Children's Social Development Research Articles

Pengaruh Child Abuse Dalam Keluarga Terhadap Perkembangan Sosial Anak Usia Dini

The purpose of this research is to find out how far the influence and how big the relationship is between child abuse in the family and the social development of early childhood. In line with the formulation of the problem, this type of research is quantitative with a correlation approach. Data collection uses a questionnaire made in the form of Googleform. The sample studied was 50 parents using purposive sampling. And research analysis by passing a series of statistical tests to a simple linear regression test and ending with drawing conclusions. Based on the theory and results of analysis through the interpretation of statistical data it proves that H0 is accepted and Ha is rejected. Thus, it is known that child abuse in the family has a significant influence on the social development of early childhood at a significance level of 0.05 (5%). The correlation value obtained was 0.299, which means that the correlation between child abuse in the family and early childhood social development was 29.9%, indicating that there was a significant relationship. The percentage contribution to the influence of the variable child abuse in the family is sufficient, therefore child abuse in the family quite influences the social development of early childhood. The percentage of child abuse variable in the family is 29.9% which shows that child abuse in the family is quite influential. While the remaining 71.1% is influenced by other factors.

Implementation of Kindergarten Curriculum and the Pupil’s Acquisition of Basic Competencies

The term kindergarten came from a German origin that means “children’s garden. It serves as a transition period from home or preschool to formal education. The main purpose of kindergarten is to provide foundation for the child’s wholistic development. In Kindergarten program, children are engaged in different activities that are age appropriate. These activities are designed to promote the physical, cognitive, emotional and social development of children . Many research have shown that during the early years, rapid brain development occurred forming the foundation for future academic success. This stage is crucial because it is during this time that they develop the essential skills to prepare them for Grade 1 . This study sought to find out how the implementation of a kindergarten curriculum affects the readiness of our young learners for formal education. Several variables related to curriculum were considered in this study. These were the objectives of kindergarten curriculum in the Philippines, the Budget of Work provided by DepEd, the instructional materials used, the teacher’s competencies, learning environment and lesson planning. It was then correlated with the basic competencies expected from kinder pupils in terms of health and well-being, socioemotional development, language, literacy and communication (listening/viewing, speaking, reading, writing), mathematics and understanding the physical and natural environment. This research was conducted in the Schools Division of San Pablo wherein 70 kindergarten teachers from public schools were the respondents. The research method used wasa quantitative descriptive method with Pearson product-moment correlation. The result showed that there was a significant relationship between the implementation of the curriculum and the pupils acquired basic competencies.

Development and initial evaluation of the COnfident Parent INternet Guide program for parents of 3-8 year olds.

Positive parenting promotes children's cognitive, social and emotional development and parenting programs based on social learning theory are effective in supporting parents to help reduce behavioral problems among high challenge children. However there is less evidence for programs with non-clinical populations. COPING (COnfident Parent INternet Guide) is a 10-week online universal program for parents of 3 - 8 year olds presenting evidence-informed principles based on social learning theory to support parents in addressing common challenges with their children. This study explored the development and feasibility of delivery of the program in terms of recruitment, retention and acceptability. It also reports on initial program effectiveness, evaluated via a pilot randomized controlled trial. Data on child behavior, parental skills and mental health were collected at baseline and three months later for all participants and six months post-baseline for the intervention group only. Those parents who accessed the course provided very positive feedback however the trial experienced challenges with recruitment and initial engagement, particularly for parents referred by professionals. For parents who engaged with the program there were significant improvements in reported parenting skills with evidence of longer-term maintenance. This paper provides limited evidence of effectiveness for the COPING program however further feasibility work, particularly around recruitment, is needed before conducting larger effectiveness trials.

