Social Behavior Of Young Children Research Articles

Hubungan Antara Pola Asuh Orang Tua Dengan Perilaku Sosial Pada Anak Usia Dini di PAUD Tunas Bangsa Kota Padang

The background of this study is the poor parenting practices of parents in PAUD Tunas Bangsa, Padang City, which are a result of the pupils' subpar social skills. (1) To gain a general understanding of parenting practices in PAUD Tunas Bangsa, Padang City. (2) Visit Tunas Bangsa PAUD Padang City for a general review of social behavior in young children. (3) examining at PAUD Tunad Bangsa in Padang City how parenting practices and social behavior in young children relate to one another.This study is a quantitative correlational study, with the objective of determining the relationship between the independent and dependent variables. 28 pupils made up the study's population. This study used simple random sampling as its method of sampling.

Early Social Behavior in Young Children with Sex Chromosome Trisomies (XXX, XXY, XYY): Profiles of Observed Social Interactions and Social Impairments Associated with Autism Spectrum Disorder (ASD)

Individuals with Sex Chromosome Trisomies (SCT; XXX, XXY, XYY) have an increased vulnerability for developing challenges in social adaptive functioning. The present study investigates social interaction behavior in the context of varying social load, and Autism Spectrum Disorder (ASD) symptomatology in young children aged 1–7.5 years old, with SCT (N = 105) and control children (N = 101). Children with SCT show less interaction behaviors and more social withdrawal, as compared to their control peers, which were most evident in the high social load condition. Second, social impairments related to ASD are more prevalent, as compared to controls (27.1% at clinical level). These findings stress the importance of early monitoring and (preventive) support of early social development in young children with SCT.

Effects of changes in kindergarten environment on social behavior of young children

Effects of changes in kindergarten environment on social behavior of young children

Psychophysiological responses to emotions of others in young children with autism spectrum disorders: Correlates of social functioning.

Studying cognitive and affective mechanisms of social behavior could lead to identifying early indicators of derailing social behavior in young children with Autism Spectrum Disorders (ASD). The present study combined sensitive and objective techniques, such as eyetracking and psychophysiology, to provide insight into early neurodevelopmental mechanisms that are more difficult to uncover when relying on behavioral measures. Social attention towards faces and changes in affective arousal were investigated together in 28 young children with ASD (42-75 months) and 45 nonclinical controls (41-81 months). Children were shown a social-emotional video clip while eyetracking and heart rate were measured. Children with ASD fixated less on key social-emotional features within the clip as compared to controls, even though both groups attended equally toward the screen. In contrast to the control group, children with ASD did not show an increase or modulation in affective arousal in response to the social-emotional scenes. Severity of ASD symptoms, specifically social problems, was associated with arousal modulation and social attention within the ASD group. Early ASD symptoms are associated with impairments in fundamental building blocks of social behavior as expressed in a lack in spontaneous social attention and affective arousal. Such sensitive and objective measures of underlying mechanisms might serve as indicators for tailored approaches in treatment and may help in evaluating effectiveness of early interventions aimed at positively influencing social development and related quality of life in individuals with ASD. Autism Res 2017, 10: 1499-1509. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.

Preliminary findings on associations between moral emotions and social behavior in young children with normal hearing and with cochlear implants.

Moral emotions such as shame, guilt and pride are the result of an evaluation of the own behavior as (morally) right or wrong. The capacity to experience moral emotions is thought to be an important driving force behind socially appropriate behavior. The relationship between moral emotions and social behavior in young children has not been studied extensively in normally hearing (NH) children, let alone in those with a hearing impairment. This study compared young children with hearing impairments who have a cochlear implant (CI) to NH peers regarding the extent to which they display moral emotions, and how this relates to their social functioning and language skills. Responses of 184 NH children and 60 children with CI (14–61 months old) to shame-/guilt- and pride-inducing events were observed. Parents reported on their children’s social competence and externalizing behavior, and experimenters observed children’s cooperative behavior. To examine the role of communication in the development of moral emotions and social behavior, children’s language skills were assessed. Results show that children with CI displayed moral emotions to a lesser degree than NH children. An association between moral emotions and social functioning was found in the NH group, but not in the CI group. General language skills were unrelated to moral emotions in the CI group, yet emotion vocabulary was related to social functioning in both groups of children. We conclude that facilitating emotion language skills has the potential to promote children’s social functioning, and could contribute to a decrease in behavioral problems in children with CI specifically. Future studies should examine in greater detail which factors are associated with the development of moral emotions, particularly in children with CI. Some possible directions for future research are discussed.

