s cognitive and socioemotional development, especially those from socioeconomically disadvantaged backgrounds. Using parent-report data from 171 children aged 5 to 23 months ( M = 15 months) in March to June 2020 living in the UK, we investigate whether previously attested positive associations between ECEC attendance and the development of language and executive functions was maintained as early years settings navigated operational challenges over the first full year of the pandemic. In response to concerns about ‘school readiness’, we analyse the relationship between ECEC attendance and children’s communication, problem-solving and personal-social development. ECEC was associated with greater growth in receptive vocabulary over the 12-month period. In children from less advantaged backgrounds, ECEC was also associated with greater growth in expressive vocabulary. Our data suggest a similarly positive association between ECEC attendance and the communication and problem-solving skills of children from less advantaged backgrounds and between ECEC and the personal-social development of all children. Overall, results suggest that ECEC had sustained learning benefits for children growing up during the pandemic despite ongoing disruption to settings, with specific benefits for children from less affluent home environments. As pandemic-era children progress to primary school, we discuss the importance of adapting their learning conditions and adjusting the expectations placed on them.

Behavioral Skill Training sebagai Solusi dari Adiksi Gadget pada Anak

Gadget addiction causes children to be less physically active and less skilled in interacting socially. To overcome the impact of this training, this research provides a solution in the form of a behavioral skill technique in the psychology of behaviorism called Behavioral Skill Training (BST). This study uses the method of literature study. The findings in this paper show that BST is effective in dealing with gadget addiction in children based on techniques in BST which include Instruction, Modeling, Rehearsal, and Feedback steps. The BST program can help develop social, emotional, interpersonal, and problem solving skills in children so that they can reduce the level of gadget addiction and improve the quality of life for children as a whole. Support from parents and schools, as well as regular and systematic evaluations need to be considered in the implementation of the BST program.

Family-centered interventions for children and adolescents with type 1 diabetes mellitus: an integrative review.

The purpose of this study was to investigate the effect of family-centered interventions on improving health outcomes in children and adolescents with type 1 diabetes mellitus (T1DM). A literature search was conducted according to the PRISMA guidelines, using six electronic databases: EMBASE, CINAHL, Medline, CENTRAL, Scopus, and Web of Science. The inclusion criteria encompassed studies with populations of children and adolescents (age <18 years) and at least one parent/caregiver, or only parents/caregivers if the children were very young, and studies that investigated the health outcomes of children and parents/caregivers diagnosed with T1DM. From 2,746 published studies, only nine studies met the inclusion criteria. The key interventions were non-technology-based interventions (n=4), technology-based interventions (n=2), and combined technology- and non-technologybased interventions (n=3). The interventions had effects on glycated hemoglobin, adherence to diabetes management, diabetes self-management behaviors, and parentchild teamwork in diabetes management. Other essential effects were children's quality of life, children's problem-solving skills, parents' quality of life, and parents' coping and depression. Family-centered interventions can effectively improve health outcomes in children and adolescents with T1DM. In the future, family-centered interventions integrated with other approaches, theories, and models should be developed to achieve the best possible outcomes.

Promoting creativity in early childhood education.

This study aims to find out the opinions and experience of teachers and teacher candidates on promoting creativity and creative thinking in the early childhood stage within the scope of the current preschool educational program. The method of the study is the basic qualitative research design. The study group consists of 25 preschool teachers employed in the province of Alanya in the city of Antalya, and 25 preschool teacher candidates who were students in their 3rd and 4th year at Akdeniz University, Faculty of Education, Department of Preschool Education. Open-ended questionnaire form was used for getting the opinions of teachers and teacher candidates. The data was analyzed within the principles of content analysis. According to the results of the study, statements on the prominence of creative thinking mainly emphasized the child being able to express her/his emotions and thoughts effectively, developing the child's problem-solving skills, forming cause- effect relationships, and being able to create a different point of view towards events and situations. As for developing creative thinking, the opinions that come to the forefront are going on trips with the children, conducting art activities, focusing on drama activities, conducting science and maths activities based on research, and motivating children to create authentic products with different materials. On the whole, teachers and teacher candidates expressed that the present preschool educational program has positive contributions to promoting creative thinking in children.

