Children's Social Behavior Research Articles

Early-life exposure to a mixture of phthalates and phenols and child social behavior in a new type of mother-child cohort relying on within-subject pools of repeated urine biospecimens

Early-life exposure to a mixture of phthalates and phenols and child social behavior in a new type of mother-child cohort relying on within-subject pools of repeated urine biospecimens

Young children's social and independent behavior during play with a coding app: Digital game features matter in a 1:1 child to tablet setting

The overarching aim of this study was to explore young children's (N = 25, Mage = 5.16 years) play with two coding games (Daisy the Dinosaur and Kodable) in a 1:1 child to tablet setting. We had three research questions focused on children's game play: 1) How does the structure of each game influence children's play? 2) Do children play more or less independently depending on the game they play? 3) Do children who play the games more independently learn more coding skills? Three researchers coded more than 6 h of video data showing children's play with digital coding games. Findings include, that the type of game did influence the different ways that children behaved while playing. However, during both games, children had the same amount of independent play. Children who played more independently during Daisy the Dinosaur learned more coding skills. This may be because these children were focusing more on the game than their peers as we did not find a similar effect for the game Kodable. We discuss the ways that children play structured vs. open structured (i.e., sandbox) digital games with a particular focus on how game play may influence learning. As opportunities for individual device ownership in classrooms increase, future work should continue to explore how game features influence learning.

Korelasi Self Esteem Dengan Tingkah Laku Sosial Serta Implikasinya Pada SD Muhammadiyah IV Padang

This research was initiated by the fact that there is no self-esteem in students based on their environmental conditions. Peers, past experiences, mindset, gender, social status, achievements, values, beliefs, and upbringing are factors that influence this condition. The purpose of this study was to describe self-esteem, describe children's social behavior, and understand the relationship between self-esteem and children's social behavior, and understand the implications for guidance and counseling services. This research uses a quantitative method with a correlational descriptive type. The population of this study was 180 students of primary school Muhammadiyah IV Padang. The sample is 150 students selected by random sampling technique. The results show that in general students' self-esteem is in a low category, students' social behavior is in the medium category, while the correlation between self-esteem and social behavior is negative, where r count r table, then Ho is accepted or the independent variable does not exist. significant correlation with the dependent variable. The implication is that guidance and counseling services can be implemented in the form of information services, content mastery, and group guidance services that are carried out for each class. This implication is expected to be an input for teachers in increasing students' self-esteem and social behavior.

From Making "Tools" to Becoming "People" -- The Transformation and Experience of American Educational Punishment Governance

In recent years, it has been known from the network news that American school bullying incidents are frequent, its severity and concealment are gradually increasing, and the main body of bullying is also getting younger and younger. American bullying not only causes severe damage to the physical and mental health of minors but destroys the order of the daily management of the school and also increases the risk of the safety of the campus, on the harmfulness of more significant social issues, such as the United States in most cases, it still takes criticism education some force weaker moral means, the effective governance bullying is not enough. The rule of law is the most effective way to achieve social governance. Every student's campus life is a drill for the future in social life. Their behaviour will eventually affect the public social order. Therefore, American society has put forward a zero-tolerance policy for school bullying. Many public schools in the United States have the characteristics of exclusion, punishment, and decriminalization in managing students' violations and malicious bullying. It not only fails to give full play to the educational nature of punishment effectively but also aggravates severe social problems such as minors dropping out of school, low-school employment, and juvenile delinquency, which increases the educational cost of American society and the cost of colonial governance and management. Under the guidance of the concept of supporting policy, the federal government by eliminating the repellent of early childhood environment discipline, creating a safe and supportive learning environment, promote education in different stages of the field to carry out the resilience measures such as justice, fair and continue to encourage educational discipline, promote the development of children's social emotion and behavior, to guide students to learn and grow in the wrong, American academic punishment has successfully realized the successful transformation of teaching philosophy and education reform, which is worthy of practical reference and complete reference for China's current treatment of school bullying incidents. Better promoting Chinese education can also embark on equitable and healthy future development.