Early Intervention for At-Risk Youth Has Benefits Into Adulthood

Back to table of contents Previous article Next article Clinical and Research NewsFull AccessEarly Intervention for At-Risk Youth Has Benefits Into AdulthoodNick ZagorskiNick ZagorskiSearch for more papers by this authorPublished Online:16 Oct 2014https://doi.org/10.1176/appi.pn.2014.10b11AbstractA program called Fast Track shows the potential of early mental health interventions and could serve as a prototype for future models geared at specific ages and populations.There is solid evidence that children who display chronic conduct problems such as aggressive, disruptive, or antisocial behavior are at high risk to carry these issues into adulthood. There is no consensus, however, on how best to respond to these at-risk children. Early-intervention programs to foster proper social behavior in young children have shown some short-term benefits, but none yet have reported long-lasting effects. The Fast Track program, about which there have been previously published findings showing that early intervention starting in kindergarten improves behaviors in both elementary and high school students, has now released its latest results showing that getting an early start on prevention can reduce problem behaviors in adults. Compared with 25-year-olds who had been identified as problem children but received no special interventions, 25-year-olds who had been a part of Fast Track had a 10 percent lower prevalence of psychiatric problems (59 percent vs. 69 percent). Fast Track participants also had fewer convictions for violent or drug-related crimes.Kenneth Dodge, Ph.D., of Duke University notes that the latest Fast Track results demonstrate for the first time that early intervention can reduce the rates of problem outcomes for at-risk children years after they’ve finished the program.“Early-starter children are at high risk for problems that will cost themselves and society a tremendous amount of pain,” said Kenneth Dodge, Ph.D., director of the Center for Child and Family Policy at Duke University, one of the four sites participating in Fast Track. “These findings demonstrate for the first time that we can successfully reduce the rates of problem outcomes for this risk group, even years after we’ve last seen them.”Dodge added that Fast Track was not all about reducing the negative. “We saw positive improvements as well in the happiness and overall well-being of these children.”The findings were published September 15 in AJP in Advance.Fast Track began in 1991 and over the next three years enrolled about 900 kindergarteners identified with conduct problems from four communities: Durham, N.C.; Nashville; Seattle; and rural Pennsylvania. The children were then divided into two groups, with half receiving the Fast Track intervention while the others served as a control group that received standard interventions available in their community. The Fast Track enrollees then began a 10-year program aimed at instilling them with social competencies that would carry throughout their lifetimes. Fast Track took an all-inclusive approach, addressing multiple components of antisocial development and involving both the children and their families for the whole program. Dodge admitted it was not the most efficient method of designing a program, but as he stated, “Our goal, first and foremost, was to demonstrate that early intervention works.” The approach appeared to pay off; participants showed improvements in a diverse range of internal, external, and substance use problems, including significant decreases in antisocial or avoidant personality disorder, attention-deficit/hyperactivity disorder, binge drinking, serious drug use, and risky sexual behaviors.Improvements were also consistent among all 13 subgroups within the larger cohort (males and females, African Americans and those of European descent, high- and moderate-risk category, each of the four study sites, and each of the three enrolled years).“We view Fast Track as more of a prototype than a model,” Dodge said. “We hope that future research and development will continue to refine the program and hone in on the elements that work best for particular groups.” In the meantime, Fast Track is soldiering on, with the first enrollees now approaching their 30th birthdays and researchers hope that more positive data are on the horizon.As with other prototypes, cost will be an issue for any wide implementation, though Dodge noted that their comprehensive program cost only around $58,000 per child for the 10 years. “It may seem like a lot at first, but that is less expensive than sending a child to special education for 10 years, and certainly much cheaper than sending an adult to prison.” The Fast Track project is run by the Conduct Problems Prevention Research Group and is supported by grants from the National Institute of Mental Health, National Institute on Drug Abuse, and Department of Education. ■An abstract of “Impact of Early Intervention on Psychopathology, Crime, and Well-Being at Age 25” can be accessed here. 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Would you do something for me? The effects of money activation on social preferences and social behavior in young children

