Social Behavior Of Preschool Children Research Articles

Hubungan Peran Orangtua dengan Perilaku Sosial Emosional Anak Prasekolah Menggunakan Gadgetdi Singkil

Background of Study: Technological developments that are very influential on the human mindset are gadgets. The use of gadgets has positive and negative impacts, one the gadget consumers start from early childhood, so it requires the role of parents for the readiness and development of their children, social and emotional abilities are the foundation for the development of the ability to interact with the wider environment.Purpose: This study aims to determine whether there is a relationship between the role of parents and the emotional and social behavior of preschool children who use gadgets in Singkil.Method: This study uses an analytical survey method with a cross-sectional approach and the data collection techniques with questionnaires. The sampling technique used a total sampling of 39 respondents. The data were processed by SPSS to analyze univariate and bivariate with the Spearman Rank correlation test.Result: Data collection was carried out in April-May 2022 with 39 samples. The results show that the role of parents is sufficient at 61.5%, and the value of social-emotional behavior of preschool children is sufficient at 56.4%. The results of the Spearman rank correlation test showed that the p-value was 0.004 (p <0.05), and the correlation coefficient value of the two variables was moderate (0.452).Conclusion: Based on the results of the study, it can be concluded that there is a relationship between the role of parents and the emotional and social behavior of preschool children who use gadgets in Singkil village with a p-value of 0.004.

Model of safe social behavior of preschool children in an inclusive educational environment

Introduction. The article is devoted to the analysis of the problem of psychological and social safety of children attending inclusive groups of preschool educational organizations. The risks of inclusive education are associated with the threat of various forms of mental violence from peers. A preschool educational organization is faced with the task of ensuring the psychological safety of educational subjects, including the formation of skills for safe social behavior and interaction in an inclusive environment.Materials and Methods. The following methods were used for the preparation of this article; theoretical analysis of Russian and international literature, study of scientific articles and publications on the topic, overview of results from Russian and international studies, content analysis.Results. Approaches to determining the content of the category of safe social behavior and its various aspects are considered: social norms, psychological stability, communication and communication, spiritual and moral qualities and moral norms, prosocial behavior, interpersonal relationships and interaction. The personal constructs of safe social behavior of preschool children in an inclusive educational environment are identified: need-motivational (setting social norms, trust in the world, social tolerance); emotional-volitional (ability to empathy, low anxiety, coping behavior); cognitive-cognitive (knowledge of the behavior of children with developmental disabilities; ability to choose constructive ways to solve problem situations); interpersonal-social (communication skills, desire for cooperation, kindness, help).Discussion and Conclusions. The conducted theoretical research allowed us to build a model that includes both the structure of safe social behavior of preschool children in an inclusive educational environment, and risk factors for socially dangerous behavior of preschoolers. It is concluded that it is necessary to implement psychological and pedagogical support for inclusive preschool education, which ensures the psychological safety of children with developmental disabilities by developing the skills of safe social interaction among peers with normative development, meeting their needs for personal and trusting communication, as well as gaining a sense of psychosocial well-being and reference significance.

Психологические показатели безопасного социального поведения дошкольников в инклюзивной образовательной среде

The purpose of the research presented in the article is to identify and empirically substantiate the psychological indicators of safe social behavior of preschool children in an inclusive educational environment. The relevance of the study is connected with the need to prevent the risks of inclusive education associated with the manifestations of various forms of mental and physical violence against children with developmental disabilities from their peers. Presumably, the safe social behavior of children is determined by the following personal constructs: need-motivational, emotional-volitional, cognitive-cognitive, interpersonal-social ones. To confirm the theoretical model, an empirical study was conducted on the basis of an inclusive preschool educational organization in Shuya (N = 46, from 5 to 7 years old, girls-56%) using a set of psychodiagnostic tools: “Diagnostics of tolerance in preschool children in relation to peers with disabilities” (A. S. Sirotyuk, in the author’s modification); to fix the parameters of anxiety of a preschool child, the projective test of R. Temml, M. Dorka, V. Amen was used; the method of drawing frustration of S. Rosenzweig (modification of T. D. Marcinkovskaya, in the author’s interpretation); “The degree of involvement of older preschoolers in the game interaction with their peers” (S. G. Elizarov, modification of S. S. Zhuravleva); the drawing projective method “I am in kindergarten” (M. Bykova, in the author’s interpretation). It is established that the formation of psychological indicators of safe social behavior of preschool children is mainly at low or medium levels. It is shown that predictors of psychological well-being of preschool children in an inclusive educational environment, which is an integral indicator of safe social behavior, are indicators of social tolerance towards peers with developmental disabilities, empathy, readiness for mutual assistance, non-conflict, low anxiety, and involvement in game interaction. The obtained data should be taken into account when implementing inclusive education programs in preschool organizations.