The Relationship‘ Emotional Identification – Individual Social Behavior’ in Hearing Impaired Children Integrated into a General Education Environment

The article focuses on the relationship between emotional identification and individual social behavior in children with hearing impairment who are integrated into a general educational environment. This suggests a study of the specific characteristics of emotional identification and strategies of individual social behavior in children with hearing impairment and their hearing peers. The study involved 32 children of preschool age (N=32, 5 – 7 years of age), educated in general kindergartens. The experimental group included 14 children (heterogeneous group according to auditory status), and the control group – 18 hearing children. The following methods were used: Emotional Faces and Individual Social Behavior. The results showed that the hearing children did better in terms of basic assessment of other people’s emotions than the children with hearing impairment. It was found that negative emotions were better identified by children with hearing experience compared to their deaf peers. Moreover, the hearing impaired children, compared to the control group, are more likely to seek a peers’ attention, follow them in their activities, join their play and express positive emotions towards them. The relationship between the characteristics of emotional identification and the categories of individual social behavior was confirmed. Differences were found in the structure of the relationship between the characteristics of emotional identification and the categories of social behavior in hearing impaired and hearing children.

Efficacy of Rehabilitation Therapy and Pharmacotherapy on Children with Cerebral Palsy: A Meta-Analysis.

Background Cerebral palsy (CP) has a serious impact on children's multiple motor functions and life behavior. Rehabilitation therapy or pharmacotherapy alone has been proven to have a good effect on patients' strength and gait. However, the efficacy of rehabilitation combined with pharmacotherapy for CP in children needs to be further explored. This study is aimed at assessing the effectiveness of this combined method on life function and social behavior in children with CP. Methods PubMed, China National Knowledge Infrastructure, WanFang Data, EMBASE, and Web of Science databases were searched for all kinds of literature related to the treatment of pediatric CP published between 2000 and 2021. Basic information and experimental data from the literature were screened and extracted, and a meta-analysis was performed using Stata 16. Results A total of 605 studies were retrieved, and finally, 10 studies involving 805 pediatric patients were included in the analysis. The analysis results showed that rehabilitation combined with pharmacotherapy could improve the treatment effective rate in children with CP compared with the control group using either alone (RR = 1.184, 95% CI (1.102, 1.273), P < 0.001). In addition, in terms of social behavior, the combined therapy could significantly improve activities of daily living (SMD = 2.94, 95% CI (1.66, 4.22), P < 0.001), motor ability (SMD = 1.86, 95% CI (0.75, 2.96), P = 0.001), adaptability behavior (SMD = 2.82, 95% CI (0.45, 5.18), P = 0.019), language behavior (SMD = 3.08, 95% CI (0.95, 5.22), P = 0.005), social behavior (SMD = 3.78, 95% CI (2.22, 5.35), P < 0.001), and fine motor behavior (SMD = 3.52, 95% CI (1.17, 5.86), P = 0.003). Conclusion The current study shows that rehabilitation combined with pharmacotherapy can effectively improve the recovery, quality of life, and social behavior of children with CP.

The Influence of Roles, Parenting Patterns through Social Behavior on Children's Independence

The purpose of this study is to describe the influence of: the role of parents with independence, the role of parents with social behavior, parenting styles of parents with independence, parenting patterns with children's social behavior, social behavior with independence, the role of parents with independence through social behavior., and parenting style with independence through social behavior. The research sample consisted of 186 children aged 5-6 years in TK Gugus Kemuning, Central Banjarmasin District. The results showed: (1) that the role of the parents, the role of the parents and the independence, was in the high category, the parenting style of the parents tended to use democratic parenting and social behavior was in the medium category; there is influence; There is an influence of the role of parents on social behavior by; (2) There is an effect of parenting style on social behavior of 0.336; (3) There is an effect of the role of parents on independence of 0.288; (4) There is an effect of parenting style on independence of 0.258; (5) There is an effect of social behavior on independence of 0.218; (6) There is an effect of the role of parents on independence through social behavior of 0.119. (7) There is an effect of parenting style on independence through social behavior of 0.073.