The research presented in this paper shows that merely activating the idea of money affects the social behavior and social preferences of young children who do not understand the economic functions of money. From an economic point of view, money is universal, instrumental, and can be defined by the functions that it provides. From the psychological point of view, money is more symbolic and emotional than instrumental, and can serve as social resource in interpersonal and intrapersonal regulation. These effects of money are connected with its symbolic, rather than its instrumental, nature. To test whether the symbolic and instrumental meanings of money are developing at appropriate ages, we conducted two experiments on 5–8year olds. After money activation, children were more selfish in economic games, revealing less prosocial preferences and were less prone to help the experimenter than children from the control group. Even if children at this stage do not understand the economic mechanisms of money and are not able to use money properly in the instrumental context, they react to symbolic activation. This might imply that the symbolic meaning of money is more primal than the instrumental meaning.

Ordinary variations in human maternal caregiving in infancy and biobehavioral development in early childhood: A follow‐up study

Rodent models of early caregiving find that pups reared by dams providing low levels of early stimulation subsequently display heightened stress reactivity and social aggression. We examined these effects in humans by investigating the effects of early caregiving on markers of biobehavioral development at ages 2 and 3 years. This study extended the findings reported by Hane and Fox (Hane and Fox [2006] Psychol. Sci. 17: 550-556) in which 185 mothers and infants were observed and scored for variations in maternal caregiving behavior (MCB) at age 9 months. Relative to young children who received high-quality MCB in infancy, those who received low-quality MCB showed significantly higher socially inhibited behavior with adults, right frontal electroencephalographam (EEG) asymmetry, aggressive play, and maternal reported internalizing behavior problems and anger proneness. These effects were independent of early temperamental reactivity. Results parallel rodent models and demonstrate that ordinary variations in MCB influence stress reactivity and social behavior in young children.

Increasing the Social Behavior of Young Children with Autism Using Their Obsessive Behaviors

This study systematically asked whether individual topics or themes on which children with autism perseverated across a variety of settings (often called obsessions) could be used to create the theme for a socially appropriate game. Data collected within the context of a multiple baseline design revealed very low levels of social interaction during play periods in the baseline condition. In contrast, when the children with autism were taught a socially appropriate game (e.g., one child who perseverated on maps was taught a tag game played on a giant outline of a US map), the percent of social interactions increased dramatically and continued to be high during follow-up measures. Generalization measures indicated that following intervention, the children also demonstrated increases in social interaction during other play activities. The results are discussed in terms of incorporating obsession themes into common games to create intrinsically reinforcing appropriate activities for increasing social interactions, and in relation to developing activities that capitalize on the child with autism's interests, so that the child is a valued member of the peer group.

A Longitudinal Comparison of the Social Behavior of Young Children with Disabilities During Exchanges with Adults and Familiar Playmates

This study was designed to describe the changes in the social exchanges of young children with disabilities with their mothers and with a familiar playmate over a 16-month period. Thirty children were observed for 15-minute sessions with each partner for four data points. Data were analyzed using a modification of a coding system developed by Vandell and Wilson (1979) to determine changes in the frequency, complexity, and content of the social exchanges. Results indicated that children engaged in more exchanges over time, and that these exchanges became more completely social. In addition, children showed more vocal behavior and more object-related acts over the 16-month period of the study.

Parent-Teacher Concordance and Gender Differences in Behavioral Ratings of Social Skills and Social-Emotional Problems of Primary-Age Children With Disabilities

Parents' and teachers' ratings of social competence and problem behaviors for 164 special education students in grades K-3 were measured using the Social Skills Rating System. Weak to moderate relationships were found between parents' and teachers' ratings. Gender comparisons within the study group revealed mixed findings: teachers' ratings indicated that girls had better social skills but relatively similar levels of problem behaviors than boys, but parents' ratings indicated that boys were rated as having higher levels of both social skills and problem behaviors than girls. These results provide some additional evidence for the convergent validity of the SSRS and also suggest that source and setting variance strongly influence behavior ratings. These results also raise some interesting questions regarding gender differences in social behavior of young children with disabilities.