DEVELOPING SOCIO-EMOTIONAL SKILLS IN EARLY CHILDREN: BEST APPROACHES IN EARLY EDUCATION

This study aims to better understand the optimal way to teach young children social and emotional abilities. A qualitative approach involving a literature review was employed for this investigation. This study used a literature review methodology to investigate the best practices in early childhood education as they pertain to the development of children's social and emotional competencies. The information was gathered through reading and analyzing a wide range of resources on the subject at hand, including books, scholarly journals, articles, and other papers; from these, the researcher identified overarching themes and drew definitive conclusions. This study's findings support the idea that a comprehensive, interdisciplinary approach to early childhood education is optimal for fostering the growth of children's social and emotional competencies. Supportive settings, playtime, role models of appropriate conduct, clear instruction, training for teachers and caregivers, and close cooperation between parents and professionals are all necessary for the development of these abilities. Long-term benefits of fostering children's social and emotional development include positive connections, psychological wellness, and educational success.

The Impact of Gadgets on Social-Emotional Development of Early Children During Covid-19 Pandemic

With the Covid-19 crisis, we can see how technology and education have changed. To adapt to these changes, we must accept who we are and continue to acquire new knowledge. Gadgets are often used as a tool that facilitates communication in human life, both in the general and family environments, which also impacts children's social emotionality. This research aims to describe gadgets' impact on early childhood social-emotional development. This study uses a qualitative method. research data obtained through observation and interviews used three stages in analysing the data: reduction, data presentation, and conclusion. The population of this study is 20 parents and three parents with children aged 5-6 years with different professions. Based on the results of the study, it can be concluded that the impact of Gadgets contributes to the formation of children's social and emotional development; the effect of gadgets on the positive side is that children can develop and improve themselves; on the negative side, that occurs in children, namely the loss of awareness of their social life with their environment.

Pengaruh Perkembangan Sosial Emosional pada Perilaku Anak Usia Dini

In early childhood, children experience a golden age, which is where children begin to be sensitive and sensitive to receive stimuli or stimuli. Social and emotional development in children is the emotional condition and ability of children to respond to their environment at an earlier age. Children's socio-emotional development aims to find out how they are. How to relate to other people, namely peers and people who are older than him. Be responsible for yourself and others and behave in a pro-social manner. Social Emotional Development in School Children. Socio-emotional development is increasingly understood as a crisis in children's development. This is because children are shaped through development in the learning process. Children's social development is strongly influenced by the process of parental care or guidance for children in introducing various aspects of social life or norms in society.
 Keyword: Socio-Emotional, Early Childhood

Becoming a Parent is a Big Event in the Life of an Adult

The parent becomes by the birth of a child, and becoming a parent is a big event in the life of an adult. For many people, becoming a parent and having a child represents the meaning of life. A man and a woman who decide to become parents have the responsibility to create a community that is safe for the upbringing and development of the child and which is the foundation of his life. Parenting promotes and supports a child's physical, emotional, social and intellectual development from early to adulthood.

Role of bilingual experience in children's context-sensitive selective trust strategies

AbstractEarly bilingual language experience can enhance children's social-cognitive skills for effective communication. This study examined whether individual variability in bilingual language diversity, measured by language entropy, influenced 3- to 5-year-old children's engagement of contextual information in their selective trust strategies. One-hundred-and-forty Singaporean children (58 girls, Mage = 53.64 months, 97.1% Asian) were presented with an informant who provided either accurate or inaccurate information in a context with either adequate or limited information access. Bilingual children with greater language diversity, compared to those with less language diversity, were more likely to adapt their accuracy-based selective trust strategy to the informant's circumstances (i.e, information access). Results provide new insights into the role of diverse linguistic experiences in shaping children's social cognitive development.

