Children's Social Development Research Articles

Membantu Mengatasi Kecemasan pada Anak Usia Dini

Anxiety in early childhood is a complex issue that can significantly affect children's emotional, social, and academic development. This article aims to discuss the causes, effects, and management strategies for anxiety in children, based on a review of recent theories and research. The writing method employed includes a literature review referencing current studies and theories from experts in Indonesia. The discussion reveals that anxiety in children can be triggered by genetic factors, an unstable family environment, and traumatic experiences. Its impacts include disruptions in emotional development, limited social skills, and poor academic performance. To address these issues, this article recommends several strategies, including creating a safe environment, providing emotional education, implementing relaxation techniques, and encouraging open communication and engagement in social activities. With a comprehensive understanding and the application of appropriate strategies, it is hoped that children can overcome their anxiety and grow into healthier emotional and social individuals.

Longitudinal associations between screen time and children's language, early educational skills, and peer social functioning.

Children's high and increasing levels of screen time are of growing concern to parents, health professionals, and researchers. With the growing availability and use of devices such as smartphones and tablets, it is important to understand the impact of children's screen use on development. Prospective longitudinal data from 6,281 children (48.3% female) in the Growing Up in New Zealand study were used to examine relations between the extent of screen exposure in early childhood (2-4.5 years) and later language development, early educational skills, and peer social functioning at ages 4.5 and 8 years. Higher levels of screen exposure were associated with lower levels of vocabulary, communication, writing, numeracy, and letter fluency and higher levels of peer problems. These associations were reduced after controlling for confounding family social background factors but remained significant. Results indicate that more than 1.5 hr of daily direct screen time at age 2 was associated with below average language and educational ability and above average levels of peer relationship problems at age 4.5. Exposure to more than 2.5 hr of daily direct screen time was associated with higher than average peer relationship problems at age 8. Findings indicate that high levels of screen exposure during early childhood are negatively associated with children's later language, educational, and social development. Such information is critical to help inform policy guidelines, health care, and parenting practices regarding the availability and children's use of screens in early childhood. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

유아의 회복탄력성과 일상적 스트레스, 작업기억 간의 관계

This study was conducted to examine the relationships between children's resilience, everyday stress, and working memory. The study was conducted with 182 children enrolled in the kindergarten classes of three kindergartens located in K-do, aged 5 years old. The data were collected through assessments of resilience, everyday stress, and working memory using the WISC-IV. The data were analyzed using Pearson correlation and multiple regression analysis to examine the relative influence of the variables. The results were as follows: First, it was found that lower levels of everyday stress in children were associated with higher resilience. Second, in the relationship between resilience and working memory, it was found that children with higher resilience also had higher working memory. Third, in examining the relative influence of everyday stress and working memory on children's resilience, the results showed that everyday stress was the strongest predictor, followed by working memory. These findings provide insights into the relationships between resilience, everyday stress, and working memory in children. They are expected to be useful as foundational data to support positive emotional and social development in children and to help them adapt to future societies.

Pendampingan Orang Tua dalam Membangun Lingkungan Belajar yang Kondusif

The important role of parental attention in motivating children to learn, by highlighting its significant impact on children's academic, psychological, and social development. Through consistent and in-depth attention, parents can not only help children overcome learning challenges, but also create an environment that supports the growth of children's confidence and motivation. The study identified two main types of motivation that are influenced by parental attention: intrinsic motivation, which is driven by the child's internal curiosity and satisfaction, and extrinsic motivation, which is influenced by external appreciation and recognition. In addition, emotional support from parents is essential for boosting children's self-confidence as well as helping them manage anxiety about failure, which often hinders their learning efforts. Consistency of parental attention also plays an important role in creating a stable and safe environment, which allows children to focus on their learning. The active involvement of parents in setting academic goals further strengthens the focus and motivation of children. Psychological theories such as Bandura's Social Learning Theory, Basic Needs Theory by Deci and Ryan, and Gardner's Multiple Intelligence Theory provide a deeper understanding of how parental attention affects not only academic performance, but also a child's emotional and psychological development. The results of this activity concluded that parental attention given lovingly and consistently is very important to motivate children to learn and support their overall development. The resulting recommendations include the need for training programs for parents in providing effective attention and the importance of collaboration between parents, schools, and communities in creating a supportive educational environment.