Children’s social and emotional behavior: Role of maternal emotion regulation, psychopathological symptomatology, and family functioning

Research has demonstrated that maternal emotion regulation strategies (self-criticism and self-compassion), mental health, and family functioning impacts child functioning. Due to the paucity of studies, we aimed to analyze: (1) the associations between maternal emotion regulation strategies, psychopathological symptomatology, family functioning, and mother’s perceived child social and emotional behavior (SEB); (2) the differences in mother’s perceived child SEB, according to maternal, child and family characteristics; (3) the predictive role of maternal emotion regulation in mother’s perceived child SEB. A sample of 431 mothers (25-59 years), with children aged 4-17 years (55.5% male), answered the Strengths and Difficulties Questionnaire, the Systemic Clinical Outcome and Routine Evaluation, the Brief Symptom Inventory, the Forms of Self-Criticizing/Attacking and Self-Reassuring Scale, and the Self-Compassion Scale. The results showed positive associations between self-criticism, maternal psychopathological symptomatology, worse family functioning and child social and emotional problems, as well between maternal self-compassion and child prosocial behaviors. Mothers who reported low income, elementary school education, a history of psychiatric illness and whose children had early behavior changes perceived more social and emotional difficulties in their children. Maternal self-criticism was the main predictor of child social and emotional difficulties. In conclusion, maternal emotion regulation strategies and psychopathological symptomatology are associated with family functioning and child SEB.

Improved Ability in Emotional Recognition and Social Skills After Emotional Recognition Training in Children

The recognition of emotional expressions is essential to achieving emotional regulation and social development. Therefore, stimulating this recognition could benefit children&amp;rsquo;s cognitive and social levels. The aim of this study was to assess the effects of training in emotional recognition on the recognition of emotional expressions and the social behavior of children. Typically-developing children (8-10 years old) were divided into two groups for either emotional or identity training. Before and after training, the recognition of three emotions (happiness, sadness, anger) and of identity was assessed by matching and memory tasks. In addition, a social skills scale was applied to parents. After training, only participants in the emotion group improved their accuracy (correct responses minus commission errors) in recognizing happiness and sadness, and on the identity tasks. The parents of the children in the emotion group also referred higher scores on the social skills scale. Results suggest that these children improved their recognition of emotional expressions by enhancing the attention paid to specific facial features. This improvement in emotional recognition induced by training may facilitate social interaction.&amp;nbsp;

Pengembangan Perilaku Sosial Anak Dan Sikap Kooperatif Melalui Permainan Tradisional Tam Tam Buku

Development of Children's Social Behavior Through Traditional Games, Books and Cooperative Attitudes. Postgraduate Program in Psychology, University of Medan Area. This study aims to determine the development of children's social behavior through traditional games of Tam Tam Buku and cooperative attitudes in TK. Mother. This type of research is Action Research. The research was carried out in 2 cycles, the first cycle was carried out in two actions, because it had not reached 80%, the research was continued in the second cycle with two actions. The subjects of the research were the 18 children of Group B in Bunda Kindergarten. The object of this research is social behavior. Social Behavior research instruments include Cooperating, Playing with peers, Competing, Respecting friends, Being able to share with friends, Helping friends, Friendly children, Children are not selfish, Children imitate, Sympathize, Children smile and laugh. The method of data collection is done through observation. The data analysis technique used descriptive qualitative and quantitative. The results of this study indicate that the hypothesis can be accepted, namely that the traditional game of Tam Tam Buku and cooperative attitudes can develop social behavior. This can be proven from the results of the observation before the action that the percentage of children who developed very well, for social behavior was 5.56% and in the second cycle it increased to 85.35%.

Kindergartenkinder am Smartphone und Tablet: Zusammenhänge mit der sozial-emotionalen Entwicklung und Verhaltensproblemen – eine Scoping Review