Effectiveness of Adventure Education on Health Outcomes Related to Physical, Psychological, and Social Development in Children: A Systematic Review

Objective: This systematic review aims to investigate the impact of adventure education (AE) on children’s physical, psychological, and social development (children’s age range: 0–18 years old). Methods: The review was reported based on Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA 2015). Articles were retrieved from seven databases (EMBASE, PubMed, MEDLINE, Web of Science, SPORTDiscus, PsycINFO, and Psychology Database) from 2000 to 2021. Methodological quality was examined according to Version 2 of the Cochrane risk-of-tool for randomized trials (RoB 2). Results: Eighteen studies were screened. AE was found to contribute to the improvement of physical development in nonhealthy children aged 9 to 16 years and nonhealthy children aged 3 to 7 years. All results showed a positive psychological impact of AE except for inconsistent results for self-esteem, self-efficacy, and quality of life. Moreover, AE was found to be an approach that enhanced social development among nonhealthy and healthy children aged 11–17 years and nonhealthy children aged 3–7 years. Conclusion: AE intervention produces physical, psychological, and social benefits in children. Most studies analyzed in this review focused on 9- to 18-year-old unhealthy and healthy children. Only one study involved 3- to 7-year-old unhealthy children. However, most of the studies in this field have weak methodological quality, and thus, the present evidence should be interpreted carefully. Future work with superior methodology in AE intervention would help us establish a greater degree of accuracy in this area of study. Implications: AE intervention with better study design is needed. Research also needs to be conducted to examine the effectiveness of AE on physical, psychological, and social development in healthy younger children.

A Comparative Study of the Theory of Mind and Pretend Play in Children With High-Functioning Autism and Healthy Peers Aged 5-7 Years

Background and Aims Autism spectrum disorder is one of the neurodevelopmental disorders. The main symptoms of this disorder are problems in communication and social interactions, and having repetitive and limited patterns of behaviors. Considering the importance of the theory of mind (TOM) and pretend play in cognitive and social development of children and the existence of mentioned problems in children with autism, this study aims to compare the effects of pretend play and the TOM between normal children and children with high-functioning autism (HFA). Methods In this analytical-comparative study, 45 normal children and 18 children with HFA were selected. They underwent TOM test and Child Initiated Pretend Play Assessment (CHIPPA). Then, the collected data were analyzed. Results The mean total score of TOM test was 9.94 in autistic children and 28.96 in normal children. The mean percentages of elaborated pretend actions in total were 87.96 and 43.45 in normal children and children with HFA, respectively. The mean number of object substitutions was 16.47 in normal children and 2.81 in children with HFA. Also, the mean number of imitated actions in total was 2.02 in normal children and 3.06 in children with HFA. Conclusion Autistic children have poorer performance in the TOM test and pretend play compared to normal peers. They have poorer elaborated pretend actions and object substitutions; however, the number of imitated actions in the pretend play is low in both groups.

INSTITUSI PENDIDIKAN ISLAM ANAK USIA DINI

Early childhood education institutions (PAUD) are places or institutions specifically designed to provide education and care for children aged 0 to 6 years. The function of PAUD educational institutions is to help create a strong foundation for children's future academic, social, emotional and life skills development.

Counseling About The Dangers Of Use Of Gadgets On The Social Emotional Development Of Children Aged 6-10 In Denai Lama Village, Kec. Pantai Labu

Technological developments are very rapid and significant, which is marked by social media that is increasingly widespread and easily accessible. Evidenced by the increasing purchase of gadgets or smartphones, this is in line with the increasing number of gadget users. The use of gadgets that cannot be limited, ranging from children to adults, has an impact not only in a positive but also negative way. According to several data sources, children with excessive use of gadgets can interfere with children's emotional and social development, besides that children with a period of growth and development will experience delays in recent years. The purpose of doing this community service is to educate about the dangers of using Gadgets on the Social Emotional Development of children aged 6-10 years in Denai Lama Village, Pantai Labu District. The community service method is carried out in the form of counseling using a laptop displaying PPT (Power Point Text) data taken using an analytical survey with a Cross-Sectional Study research approach. Results: Of the 35 parent participants (male/mother) who attended, 36.0% of parents knew and were aware of the dangers of using gadgets, 64.0% of parents who did not know and were not aware of the dangers of using gadgets. Conclusion: There are still many parents who do not know and are fully aware of the dangers caused by the use of gadgets for the development of children aged 6-10 years, so education is still needed in the form of counseling and information that is easily accessible to the public.