EFFECTIVENESS OF ROLE PLAY IN IMPROVING COMMUNICATION COMPETENCE OF PRESCHOOL CHILDREN

The purpose of the study was to comprehensively analyse and measure the effectiveness of the role-play method in improving preschool children's communication competence. in the development of social and academic skills, communicating effectively is not just about conveying wishes, but also forms the foundation of complex social interactions helping preschool children to build positive relationships with peers, teachers, and the surrounding environment, Role play is a highly effective method of improving preschool children's communication competence. By integrating this approach into the educational curriculum, educators can provide rich and immersive learning experiences that support children's social, emotional and cognitive developmenThe research methodology used a quasi-experimental approach with a non-equivalent control group design. The research subjects were 25 preschool children who were selected by purposive sampling. The research instruments used included communication competence observation sheets, interview guidelines, and documentation that had been validated by early childhood education experts. Data analysis used paired sample t-test and independent sample t-test statistical tests with a significance level of 5%,, Role play is a highly effective method of improving preschool children's communication competence. By integrating this approach into the educational curriculum, educators can provide rich and immersive learning experiences that support children's social, emotional and cognitive development

EFFORTS TO IMPROVE SOCIAL EMOTIONAL INTELLIGENCE THROUGH PLANTING ACTIVITIES FOR CHILDREN AGED 5-6 YEARS AT PGRI SRIKANDI BALAK KINDERGARTEN, SONGGON DISTRICT, BANYUWANGI IN THE 2023/2024 ACADEMIC YEAR

This study aims to improve the social emotional intelligence of children aged 5-6 years through farming activities with a focus on developing effective and enjoyable alternative learning methods. The problems underlying this study are the low level of children's social emotional intelligence, the limited variety of learning methods that can integrate social emotional aspects with practical activities, and the less than optimal use of planting activities as a learning medium in schools. Through the implementation of planting activities, this study attempts to provide solutions to these problems by creating direct learning experiences that can stimulate children's social emotional development optimally. This study uses the Classroom Action Research (CAR) methodology which is carried out in two cycles, where each cycle consists of the planning, implementation, observation, and reflection stages. The subjects of the study were children aged 5-6 years at PGRI Srikandi Balak Kindergarten, totaling 15 children. The data collection technique used structured observation with observation sheets, documentation, and interviews. The data were analyzed using qualitative and quantitative descriptive analysis techniques. Based on the research and discussion that has been carried out, farming has proven to be effective in improving social emotional intelligence in children aged 5-6 years at PGRI Srikandi Balak Kindergarten

Pengaruh Fatherless terhadap Perilaku Agresif Verbal dan Nonverbal Siswa Kelas XI Di SMK X Kediri

The absence of a father, both physically and psychologically, has a profound impact on the emotional and social development of children, particularly increasing aggressive tendencies in those lacking the support of both parents during upbringing. This study employed a quantitative approach, utilizing questionnaires to measure levels of fatherless and student aggression. Data were collected from 60 students and analyzed using Chi-square tests to determine the relationship between fatherless and aggressive behavior. The findings revealed that the majority of students experienced moderate levels of fatherless. Validity and reliability tests of the questionnaires indicated that the data were trustworthy. The primary outcome of this research is the significant influence of father absence on both verbal and nonverbal aggressive behaviors in students. The Asymp. Sig. value in the Chi-square test was 0.001, indicating a significant relationship. The predominant form of aggressive behavior identified was verbal aggression, such as swearing and insults, while nonverbal aggressive behaviors, like hitting and pinching, were found at lower levels.