Young children's use of smartphones and tablets is increasingly prevalent. Smartphones and tablets are part of families' daily lives. Therefore, preschoolers are confronted with mobile devices as well, and learn to use them naturally. Specialists who work with children or deal with various aspects of early childhood development are alarmed and warn of resulting harmful effects. It is also feared that research on the impact of smartphone and tablet use on child development cannot keep pace with the rapid technological developments. This review therefore looks at associations between the use of mobile devices and social-emotional development as well as the emergence of behavioral problems in preschool children aged four to six years. A search of the literature was conducted in two databases, PsycInfo and Pubmed. Based on the title, abstract, and in some cases other parts of 861 articles, 7 articles were included.The seven articles are in different research areas, and each demonstrates important research approaches for the topic. An experimental case study with a learning app found benefits for young children's social behavior. On the other hand, a neuropsychological study pointed out that the social dimension of pretend play is missing when playing with a tablet. Other studies, cross-sectional and longitudinal, found certain associations between the use of digital devices and impaired social-emotional development as well as behavioral problems in preschool children and also identified mediators such as parental stress. In sum, however, the results do not provide a consistent picture of the role of smartphone use for social-emotional development and behavior problems in the preschool years. Further research that keeps pace with technology developments is needed.

Examination of Language, Behavioral, Academic, and Social Skills of Cochlear Implant Users in Early Primary Education.

Cochlear implants (CIs) improve spoken language skills as well as social and academic performance in children with severe and profound sensorineural hearing loss. We compare the social skills, academic competence, and problem behaviors in children with CIs and their typical-hearing peers and investigate the relationship between language skills and social skills, academic competence, and problem behaviors in children with CIs. Thirty-two children with CIs were divided into two groups according to implantation age: early (n = 17) and late-implanted group (n = 15). The control group was formed by the inclusion of five same-sex classmates of each implanted child selected by the teachers of the children with CIs. Thus, 160 typical-hearing children were included in the control group. Thirty-two children with CIs and 160 typical-hearing children participated in this study. Primary school teachers rated the children's social skills, academic competence, and problem behaviors using the Social Skills Rating System (SSRS). The language skills of the children with CIs were assessed with the Turkish Expressive and Receptive Language Test (TIFALDI). A statistically significant difference was found between the SSRS scores of the study and control groups, which was mostly due to lower social skills, and academic competence, and higher problem behavior ratings in the late-implanted group. In the study group, there was a statistically significant correlation between TIFALDI and SSRS scores. Early cochlear implantation provides advantages in social skills and vocabulary for children with profound congenital hearing loss. Late-implanted children need special support in different developmental areas despite attending mainstream education.

0012 Disordered sleep and emotional self-regulation in a prospective cohort of preschool-age children

Abstract Introduction Disrupted sleep has been associated with poor emotional self-regulation among preschool-age children cross-sectionally, with few studies examining change over time. Our goal was to examine the prospective association between disrupted sleep and emotional self-regulation over six months among preschool-age children. Methods Analyses included 54 children, age 3-5 years old, who completed their participation in a currently ongoing, 6-month prospective study conducted in a rural area of New England to examine early-life predictors of obesity. Parents completed the 35-item Children’s Sleep Habits Questionnaire (CSHQ), a validated scale to measure problematic sleep, reflecting both reduced sleep quantity and quality. Total scores greater than 41 reflect a clinically-meaningful sleep disorder. Parents also completed the 5-item emotional self-regulation subscale of the validated Child Social Behavior questionnaire. A final score was computed as the average across the 5 items (range 1-7), with higher scores indicating poorer emotional self-regulation. A series of linear regression models were used to examine associations between sleep and emotional self-regulation at baseline, as well as change in self-regulation over six months. Each model was adjusted for child age, sex, and parental education level. Results The sample was largely white, non-Hispanic (87.0%), with 61.1% of male children, 90.7% of accompanying parents as mothers, and 79.6% of parents with a Bachelor’s degree or greater. One-fourth (n=14, 25.9%) of children met the criteria for disordered sleep at baseline. In an adjusted linear regression model, children with disordered sleep at baseline, on average, had worse self-regulation at baseline (beta coefficient=0.90, SE=0.33; p&amp;lt;0.01) and, separately, a greater decrease in self-regulation over six months (beta=0.78, SE=0.30; p=0.01). When further adjusting for disordered sleep at month 6, disordered sleep at baseline remained predictive of a greater decrease in self-regulation over time (beta=1.12; SE=0.41; p&amp;lt;0.01). Conclusion In this preliminary analysis, disordered sleep was associated with poor emotional self-regulation cross-sectionally and a decline in emotional self-regulation over six months. Generalizability is limited because of the high socioeconomic status of the sample. Yet findings suggest that the effects of disordered sleep on emotional self-regulation may manifest within in the preschool-years. Support (If Any) This study was supported by the National Institute of Diabetes and Digestive and Kidney Diseases, grant number K01DK117971.