Kegiatan Parenting Pola Asuh Orang Tua Untuk Meningkatkan Kemandirian Anak Di Pos Paud Mawar

Everyone wants their child to be an independent person in doing everything. However, this old man's wish cannot always be fulfilled easily. The parenting pattern that has been applied so far greatly influences the development of early childhood independence. The purpose of this service is to increase the understanding of parents or guardians of students in applying parenting in accordance with the stage of child development so that an attitude of independence in early childhood appears. The method applied during community service activities starts from preparation, implementation, and evaluation. The results of community service are increased ability to understand the importance of parenting in improving children's independence and problem solving skills with components of service material, the achievement of the number of activity participants, discussion and question and answer sessions, reflection of activity participants, and the achievement of participants in understanding the service material. With this parenting, it is hoped that parents have a parenting pattern that is in accordance with the child's developmental stage and the child can develop an attitude of independence

FACTORS INFLUENCING DIGITAL PROBLEM-SOLVING SKILLS AMONG B40 CHILDREN LIVING AT THE PUSAT PERUMAHAN RAKYAT (PPR)

In Malaysia, the B40 indicates the percentage of the country's lowest-income population, sometimes known as the "Bottom 40 percent." While the Malaysian government is doing everything it can to integrate the B40s in all of its policies, one of the most difficult challenges it faces is ensuring that the B40s are up to date with the present needs of information and communication technologies. More particular, poverty frequently deprives children of positive and useful digital media experiences and skills, as well as other opportunities. These children typically do not have access to digital media and are therefore unable to fully appreciate the possibilities offered by digital technologies. This study aims to investigate the current level of digital literacy among children living in Pusat Perumahan Rakyat (PPR), a segment of the B40 group that includes children from three PPRs in the Klang Valley area. A phone survey was conducted among 308 children from three PPRs in the Klang Valley area. The Digcomp framework for digital competency was used in this study to assess the children's digital skills, with a particular emphasis on the digital problem-solving skill. Based on their informational and operational abilities, safety and security skills, communication skills, and digital participation, as well as problem-solving skills, the children were deemed to be of moderate competence. They, on the other hand, are lacking in terms of content creation and innovation. The researchers discovered that the children's problem-solving skills are significantly influenced by their other digital-literacy skills, according to the findings. The study closes by recommending the development of more inclusive digital literacy programs that are attentive to the socio-cultural milieu in which Malaysian children are raised.

Contextual risks, child problem-solving profiles, and socioemotional functioning: Testing the specialization hypothesis.

Guided by the evolutionary perspective and specialization hypothesis, this multi-method (behavioral observation, questionnaire) longitudinal study adopted a person-centered approach to explore children's problem-solving skills within different contexts. Participants were 235 young children (M age = 2.97 years at the first measurement occasion) and their parents assessed in two measurement occasions spaced one year apart. Latent profile analyses revealed four unique problem-solving profiles, capturing variability in children's performance, and observed engagement in abstract vs. reward-oriented (RO) problem-solving tasks at wave one. The four profiles included: (a) a high-abstract-high-RO, (b) a high-abstract-low-RO, (c) a low-abstract-high-RO, and (d) a low-abstract-low-RO classes. Contextual risks within and outside families during wave one, including greater neighborhood crime, impoverishment, and observed lower maternal sensitivity were linked to the elevated likelihood for children from the two profiles with low-abstract problem-solving, particularly those from the low-abstract-high-RO problem-solving profile. Furthermore, child problem-solving profiles were linked to meaningful differences in their socioemotional functioning one year later. The present finding has important implications in revealing the heterogeneity in child problem-solving within different contexts that responded differently to contextual risks. In addition, this study advanced the understanding of the developmental implications of child problem-solving capacity.

The Effects of STEAM Education Focusing Korean Traditional Music on Children's Problem-Solving skills and Preference of Korean Traditional Music

목적 본 연구에서는 전통음악 중심 유아 STEAM 교육이 만5세 유아의 문제해결력과 국악 선호도에 미치는 영향에 대해 알아보았다. 방법 이를 위하여 서울시 S구에 위치한 S유치원의 만5세 유아들을 대상으로 2020년 11월 23일부터 2021년 2월 5일까지 10주 동안 총 36명을 대상으로 실시하였다. 연구대상 2학급 중 실험집단 18명(남아 9명, 여아 9명)과 비교집단 18명(남아 8명, 여아 10명)을 대상으로 실험집단에게 연구자가 구성한 ‘전통음악 중심의 STEAM 교육’을 실시하였다. 두 집단에게 ‘유아의 문제해결력 검사’와 ‘국악 선호도 검사’를 사전&#8901;사후 각 각 진행하였고 사전 검사와 사후 검사의 증가분에 대해 t검증을 실시하였다. 결과 그 결과 첫째, 전통음악 중심의 STEAM 교육은 유아 문제해결력 전체와 하위요소인 문제의 발견 및 진술, 문제해결에 대한 아이디어 제안 및 적용, 문제해결에 대한 결론짓기 모두 긍정적인 영향을 미쳤다. 둘째, 전통음악 중심의 STEAM 교육은 국악선호도의 하위요소인 궁중음악, 선비음악, 민속음악에 긍정적인 영향을 미쳤으나 창작음악 향상에는 영향을 주지 않았다. 결론 이러한 결과는 유아가 느끼는 국악기의 불편함이나 문제점을 자신의 것으로 받아들이고 STEAM의 창의적 설계과정을 통해 결과물을 산출하며 문제해결력과 국악에 대한 선호도에 유의미한 변화가 있음을 알 수 있다.