Effects of a Soccer Program on Preschool Children's Social Development

The purpose of this study was to investigate how soccer programs influence the social development of preschool children, focusing particularly on self-awareness, interpersonal interactions, and prosocial behavior. The study utilized both questionnaire surveys and experimental observations. Preschool children from multiple kindergartens in a city were selected as participants. By comparing the social development of children participating in soccer programs with those who did not, the study analyzed the impact of soccer programs. Interviews with teachers were also conducted to gain insights into their perspectives on soccer classes, complementing the research findings. The results indicated significant improvements among preschool children participating in soccer programs in terms of self-awareness development, interpersonal skills, and prosocial behavior. Soccer programs have been shown to be effective in promoting the development of social skills in preschool children[12]. Therefore, it is recommended that soccer-related programs be widely implemented at the preschool level to promote the all-round growth and development of children.

Teachers' perspectives on including children with disabilities in virtual motor play activities during online learning

AbstractStructured motor play is crucial to the motor and social development of children with disabilities. However, many teachers report that including children with disabilities in motor play is challenging, especially during virtual learning. The purpose of this interview study was to explore 26 preschool teachers' perspectives on engaging children with disabilities in motor play in virtual environments and the strategies they used to involve students. Teachers believed that including children with disabilities in virtual motor play activities is important for their physical development, sense of belonging, and exploration of potential. Teachers also indicated that understanding the motor abilities and interests of children with disabilities and making adaptations to support each child during virtual motor play is important. Additionally, seeing therapists as resources for motor play ideas and sharing resources with parents were strategies suggested by participants to facilitate the engagement of children with disabilities in motor play during virtual learning. Findings suggest that an interdisciplinary approach to teaching motor play is crucial for children with disabilities regardless of the service delivery model.

Parenting style, supporting factor of the socio-emotional development of the child with diabetes

The article highlights the crucial importance of parenting style in the lives of children with diabetes, showing how it directly influences the children's ability to manage the disease and lead a balanced life. Parenting style not only plays a role in diabetes management, but also has a profound impact on the child's emotional state and long-term development. The comparative study between school-aged children with diabetes and those without diabetes examined the impact of parenting styles on key factors in socio-emotional development and diabetes management in children, identifying parenting styles as significant predictors of children's emotional intelligence as well as internalizing and externalizing problems. A parenting style that actively involves the child in the process of diabetes management, both through education and emotional support, can have a major positive impact on the child's quality of life. Therefore, it is essential that parents adopt a style that supports not only the strict management of the disease but also the child's emotional and social development, ensuring a balance between medical requirements and the child's emotional needs.

Hearing screening in neonates admitted in neonatal intensive care unit at tertiary care centre of Southern Rajasthan

Background: Hearing impairment is a common congenital condition, significantly impacting speech and social development in children. Early detection and intervention are crucial for improving outcomes, yet many cases go undiagnosed. This study aims to identify hearing impairment among neonates in a tertiary care centre using otoacoustic emission (OAE) and auditory brainstem evoked response (ABER) screening methods. Methods: A prospective observational study was conducted in the paediatric department of RNT medical college, Udaipur, over six months. Newborns admitted to the neonatal intensive care unit were screened based on risk factors as per the joint committee on infant hearing guidelines. Inclusion criteria included high-risk factors such as low birth weight, mechanical ventilation (>5 days), APGAR score etc. Descriptive analysis was performed, with statistical significance assessed using the Chi-square test. Results: Of the 750 newborns screened, 64.67% passed bilaterally in first OAE screening, remaining were referred. Among referred babies, second OAE screening showed a referral rate of 16.9%. Significant associations were found between hearing impairment and risk factors such as low birth weight, low APGAR scores, and prolonged mechanical ventilation. ABER testing confirmed hearing impairment in 9 /140 tested infants, resulting in an incidence of 55.11 per 1,000 in high-risk infants and 3.2 per 1,000 in low-risk infants. The overall incidence was 12 per 1,000 infants. Conclusions: In high-risk group hearing impairment primarily associated with low birth weight and prolonged mechanical ventilation (>5 days), low Apgar score, ototoxic drug. In high-risk group hearing impairment (5.5%) was more than low risk group (0.32%).