The impact of the influence of parents' authoritarian parenting on children's social behavior at school

This study aims to determine the impact caused by the factors causing the influence of parents' authoritarian parenting on children's social behavior. The method used is descriptive qualitative research with a phenomenological approach with the understanding that this research to describe the phenomenon of deviant behavior of students to the surrounding conditions. The object in this study numbered one grade 10 MIPA student at MA Plus Nurul Islam Sekarbela who showed behavior that deviated from the school rules. The results showed that students who have an authoritarian parenting background have too active characteristics when they are in school. After going through the assistance process it is found that there is a change for a better direction, although not yet optimal. This can be seen from the student's behavior when participating in learning in the classroom or when outside the classroom.

PARENTING MODEL IN THE ESTABLISHMENT OF CHILDREN'S SOCIAL BEHAVIOR

This study aims to determine the model of parenting that is carried out by parents for their children in Plataran Hamlet, where this parenting model supports the success of parents in shaping children's social behavior. This study uses a qualitative method, this method is carried out to determine the appropriate parenting model for shaping children's social behavior. data collection by interview, observation and documentation. Data analysis used descriptive qualitative, namely the presentation in written form and explained what it was in accordance with the data. Checking the validity of the data in this study used source triangulation and time triangulation. The results obtained indicate that the parenting model in instilling children's social behavior has been implemented. The parenting style used by the parents in Plataran Hamlet is more dominant in the democratic parenting pattern, while the authoritarian parenting style is also used. There are two supporting factors, namely internal factors including the family environment, the establishment of children. external factors, namely formal education and non-formal education. There are two inhibiting factors, namely internal factors and external factors, namely the child's self, the family's economic situation. External factors are unfavorable environment and technological progress.

Decision-making difficulties mediate the association between poor emotion regulation and eating disorder symptoms in adolescence.

The emergence of eating problems during childhood increases the risk for eating disorders (EDs) during young adulthood. Previous studies highlight a relationship between poor self-regulation and onset of eating pathology. In this study, we investigated whether this association is mediated by decision-making difficulties. To test this hypothesis, we used data from the Millennium Cohort Study. Decision-making performance was assessed with the Cambridge Gambling Task at age 11. Principal components analysis was used to derive an index of ED symptoms at age 14. The trajectories of scores of two subscales of the Child Social Behaviour Questionnaire, Independence and Self-Regulation (ISR) and Emotional Dysregulation (EmotDy), were modelled from ages 3 to 7 years in a latent growth curve analysis. The individual predicted values of the intercept (set at baseline, 3 years) and the slope (rate of annual change) were then used in the mediation analysis. In our sample of 11 303 individuals, there was evidence for mediation by three measures of decision-making at age 11 (poor quality of decision-making, delay aversion and low risk-adjustment) in the association between EmotDy across ages 3-7 and ED symptoms at age 14 even after the adjustment for relevant covariates. We found no evidence of association between ISR and ED symptoms. Our findings suggest that emotion regulation processes during childhood may be relevant for the future onset of ED symptoms via their association with decision-making skills. These findings, obtained from a large, representative, sample, shed light on the relationship between self-regulation, decision-making and symptoms of EDs.

Context is key: Parasympathetic regulation in the classroom differentially predicts preschoolers' socially competent behaviors.

Research shows that children's early social competence predicts their later academic and interpersonal success. Accordingly, early childhood education programs increasingly aim to evaluate and support children's social skill development. Despite ample theoretical and empirical work demonstrating the role of the parasympathetic nervous system (PNS) in supporting neurophysiological processes that underlie social behaviors, no study has explicitly tested whether the assessment of PNS activity in childhood educational settings provides insight into children's social functioning. The current study addresses this gap by examining the influence of context-specific PNS regulation, assessed via respiratory sinus arrhythmia (RSA), in predicting preschool children's socially competent behavior toward peers in the classroom. Results showed that: (1) RSA withdrawal (e.g., decreases relative to a baseline task) during unstructured classroom activities predicted children's socially competent behaviors during these unstructured activities but not during structured activities, whereas (2) withdrawal during structured classroom activities predicted children's socially competent behaviors during structured activities. These results indicate that PNS activity makes context-specific contributions to children's social behaviors and highlight the importance of assessing neurophysiological regulation in context.