BDNF gene expression association with suicide and psychiatric disorders in children and adolescents: (Relationship between BDNF gene expression and suicide)

ObjectiveIn the current study, it was aimed to investigate the relationship between BDNF gene expression and childhood suicide attempt, childhood traumatic experiences, and problem-solving skills in children and adolescents. MethodsThe suicide group consisted of 100 children and adolescents aged 11–18 years who were referred to our outpatient department due to suicide attempt. For further comparisons, 100 children and adolescents who have no any psychiatric diagnosis were referred to our same outpatient department were selected. A sociodemographic data form, the Schedule for Affective Disorders and Schizophrenia for School-Age Children- Present and Lifetime version (K-SADS-PL), the Suicide Intent Scale (SIS), Problem Solving Inventory (PSI), and the Childhood Trauma Questionnaire (CTQ) were used for both groups. Total RNA was isolated from whole blood samples and BDNF gene expression levels were measured using quantitative real time-polymerase chain reaction (QRT-PCR). ResultsThe total and subscale scores of the PSI and CTQ were found to be significantly higher in the suicide group than in the control group. There was no significant difference between the groups in terms of BDNF gene expression levels. However, gene expression of BDNF was found significantly increased in patients who have any psychiatric disorder compared with the others. ConclusionOur results indicate that BDNF gene expression could be more associated with psychiatric disorders rather than suicide attempt in children and adolescents.

Early motor skills predict the developmental trajectory of problem solving in young children with motor delays.

The purpose of this study was to quantify the relationship between early motor skills, such as sitting, and the development of problem-solving skills in children with motor delays. Motor (Gross Motor Function Measure) and problem-solving (Assessment of Problem-Solving in Play) skills of 134 children 7-16 months adjusted age at baseline with motor delay were assessed up to 5 times over 12 months. Participants were divided into two groups: mild and significant motor delay. Motor and problem-solving scores had large (r's=0.53-0.67) and statistically significant (p's>.01) correlations at all visits. Baseline motor skills predicted baseline and change in problem solving over time. The associations between motor and problem-solving skills were moderated by level of motor delay, with children with significant motor delay generally having stronger associations compared to those with mild motor delay. These findings suggest that overall baseline motor skills are predictive of current and future development of problem-solving skills and that children with significant motor delay have a stronger and more stable association between motor and problem-solving skills over time. This highlights that children with motor delays are at risk for secondary delays in problem solving, and this risk increases as degree of motor delay increases.

An intervention to improve the quality of life in children of parents with serious mental illness: the Young SMILES feasibility RCT.

An intervention to improve the quality of life in children of parents with serious mental illness: the Young SMILES feasibility RCT.

Çocukların Okula Hazırbulunuşluk Düzeyleri ile Problem Çözme Becerileri Arasındaki İlişkinin İncelenmesi

Bu araştırmada çocukların okula hazırbulunuşluk düzeyleri ile problem çözme becerileri arasındaki ilişkinin incelenmesi amaçlanmıştır. Araştırmada yöntem olarak nicel araştırma yöntemlerinden ilişkisel deseni kullanılarak tasarlanmıştır. Çalışma grubunu 5 yaşında toplam 174 çocuk oluşturmaktadır. Araştırmada Demografik Bilgi Formu, Bracken Temel Kavram Ölçeği Gözden Geçirilmiş Formunun Okula Hazırbulunuşluk Alt Ölçeği ve Çocuklar için Problem Çözme Becerisi Ölçeği veri toplama aracı olarak kullanılmıştır. Normallik testi sonucunda normal dağılım gösteren veriler Basit Doğrusal Regresyon analizi kullanılarak analiz edilmiştir. Yapılan analizler sonucunda çocukların okula hazırbulunuşluk düzeylerinin çocukların problem çözme becerilerini açıklama gücünün yüksek olduğu, okula hazırbulunuşluk düzeyi arttıkça problem çözme becerilerinde de artışın olduğu bulunmuştur.