HUBUNGAN LAMA PENGGUNAAN GADGET DENGAN PERILAKU SOSIAL ANAK PRASEKOLAH

Gadgets are used by all people including preschool children. The use of gadgets in the pre-school increase every year and can make the child social behavior is impaired because addicted to gadget duration play with more than 1 hour. This study aims to see the long relationship between the use of gadgets and the social behavior of pre-school children. This type of research is quantitative using a description of correlation design with a cross-sectional approach. The sampling technique used was consecutive sampling with a sample of 76 respondents. The data collection tool used is a questionnaire. The results of this study indicate that as many as 46.1% of children use gadgets more than 1 hour every day and 27.6% of children have bad socialization behavior. Chi square correlation test results obtained = 0.003 (p <0.05), which means that there is a significant relationship between the duration of the use of gadgets and the social behavior of pre-school children in TK Negeri Pembina 3 Pekanbaru. The results of this study are expected to provide knowledge to parents who have pre-school children to limit children in using gadgets.

Self-Perceptions of the Impact of Oral Problems on the Social Behavior of Preschoolers.

Investigating preschool children's social behaviors and the association with oral health variables helps to understand child development. Besides that, different perceptions need to be explored regarding the impact of oral problems on the social behavior between the child's self-report and parent's/caregiver's proxy report. To determine which socioeconomic and oral factors are associated with difficulty sleeping and playing and the avoidance of smiling in preschoolers. A cross-sectional study was conducted with a representative random sample of 769 pairs of parents/caregivers and 5-y-old preschoolers. The preschoolers answered a questionnaire on difficulty sleeping, difficulty playing, and the avoidance of smiling for reasons related to oral problems. The parents/caregivers answered a questionnaire addressing socioeconomic characteristics as well as the use of dental services. Two calibrated dentists examined the children for the determination of dental caries, traumatic dental injury (TDI), malocclusion, and bruxism. Descriptive and Poisson regression analysis for complex samples with robust variance was used to test the associations (α = 5%). The variables associated with difficulty sleeping were low household income (confidence interval [CI]: 1.40-3.01), number of untreated dental caries (CI, 1.02-1.04), dental pain (CI, 1.76-3.59), TDI (CI, 1.08-2.11), and anterior open bite (CI, 1.11-2.20). Difficulty playing also was associated with the low household income (CI, 1.34-3.15), number of untreated dental caries (CI, 1.01-1.04), dental pain (CI,1.42-3.61), and TDI (CI, 1.13-2.33). The number of untreated dental caries (CI, 1.02-1.05), dental pain (CI, 1.03-2.88), anterior open bite (CI, 1.30-3.26), and not using dental services (CI, 1.13-2.73) were determinant factors for the avoidance of smiling. Socioeconomic, symptomatic, and/or oral esthetic problems exerted an impact on the social behavior of the preschoolers analyzed, such as playing, sleeping, and smiling. The results of the present study may help parents and clinicians to understand better the association of oral problems with the social behavior of preschool children. Moreover, this study shows the importance of listening to children in clinical decisions. These results also can help in the elaboration of oral health policies.

Using ESDA with social weights to analyze spatial and social patterns of preschool children's behavior

To study the development of spatial and social behavior of preschool children, micro-level spatiotemporal data were collected for the first time in both spatial and social context using a novel behavioral coding system. These unique behavioral data enable us to explore the group-level, dynamic, spatial, and social patterns of preschool children's playing behavior from a hybrid geographic and social perspective. In this research, GIS and exploratory spatial data analysis (ESDA) techniques are employed together to study group-level spatial and social behavior emerging from children's everyday activities and interactions. ESDA with social weights is proposed to explore spatial and social patterns of preschool children's behavior at the same time. The results highlight the utility of this approach for studying the relationships between preschool children's playing behavior and preschool's environmental settings and the relationships between preschool children's personal activities and the formation of their social network space.