Perkembangan Sosial Emosional Anak Usia Dini Melalui Metode Bernyanyi di Raudhatul Athfal Roihanul Jannah

Rosila, NIM: 20030033, "Early Childhood Social Emotional Development Through the Singing Method in Raudhatul Athfal Roihanul Jannah." This research aims to analyze the social emotional development of early childhood through the singing method. Social emotional development is an important aspect in early childhood education, which is characterized by the ability to interact, socialize and be responsible. The research method used is descriptive qualitative with research subjects being teachers and students. Data was collected through observation, interviews and documentation. The research results show that the singing method is effective in improving children's social emotional development. Children learn to interact with peers, express emotions, and build self-confidence. This research is in line with Erikson's theory which emphasizes the importance of social interaction in child development. The steps in the singing method include selecting an appropriate song, using a tone that is easy to understand, introducing the song, and joint demonstration. Singing activities involve physical activity which makes learning more fun and interactive. This conclusion shows that the singing method is not only fun, but also contributes positively to the social emotional development of early childhood at RA Roihanul Jannah.

Theatre-based social-emotional learning program to foster friendship quality in elementary school students

This research focuses on the importance of friendship quality in children's social and emotional development, with a particular focus on primary school-aged children. The purpose of this study is to address the problem by developing a theatre-based learning module with the aim to improve friendship quality among primary school students as well as to determine the effectiveness of the module in improving friendship quality. This research methodology uses a research and development approach using the ADDIE model design. The results showed the study validated the module, achieving a high validity score of 89.94%. The Paired Samples Test revealed a significant improvement in friendship quality, with a mean score increase of -7.815 and a t-value of -3.036 (df = 26, p < 0.05). then it can be stated if the theatre-based SEL based theater programme had a significant impact on students' friendship quality. Theatre-based SEL programmes can facilitate students' understanding of emotions, enhance their ability to empathise, and encourage the development of stronger relationships. Therefore, the theatre-based module proved to be an effective approach in improving students' friendship quality.

Systematic Literature Review: Strategies for Active and Creative Learning in Elementary School Physical Education

Physical education in elementary schools has an important role in developing children's physical, mental and social development. This research investigates innovative teaching strategies in physical education in elementary schools, with the aim of improving motor skills, increasing physical fitness, and fostering a healthy lifestyle among children. The method used is Systematic Literature Review (SLR) with due diligence articles using MMAT to identify articles during the screening and data extraction stages. Of the 210 articles that were first downloaded, the final 33 articles underwent inclusion and exclusion screening based on certain criteria to analyze various approaches, including technology integration, educational games, skills-based learning, active student participation, and inclusive practices. Findings demonstrate the effectiveness of these strategies in creating engaging and inclusive learning environments. This research highlights the importance of going beyond traditional game-based approaches and exploring more diverse strategies to meet students' individual interests and talents

Progression of the leprosy reaction and nerve damage: A prospective cohort study in children with leprosy from the Brazilian Amazon.