Investigation of the Relationship Between the Empathic Tendency Skills and Problem Solving Skills of Turkish Primary School Students

The aim of this study is to investigate whether there is a relationship between empathy tendency skills and problem solving skills of 10 year old Turkish primary school students. At the same time, it is aimed to find out whether these students 'empathy level and problem solving ability differ according to the student's gender, number of siblings, socioeconomic level, parental age and parents' educational status. The study sample constitutes 418 fourth grade students from three primary schools in the city of Izmir, Turkey. In the study, the KA-SI Empathy Tendency Scale-Child Form developed by Kaya and Siyez (2010) and Problem Solving Inventory is developed by Serin, Bulut-Serin, Saygili (2010). Independent Groups t Test, One Way Analysis of Variance (ANOVA), Kruksal Wallis H Test; Tukey and Mann Whitney U Test in determining which groups differ; Pearson Product Moment Correlation Analysis was applied to determine the relationship between groups. The findings of the study showed that there is a positive directional medium-strong relationship between the empathy score of the students and the confidence in problem solving skills and problem solving scores. There is a very weak positive relationship between empathy and avoidance score. It is thought that the results obtained in the research can contribute to the programs that will be prepared in order to develop empathy and problem solving skills in children.

Improving stress coping and problem-solving skills of children in disaster-prone area through cooperative physical education and sports lesson

The present study examined the effect of cooperative games in physical education (PE) and sports classes on the stress coping and problem-solving skills, and the relationship between these skills. The fifteen elementary schools in the volcano disaster area were assigned to the intervention and two control groups. The intervention group received PE and sports lessons with cooperative games while the control groups completed PE and sports lessons consistent with each school’s existing curriculum over 28 weeks. The stress coping and problem-solving skills scales, previously developed for use with students, was implemented before and after the program. Two- and one-way analysis of variance and paired sample t-tests were used to compare the three groups, and a Pearson correlation analysis was used to examine the relationship between skills at pre- and post-test. The analysis showed a significant increase in stress coping and problem-solving skills in the intervention group over two control groups and a high positive relationship between these skills was in the post-test of the intervention group. T he PE and sports lessons with cooperative games could effectively promote both students’ stress coping and problem-solving skills.

Preliminary results of teaching first aid to 5–6 year old children – a longitudinal study

ObjectiveBasic lifesaving activities should be taught in early childhood to develop helping attitude. Our goal was to teach up-to-date theoretical and practical basic first aid using the method of play for kindergarten children. Methods51 children visiting kindergarten in two areas of Hungary were involved in the survey, which took place between September and November 2011. The training consisted of two sessions with theoretical and practical games about first aid. As well as the first steps, which concerned how to examine and handle an unconscious patient and how to call an ambulance, the most frequently occurring injuries were also performed in different playful situations. In the third session, children were tested on their skills and a month later they were re-tested. The tests measured the children's problem-solving skills and their basic knowledge about different scenarios requiring first aid. The statistical analysis was made with the SPSS 17.0 software using the Chi-square test and t-test. ResultsThe maximum point score of the test was 38 points. The average point score of the first test was 16.94 points and the second resulted in higher scores (17.5 points). The difference between the results was significant (p<0.05). The results showed attitudinal differences between boys and girls (p<0.05). Conclusions5 and 6 year old kindergarten children can learn the basic concepts, but fewer children are able to act adequately in complex situations. A playful method of teaching first aid can improve children's knowledge and helping attitude.

Primary School Pupils’ Attitudes toward Learning Programming through Visual Interactive Environments

New generations are using and playing with mobile and computer applications extensively. These applications arethe outcomes of programming work that involves skills, such as computational and algorithmic thinking. Learningprogramming is not easy for students children. In recent years, academic institutions like theMassachusetts Institute of Technology (MIT) and hi-tech companies, such as Google and Khan Academy, haveintroduced online environments to facilitate the teaching and learning of programming. Most of these programmingenvironments are web-based, and interactive and are supported with visual multimedia features. Therefore, they havebecome easy to use, very attractive and helpful for teaching children how to program and to develop theiralgorithmic and computational thinking skills. The proposed presentation will describe research that examined theteaching of a course to primary school children based on three on-line interactive environments: Plastelina for logicgames, “Code with Anna and Elsa” via the Hour of Code project block-oriented programming environment, forblock programming and Turtle Academy for textual programming in the Logo language. The current researchincluded the development, implementation and evaluation of the course at an elementary school. In addition, it wasaimed at investigating the pupils' attitudes toward the learning of computer programming, both before and afterparticipation in the course. The results revealed that the pupils' attitudes towards programming remained positivealso also after the participation in the course. It was also found that programming improved children's problemsolving skills.