The benefits of nurturant-involved parentingfor children's internalizing symptoms and cardiometabolic health in high-risk contexts.

Despite evidence that nurturant-involved parenting is linked with children's social, psychological, and physiological development, less is known about the specific contexts in which nurturant-involved parenting is most beneficial for children's mental and physical health. The present study examined how associations between nurturant-involved parenting and children's internalizing symptoms and cardiometabolic risk varied as a function of children's stress and discrimination. Participants included 165 Black and Latinx children (Mage = 11.5 years) and their guardians. Children reported on their ongoing stress, experiences of discrimination, and internalizing symptoms (depression and anxiety). Guardians provided information about their nurturant-involved parenting practices. Children's cardiometabolic risk was assessed as a composite reflecting a high level of systolic or diastolic blood pressure, waist circumference, HbA1c, triglycerides, and low HDL cholesterol. Regression analyses indicated that among youth who reported high levels of stress and discrimination, nurturant-involved parenting was negatively associated with cardiometabolic risk. Although children's stress and discrimination were significantly associated with their internalizing symptoms, neither stress nor discrimination moderated the relation between nurturant-involved parenting and internalizing symptoms. Results highlight the significant role that parents play in shaping children's health, particularly among youth experiencing high levels of stress and discrimination.

The Impact of Divorce on The Social Development of Children 5-6 Years Old: Peter L. Berger's Social Construction Perspective

<em>Social emotional development of children needs to be given strong support from the family. The condition of an incomplete family will cause differences in </em>aspects<em> of development, one of which is social-emotional in children. The purpose of this paper is to ascertain how children's social development is affected by single parents.The purpose of this paper is to ascertain how children's social development is affected by single parents. Descriptive qualitative method was used. Single parents whose children attend Kindergarten Mentari Ambarawain become research participants. Data collection techniques include interviews, observation, and documentation. The findings of this study have a number of implications for early childhood social and emotional development. Children suffer from low self-esteem, uncontrolled emotions, inability to obey rules, bad behavior, and difficulty adjusting to their environment as a result. The relationship between a single parent and a child will greatly influence the social emotional attitude of the child.</em>

STIMULASI PERKEMBANGAN SOSIAL ANAK USIA DINI DI RA MAARIF GIRIKLOPOMULYO SEKAMPUNG

Social development is an important aspect to be developed in early childhood so that children can adapt to the surrounding environment. Therefore teachers must have skills in stimulating children's social development. However, from the observations made by RA Ma'arif Girikelopomulyo, the learning model used by the teacher is still monotonous, like the teacher only lectures in front. This study aims to determine the social development of early childhood in group A RA Ma'arif Girikrlopomulyo, East Lampung. This type of research uses a descriptive qualitative method. The responses in the study were all children in class A, class teachers and school principals. Based on the results of observations in this study, it shows that there are still 4 children who have not yet developed, 4 children who have started to develop, and 7 children who have developed as expected. From this it can be seen that the social development of children in group A is still relatively underdeveloped.

Özellikli Çocuk Gruplarıyla Doğa Etkinlikleri

Spending more time outdoors improves children's social and cognitive development, physical activity, and vision. Regular moderate-intensity physical activity is linked to many health benefits, including a reduced risk of high blood pressure, obesity, heart disease, stroke, cancer, and depression. Besides physical health indicators, physical activity has also been associated with higher academic and cognitive performance, and higher self-esteem. Since children's outdoor activities are primarily in public areas, there is a need for improvement studies to make these areas suitable for all children, including special child groups, and to supervise them. There are some special preparations and points to be considered during the activity when nature activities are desired to be held with child groups with chronic diseases such as epilepsy, diabetes, asthma, autism, or with atopic structure. With this review, we wanted to share some of the information needed to ensure that nature activities start and end happily with both special and healthy child groups.