TINGKAH LAKU SOSIAL ANAK TK SERTA IMPLIKASINYA BAGI BIMBINGAN DAN KONSELING

Preschool children are in the phase of growth and development who many of them face some barriers, problems and difficulties that sometimes require help of others, especially from professional. The problems, which are not properly completed, tend to cause problems and barriers neither in today’s children, nor after the children enter primary school. The question is what problems experienced by the children viewed from the aspect of growth and development. The purpose of the study are (1) describing problems experienced by preschool children based on developmental aspects, (2) reviewing the implications towards guidance and counseling. The study population was preschool children in Malang. The sample were 245 children’s parents and 12 teachers selected by cluster random sampling technique. Measuring instruments used were questionnaires (for teachers and parents), and an interview guide (for teachers). The research findings revealed five groups of problems experienced by children; that are, social, emotional, moral, developmental understanding, and language problems. According to teachers and parents, these problems are not easily taken for granted, but assessed by asking a few questions; whether the problem is reasonable behavior, the behavior that can be potential to the problematic behavior, and or behavioral problems. This article only discussed the social behavior of preschool children and the implications through counseling. The implications is the teachers need to provide guidance and counseling services for children, especially counseling activity that serves as preventive and development. The forms of assistance activities that need to be implemented by the teachers are role playing, modeling, and mentoring groups. The activity was held integrated with learning activities in preschool.

TINGKAH LAKU SOSIAL ANAK TK SERTA IMPLIKASINYA BAGI BIMBINGAN DAN KONSELING

Preschool children are in the phase of growth and development who many of them face some barriers, problems and difficulties that sometimes require help of others, especially from professional. The problems, which are not properly completed, tend to cause problems and barriers neither in today’s children, nor after the children enter primary school. The question is what problems experienced by the children viewed from the aspect of growth and development. The purpose of the study are (1) describing problems experienced by preschool children based on developmental aspects, (2) reviewing the implications towards guidance and counseling. The study population was preschool children in Malang. The sample were 245 children’s parents and 12 teachers selected by cluster random sampling technique. Measuring instruments used were questionnaires (for teachers and parents), and an interview guide (for teachers). The research findings revealed five groups of problems experienced by children; that are, social, emotional, moral, developmental understanding, and language problems. According to teachers and parents, these problems are not easily taken for granted, but assessed by asking a few questions; whether the problem is reasonable behavior, the behavior that can be potential to the problematic behavior, and or behavioral problems. This article only discussed the social behavior of preschool children and the implications through counseling. The implications is the teachers need to provide guidance and counseling services for children, especially counseling activity that serves as preventive and development. The forms of assistance activities that need to be implemented by the teachers are role playing, modeling, and mentoring groups. The activity was held integrated with learning activities in preschool.

Social behavior of preschool children in relation to physical spatial definition

Previous Western-based studies had revealed that preschool children exhibited more positive play/social behaviors within well-defined spaces. This paper investigated 5 types of play/social behaviors among 494 Malaysian preschool children, aged 5–6 years, of both genders, in 20 classrooms categorized into well defined, moderately defined, and poorly defined. The methodology involved personal natural unobtrusive observations, video recordings, behavioral mapping, and interviews. The findings revealed results similar to those of the previous Western-based studies. The implications of the findings were discussed in relation to the design of future preschool classrooms.

A comparative analysis of the effects of social skill training and teacher-directed contingencies on social behavior of preschool children with disabilities

This study investigated the effects of an analog social skill training program and a teacher-directed contingency strategy on promoting social responding among four preschool children with mild disabilities and their peers. The social skill training program consisted of five lessons targeting the skill areas: Initiating, responding, and maintaining social interactions. The teacher directed contingency consisted of prompting target children when they were not socially involved with peers, and providing verbal praise when they were socially involved with peers. Subjects were divided into two training pairs and received both interventions in a reversal design. Presentation order was counterbalanced across the two training pairs. Results indicated that the teacher directed contingency was more effective in promoting higher levels of social responding in a free-play setting. Results also suggest that social skill training may not always be a necessary prerequisite to promote increased social interactions among children who display low rates of social interaction with peers, but possess necessary skills.

Effects of Toys on the Social Behavior of Preschool Children in Integrated and Nonintegrated Groups

This study investigated the influence of social and isolate toys on the social behavior of integrated and nonintegrated groups of preschool children during free play time. Eighteen handicapped and six nonhandicapped children participated. Using a time-sampling technique, data were obtained on the frequency of social behavior. Results showed that under social toy conditions, children engaged in social behavior more often than during any other condition. In addition, the incidence of social play was higher in integrated groups than in nonintegrated groups. Based on the results of this study, toys are conceptualized as a setting event for the social behavior of preschool children. Selection of toys is presented as a viable and nonintrusive method of promoting social interaction between handicapped and nonhandicapped preschool children.