Leprosy reactions being closely related to damage to peripheral nerves and physical disabilities associated with disease progression. Disabilities in childhood can have a devastating effect with impaired children's cognitive, emotional, social, and educational development. We followed up the progression of leprosy reactions in children identifying associated factors with the emergence and/or worsening of nerve damage. A prospective longitudinal cohort study was performed in patients under 15 years of age affected by leprosy reactions diagnosed at the Leprosy referral unit in the Amazon region of Brazil. The follow-up time was a cohort for 2 years from diagnosis. A clinical evaluation and the simplified neurological were performed at diagnosis and every 6 months, until the end of the follow-up period. Of the 77 children monitored, 38 had reactions and were recruited. Only 23.7% (9/38) of patients improved their initial neurological impairment and 42.1% (16/38) had progression of the leprosy reaction with worsening of the initial nerve damage. Two or more reaction episodes, nerve damage and two or more nerves affected at diagnosis, isolated neuritis, silent neuritis and low educational level of caregiver had a significant association with the emergence and/or worsening of neural damage. A high proportion of children had progression of the leprosy reaction with worsening neural damage. The absence of warning signs of inflammation, such as pain and exacerbation of skin lesions, appears to contribute to the worse prognosis of reactions. Early diagnosis, systematic monitoring especially of neural function, beyond the educate caregivers to recognize the reactional episode early and to helping with children's self-care are very important measures to minimize the emergence or worsening of neural damage resulting from leprosy reactions.

Fungsi Dinas Pemberdayaan Perempuan dan Perlindungan Anak Kota Kupang Terhadap Eksploitasi Anak Dibawah Umur Sebagai Pekerja Informal

Exploitation according to Law Number 35 of 2014 concerning Child Protection is divided into physical, social, sexual and economic exploitation. With the existence of children who work, this is a violation of the right to child protection and child growth and development, which should be at that age the child is still in school and gets a proper education. The phenomenon of underage labor almost occurs in all regions of Indonesia. One of the children's problems that must receive special attention is the issue of child labor. This issue has become global because so many children around the world are already working at school age. In fact, the issue of child labor is not just an issue of children carrying out work with wages, but it is very closely related to exploitation, dangerous work, inhibition of access to education and hindering the physical, psychological and social development of children, even in certain cases and forms of child labor have entered as the qualification of children who work in the most intolerable situations (the intolerable form of child labor). This research is an empirical research that uses primary data and secondary data collected using interview, observation and literature study techniques. The informants in this study are 10 people. The data processing techniques in this study use several techniques, namely editing, coding, tabulation and verification after which the data will be analyzed using qualitative descriptive techniques. The results of this study show that (1) the Kupang City Women's Empowerment and Child Protection Office needs to increase socialization, supervision, and cooperation with the community to effectively prevent and protect minors from exploitation. (2) Budget factors, apparatus resources, and socialization of child protection to the community are factors that hinder the implementation of the functions of the Kupang City Women's Empowerment and Child Protection Office in providing prevention, protection, coaching and empowerment of children.

Associations between dyadic language style matching and classroom observations of behaviorally inhibited children's sociability

AbstractChildren's sociability, the motivation and ability to initiate and maintain social interactions, influences how children navigate their social worlds. When sociability supports interactions, it contributes to social competence and positive social‐emotional outcomes. Although a substantial body of literature characterizes how specific parenting behaviors have an early and lasting influence on children's social development, far fewer studies have considered how characteristics of, and interactions within the parent‐child dyad influence children's sociability. For example, matching affect and behaviors during dyadic interactions may provide insight into children's openness to affiliate, and these interactions provide opportunities to model and practice responses to behavioral and emotional cues common in social interactions. One novel approach to characterizing behavioral matching in dyadic interactions is language style matching (LSM), a linguistic construct characterizing the similarity of subconscious speech patterns (i.e., function words) between members of dyads during social interaction. Although researchers have established links between LSM and other characteristics of the dyad known to influence children's social development (e.g., attachment quality), whether and how LSM predicts children's adaptive sociability among peers is currently unknown. Therefore, we examined the associations between parent‐child LSM and classroom observations of children's sociability among 151 preschoolers with elevated behavioral inhibition. Results indicated that LSM is positively associated with observed sociability in the company of classmates over and above other aspects of the parent‐child relationship (e.g., parenting). Results supported LSM as an indicator of behavioral matching and contributed to the growing body of research that considers the implications of LSM for children's social development.