Influence of Gamification Elements on Students’ Academic Performance

Playing games is an important part of a child's cognitive and social development. Students learn more when they are allowed to play and engage in hands-on activities rather than being forced to memorize knowledge (formulas) from books. Enjoyable components must be incorporated into their classes to maintain their attention and increase their performance. The great benefits that gamification offers must be integrated into the basic level of education to limit the easily bored span. Appropriate integration of gamification into classroom activities could raise a positive effect on students’ performance and promote a positive attitude toward learning. This study could provide teachers with information and awareness on innovative instructional approaches that can boost students’ engagement, motivation, and performance while learning. It can also serve as an eye-opener for teachers in other fields of learning to explore and adopt better instructional approaches to teaching to improve student performance. Training of teachers on the use of gamification-based teaching should be integrated into our educational sector. This research was conducted to determine the influence of gamification elements on student academic achievement.

The Social Support, Maternal Stress, and Social-Emotional Development of Preschool Children among Working Mothers’ Family during COVID-19

The COVID-19 pandemic has caused many changes that have forced working mothers to adapt. This is more challenging if working mothers have preschool children. This study aimed to analyze the effect of social support and maternal stress on the social-emotional development of preschool children among working mothers’ families during the COVID-19 pandemic. This study involved 70 mothers who worked formally or informally, had children aged 4-6 years, came from intact families, and were domiciled in DKI Jakarta and West Java. Sample selection was made by voluntary sampling, and data were collected self-administered using an online questionnaire. Based on the independent sample T-test, there was no significant difference between formal and informal working mothers on social support, maternal stress, and children's social development. The regression test results showed that social support could improve children's social-emotional development. Conversely, maternal stress can reduce children's social-emotional development. Another finding is that girls have better social-emotional development than boys. The study results have implications that working mothers must have good stress management and coping strategies so that children's social development can develop properly.

Modele edukacji włączającej w wybranych placówkach oświatowych w Czechach – edukacja włączająca a kultura organizacji

Employees and managers of educational institutions have been dealing with numerous challenges related to changes in nowadays world for years. The idea of striving for “excellence in teaching” based on Fullan’s paradigm of school culture transformation has become a reason for deeper reflection in this area. Using the comparative analysis method, a picture of work models in educational institutions within the same system guidelines has been obtained. In order to make comparisons, strategies focused on providing the most effective support for pupils with special educational needs and the process of evaluating activities were taken into account. Based on three experiences of implementing the idea of inclusive education, some strategies for coping with required changes were shown. The presented case studies showed that while the strategies of each educational institution varied, they aimed to offer functional and effective counseling services which enhanced the personal and social development of children. The differences between them are related to specific practices: whether they are occasional or systematic, focused on teachers or problems, communication or action, part of the school daily work routine or applied to deal with emerging problems. The research results present a certain type of narrative related to eliminating resistance to change and monitoring its effects in a positive way according to the specific culture of organization.

Pentingnya Peran Orangtua Dalam Mencegah Permasalahan Perilaku Sosial AUD

In the social development of children, children's social development is very important in living in society with other people, therefore in socializing in their community children must have good social behavior without any unsocial behavior. The purpose of this study was to describe the important role of parents in preventing AUD social behavior problems. This research uses the method of library research (library research). The results of this study concluded that the role of parents is very important in stimulating the development of social behavior, children print parental behavior at home because children are reliable imitators, the importance of the role of parents in implementing parenting and habituation, religious norms and values ​​in an effort to prevent social behavior problems in children. As parents who want their children to have good social behavior, parents must be able to apply parenting/educational methods and use good habituation methods regarding norms and religion while at home.