Effects Of Social Skills Training And Contingency Management On Reciprocal Interaction Of Preschool Children With Behavioral Handicaps

Four subjects participated in a study to evaluate the effects of various social interaction skill interventions on the social behavior of preschool children and the reciprocal nature of their interactions with peers. Intervention included social skills training conducted in a controlled instructional setting, as well as individual and group-oriented contingency management procedures implemented during free play. Subject performance was assessed with a behavioral role play test and via direct observation of subject and peer behavior in free play settings. Results indicated unique effects for social skills training and the two contingency management interventions. Social skills training alone produced significant improvement in the production of target social skills, as measured by role play, for 3 of 4 subjects. However, this intervention produced relatively modest effects on subject and peer behavior in free play. Prompts and praise for target behaviors delivered to individual subjects during free play (i.e., Coaching) produced significant change in rates of subject initiations and responses to peers and peer responses to subject initiations, but produced few changes in reciprocal interactions between subjects and peers. Prompts and praise delivered to total play groups (i.e., Group Coaching) produced desired effects on peer behavior, but had less effect on interactive behavior of subjects. These results are discussed with respect to the role of reciprocal interaction and behavioral trapping for producing maintenance and generalization in social interaction interventions for preschool children with behavioral handicaps.

Effects of group socialization procedures on the social interactions of preschool children

We investigated the effects of group socialization procedures on the social behavior of preschool children in two studies. Group socialization procedures consisted of teachers using antecedent and consequent events to promote social interaction during children's games. During intervention, teachers discussed friendship with the children and then prompted and praised child-child social responding within the context of games. Children's social behavior was assessed during two sessions, group game periods (i.e., intervention sessions) and nonintervention play periods (i.e., generalization sessions). In both studies, a multiple baseline design across two target children and peers in their respective group was used to evaluate the effects of group socialization procedures. During group game periods, after intervention, target children increased their rates of both prompted and unprompted social interactions with peers. Also, in nonintervention play periods, target children improved both the rate and the duration of their social responding with peers. Results indicated that group socialization procedures were a practical and effective method for improving young children's social interaction during both structured games and unstructured play activities.

Effects of an adult's presence on the social behavior of preschool children

The social behavior of same-sex pairs of nursery school children was observed during two ten-minute play sessions. One half of the pairs played alone during both sessions, and the remaining pairs played in the presence of a passive adult supervisor. Child pairs who played alone were significantly less aggressive and exhibited a moderate but nonsignificant increase in the expression of positive or prosocial behaviors. Unsupervised pairs also tended to verbalize more and engaged in significantly more cooperative play. The absence of adults may encourage children to employ more mature social strategies to achieve a successful relationship with their playmates.

The social behavior of preschool children at different developmental levels: Effects of group composition

The social participation, constructiveness of play, and communicative interactions of 4- to 6-year-old developmentally delayed and nondelayed preschool children were compared under conditions in which children interacted in play groups homogeneous with respect to developmental level and in heterogeneous play groups. A within-subjects design was utilized to assess the relatively immediate effects of group composition. Data for both children and teachers were analyzed separately for each of four developmental level groups and across two time periods. Although numerous differences were obtained as a function of developmental level and time, the only significant effect of group composition on children was reduced inappropriate play by severely delayed youngsters while interacting in heterogeneous play groups. No detrimental effects of heterogeneous grouping were observed for children at any developmental level. These results were discussed in terms of their importance in evaluating the impact of programs that mainstream young children.

The Effect of Peer Age on the Social Behavior of Preschool Children

The Effect of Peer Age on the Social Behavior of Preschool Children

The Influence of Symbolic Modeling on the Social Behavior of Preschool Children with Low Levels of Social Responsiveness

JAKIBCHUK, ZENA, and SMERIGLIO, VINCENT L. The Influence of Symbolic Modeling on the Social Behavior of Preschool Children with Low Levels of Social Responsiveness. CHILD DEVELOPMENT, 1976, 47, 838--841. 22 preschool children with low levels of social responsiveness were randomly assigned to 1 of 4 conditions. The self-speech group watched videotapes of social interactions accompanied by a self-speech (first-person) sound track which described the activities of the child model. The narrative group watched the same videotapes accompanied by a narrative (third-person) sound track. A nature-film control and a no-treatment control group were also employed. Pretreatment, posttreatment, and follow-up observations were made with 3 different measures of social behavior. Children in the self-speech condition increased on all 3 measures, and the self-speech condition was clearly more effective than the narrative condition.

The Influence of Symbolic Modeling on the Social Behavior of Preschool Children with Low Levels of Social Responsiveness

The Influence of Symbolic Modeling on the Social Behavior of Preschool Children with Low Levels of Social Responsiveness

The influence of sex of peer on the social behavior of preschool children.

The influence of sex of peer on the social behavior of preschool children.

A Study in Prediction of Social Behavior of Preschool Children

A Study in Prediction of Social Behavior of Preschool Children