The Impact of Gamified Therapy on Physical, Cognitive, & Emotional Outcomes in Children with Cerebral Palsy: A Case Study Analysis

Background: Cerebral palsy (CP) is a neurological disorder affecting motor, cognitive, and social development in children. Traditional therapies often struggle with engagement and adherence. This study evaluates a novel gamified treatment developed with the SHIFT Framework to improve outcomes in children with CP. Methods: A case study design assessed the effects of gamified therapy on seven children with various types and severities of CP. The intervention used the SHIFT Framework to include engaging game elements and customizable features. Assessments before and after the intervention measured hand-eye coordination, balance, motor skills, cognitive engagement, motivation, and emotional well-being using appropriate statistical methods. Results: Post-intervention, all cases showed improved motor skills, coordination, balance, cognitive engagement, and emotional states. Increased levels of attention, motivation, and persistence were noted, alongside enhanced therapy engagement. Statistical analysis revealed significant improvements (p<0.05) in most parameters. Conclusion: The gamified therapy approach using the SHIFT Framework effectively enhanced physical, cognitive, and emotional outcomes for children with CP. The engaging, personalized intervention improved motivation, adherence, and functional outcomes, particularly in cognitive aspects relevant to intellectual disabilities associated with CP. Further studies with larger cohorts and extended follow-ups are necessary to confirm these results and expand on the therapy’s applicability in CP management.

A IMPORTÂNCIA DA LUDOTERAPIA NO TRATAMENTO DE PACIENTES PEDIÁTRICOS ONCOLÓGICOS

This scientific article highlights the reality of childhood cancer and the need for specific therapeutic responses for children undergoing different oncological treatments. The study emphasizes the psychophysiological impacts and social development of children, highlighting the importance of therapeutic approaches that consider their specific needs. Childhood is a crucial period of development and a cancer diagnosis can have a significant impact on a child’s life. Pediatric oncological treatment faces emotional challenges, modifying the family routine due to treatment. In addition to conventional treatment, the importance of psychological well-being is highlighted, emphasizing that the need to play should not be overlooked during hospitalization. Play therapy is presented as a promising therapeutic intervention, based on playful activities, such as playing, dancing and singing. This approach aims to deal with the stress and emotional challenges associated with the diagnosis and treatment of pediatric cancer. The study methodology is presented as an exploratory integrative literature review, highlighting the search for articles in several databases. The results table summarizes the main articles found, highlighting titles and relevant findings. The discussion emphasizes the crucial role of play therapy in pediatric cancer treatment, contributing to strengthening emotional resilience, expression of feelings, and creative and adaptive coping with challenges. Therapist-patient communication is facilitated, avoiding communication gaps and optimizing treatment planning and psychosocial support. The conclusion highlights the substantial benefits of play therapy in pediatric cancer treatment, going beyond a simple recreational activity. Health professionals are encouraged to deepen their knowledge of play therapy, recognizing it as a valuable therapeutic tool to promote the holistic well-being of children during the challenge of cancer.

Creating a bully-free Sierra Leone: a comprehensive approach involving prevention, intervention, and support for victims and bullies by teachers, parents, and community leaders

Bullying poses a substantial challenge to the educational and social development of children in Sierra Leone. This conceptual analysis explores the critical roles of teachers, parents, community leaders, and other stakeholders in preventing and addressing this issue. It emphasizes the importance of a multi-faceted approach by examining the complexities of bullying within the Sierra Leonean context. The conceptual analysis differentiates between prevention, intervention, and postvention strategies, outlining specific actions aimed at both bullies and victims. Effective bullying prevention strategies include teacher training, parent involvement, and community collaboration, while intervention efforts focus on immediate support for victims and appropriate consequences for bullies. Additionally, postvention actions are discussed to support recovery and healing for those affected. It highlights the need for sustained efforts, data-driven approaches, and policy development to create a safer and more inclusive learning environment for all students in Sierra Leone.