Associations between social behaviors and experiences with neural correlates of implicit emotion regulation in middle childhood.

Emotion regulation is essential for successful social interactions and function, which are important aspects of middle childhood. The current study is one of the first to examine associations between neural correlates of implicit emotion regulation and indices of social behavior and experience during late middle childhood. We examined neural activation during the implicit emotion regulation condition of the Emotional N-back task using data from 8987 9- to 11-year-olds from the Adolescent Brain Cognitive Development℠ study. The brain regions assessed included areas linked to social cognition, social behavior, and emotion recognition, including the amygdala, insula, middle temporal gyrus, and inferior parietal lobe. Greater number of close friends was associated with significantly higher activation of the fusiform gyrus, insula, temporoparietal junction, inferior parietal lobe, and superior temporal gyrus during implicit emotion regulation. Greater reciprocal social impairments were linked to decreased fusiform gyrus activation during implicit emotion regulation. More experiences of discrimination were associated with a significantly lower activation in the middle temporal gyrus during implicit emotion regulation. This study provides evidence that both positive and negative indices of children's social experiences and behaviors are associated with neural correlates of implicit emotion regulation during late middle childhood. These findings suggest that both positive and negative indices of social behavior and experience, including those within and not within the youth's control, are associated with generally unique neural correlates during implicit emotion regulation.

Examination of Chinese immigrant parents' beliefs about children's social development through play: A mixed methods explanatory sequential study.

Currently, despite the rapid growth of the population of Chinese immigrant families and children in the United States, preschool-aged Chinese-heritage children are an underrepresented group in research. The overarching purpose of this project was to provide a deeper understanding of Head Start Chinese immigrant parents' beliefs about children's social-emotional development, the value of play during the preschool period, and the potential role of cultural orientation. The study followed the steps of a mixed methods explanatory sequential design. First, using quantitative data collected from 213 primary caregivers, the study employed a person-centered lens to explore profiles of parents' cultural orientations and beliefs about play and academics in preschool to better understand the association of these profiles to children's social competencies. Next, 34 primary caregivers from the quantitative study participated in in-depth, focus group discussions to further explore parents' perceptions of children's social behaviors, cultural adjustment experiences, and their perceptions about U.S. preschools. Four reliable profiles were resolved quantitatively and showed within-group variations in patterns of Chinese immigrant parents' beliefs and cultural orientations that related differentially to children's social-emotional competencies as evidenced within peer play at home. Qualitative findings corroborated and elaborated the quantitative findings. These results underscored the importance of engaging with Chinese immigrant parents to inform research and program practices. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

You can't sit with us…just kidding! An investigation into the association between empathy and prosocial teasing

AbstractProsocial teasing is the positive playful form of relational aggression, and studies have found children engage in playful teasing more often than aggressive teasing. Therefore, understanding the basic characteristics or skills that contribute to the more complex social skill of prosocial teasing is important. The current study focused on the role of empathy in students' perception of their engagement in two different forms of relational behaviors, playful and aggressive. Associations between empathy and engagement in playful and aggressive relational behaviors were investigated with 389 fifth‐grade students in the Midwest with the Social Skills Improvement System (SSIS) rating scale and modified Children's Social Behavior Scale—Self‐Report (CSBS‐S), along with gender interaction in those relationships. Results demonstrated that empathy was significantly and negatively related to the level of engagement in both relational aggression and prosocial teasing. No gender differences were found in levels of relational aggression or in prosocial teasing. Gender differences were observed in empathy, where girls reported higher levels of empathy than boys. Results indicated that empathy was a significant predictor of engagement in both relational aggression and prosocial teasing for both fifth‐grade boys and girls. Implications concerning these findings are discussed.