Verbal and Nonverbal Empathy and Prediction of Social Behavior of Young Children

32 preschool children were videotaped while being administered Feshbach's FASTE test. The intensity of the expression of emotion in the face and voice to the emotions of happiness, anger, sadness, and fear was rated. Measures of cooperation and aggression were also obtained for each child. Feshbach's measure was predictive of cooperation but not of aggression. Different patterns of correlations were evident for facial and vocal empathy, with facial empathy showing negative correlations with cooperation. The expression of empathic sensitivity and its role in social behavior are discussed.

Can Children Learn to Love?

Abstract This powerful crosscultural analysis examines three childrearing conditions that have significance for developing pro social behavior in young children.

The behavior of young children in a strange situation

Abstract. The social behavior of young children was assessed in a strange situation which was to become increasingly more stressful. The strange‐situation procedure reported by Ainsworth & Wittig (1969) was repeated as closely as possible. Children between 1 and 11/2 years were accompanied by their mothers or by a female stranger in various combinations, or were alone, according to a prearranged sequence. The data were subjected to a commonality analysis (Masters & Wellman, 1974). Common changes in the frequencies of 20 behavior items were noted across the different episodes. The physicaldistance relationship between the child and its companion, the exploratory behavior of the child, and individual differences among the children were analyzed in light of Bowlby's attachment theory. The results gave some support to the findings reported by Ainsworth and her group, but also pointed to functional differences between the behavior items examined. The results on crying were compared with those of Ainsworth & Wittig (1969), showing a fair degree of agreement. Finally, the subjects were divided into groups according to an operationalization of the criteria given by Ainsworth et al. (1971). Often children, only three could unequivocally be placed in one of eight groups. This suggests that it may be difficult to use the group characterization proposed by Ainsworth et al.

Teaching cooperation on television

The effects of media on the social behavior of young children is a topic to be treated seriously. Much of the literature has focused on negative outcomes. Little attention has been given to the intentional steps by which producers of children’s television can bring about positive social outcomes. The work of Stein and her associates is an exception (see Stein, 1972; Stein, Friedrich, & Vondracek, undated). It is not enough that we concern ourselves with reducing undesirable effects of television (e.g., removing the violence from Saturday morning cartoons). The means must be found to enhance desirable effects (e.g., positive forms of socialization). By defining and teaching social goals and measuring the results,Sesame Street has taken an important step in this direction.

Review of How to Be a Good Teacher: Training Social Behavior in Young Children.

Review of How to Be a Good Teacher: Training Social Behavior in Young Children.

Social behavior of young children in the kibbutz.

Social behavior of young children in the kibbutz.

The Approach-Withdrawal Pattern in the Social Behavior of Young Children

* Accepted for publication by George D. Stoddard of the Editorial Board, and received in the Editorial Office on March 21, 1938.

An Important Implication of Time Sampling in Observational Studies of Behavior

Time-sampling thechniques have been used with considerable frequency in recent years in observational studies of behavior, particularly in studies of the social behavior of young children. In the earliest of these studies, behavior was recorded in terms of occurrence or nonoccurrence within the time sample, the measure of frequency being the number of time samples in which the behavior occurred. In later studies, the time sample was subdivided into finer units, behavior was recorded in terms of occurrence within these subunits and it became possible to deriver measures of variability as well as of frequency for the individuals observed. In a study of social talkativeness in young children which used a five-minute sample subdivided into five-second intervals, the distributions of the frequencies per sample for the individual children were found to be uniformly asymmetrical, for the most part J-type distributions. This finding prompted an intensive exploration of the data to determine whether the usual measures of average tendency and variability (means and standard deviations) adequately represented these irregular distributions. The results of various empirical tests indicate that the usual formulas are applicable to distributions of this sort except in cases where the behavior has been inadequately sampled.

A Quantitative Clinical Method of Recording the Social Behavior of Young Children

A Quantitative Clinical Method of Recording the Social Behavior of Young Children