Children's Social Development Research Articles

Efektivitas Penggunaan Gadget Terhadap Anak Usia Dini

Technological developments are growing rapidly in line with the times. Technology is an important need today. This is because early childhood education is for children aged 0-6 years, early childhood education has a very important role in developing children's personalities and preparing children to enter a further level of education because technology is needed for many purposes. Technology is very easy to obtain because some prices are cheap and some are expensive according to the user's economic needs. This research uses descriptive research methods, namely by creating a detailed description of the condition of a subject or object. Gadgets are media that are used as modern communication tools. Gadgets make human communication activities easier. Now communication activities have developed even more advanced with the emergence of gadgets. Excessive use of gadgets will have a negative impact on children's social and emotional development. The bad impacts of using gadgets on children include children becoming closed individuals, sleep disorders, liking to be alone, violent behavior, fading creativity, and the threat of cyberbullying. This research uses a descriptive research method, namely by creating a detailed description of the condition of a subject or object. Descriptive research focuses on solving real problems as they existed at the time the research was conducted. In education, descriptive research works more for practical solutions than for the development of science

How do children perceive and understand the experience of household food insecurity? A narrative review of the literature

PurposeChildren's food insecurity experiences are largely unrepresented in academic literature. Parents and caregivers cannot always accurately evaluate their children's attitudes or experiences, and even within the same family unit, children and their parents may report differing views and experiences of family food insecurity. The purpose of this narrative review is to identify studies that include children's voices and their perceptions, understanding, and experience of food insecurity in the household.Design/methodology/approachThis narrative review aimed to address the following questions: (1) “What research studies of household food insecurity include children's voices?” and (2) “Across these studies, how do children perceive, understand and experience food insecurity in the household?”. A database search was conducted in October 2022. After inclusion and exclusion criteria were applied, 16 articles remained for review.FindingsThe findings from this review were organised into three themes: Theme 1: Ways children coped with accessing food or money for food; Theme 2: Food-related strategies children used to avoid hunger; and Theme 3: Children attempt to mask food insecurity.Research limitations/implicationsFuture research should further explore the long-term consequences of social pressures and informal economic engagement on children's well-being and social development. By addressing the social determinants of food insecurity, this study can strive to create supportive environments that enable all children to access adequate nutrition and thrive.Social implicationsOverall, the findings of this review demonstrate the significant social pressures that shape children's responses to food insecurity. Results suggest that children's decision-making processes are influenced by the desire to maintain social standing and avoid the negative consequences of being food insecure. As such, this review underscores the need for a comprehensive understanding of the social context in which food insecurity occurs and the impact it has on children's lives. Understanding these dynamics is crucial for developing effective interventions and policies addressing the multifaceted challenges food insecure children face.Originality/value This review has highlighted a need for interventions to incorporate trauma-informed strategies to protect children from and respond to the psychologically distressing experiences and impact of living in food insecure households.

Towards an Ontology for Generating Behaviors for Socially Assistive Robots Helping Young Children

Socially assistive robots (SARs) have the potential to revolutionize educational experiences by providing safe, non-judgmental, and emotionally supportive environments for children's social development. The success of SARs relies on the synergy of different modalities, such as speech, gestures, and gaze, to maximize interactive experiences. This paper presents an approach for generating SAR behaviors that extend an upper ontology. The ontology may enable flexibility and scalability for adaptive behavior generation by defining key assistive intents, turn-taking, and input properties. We compare the generated behaviors with hand-coded behaviors that are validated through an experiment with young children. The results demonstrate that the automated approach covers the majority of manually developed behaviors while allowing for significant adaptations to specific circumstances. The technical framework holds the potential for broader interoperability in other assistive domains and facilitates the generation of context-dependent and socially appropriate robot behaviors.

Improving Collaboration Ability Through the Jigsaw Type Cooperative Learning Model for Early Age Children 5-6 Years at the Pembina Muara Bulian State Kindergarten, Batanghari Regency, Jambi Province

This research aims to examine children's cooperative abilities using the jigsaw type cooperative learning model in early childhood at the Pembina Muara Bulian State Kindergarten, Batanghari Regency, Jambi Province. Collaboration referred to in this research is an interaction or relationship between students and teachers or between students and other students in order to achieve learning goals. This type of research is Classroom Action Research (CAR), which is a method where a group of people can organize circumstances in which they can take lessons from their own experiences and make those lessons available to others. Where the teacher is the implementer of learning while the researcher is the observer. This research design uses the Kemmis and Mc Taggart model. This research is in the odd semester 2023/2024, namely in February. The subjects of this research were students at the Pembina Muara Bulian State Kindergarten, consisting of 15 people. The object of research is students' cooperation abilities. Data collection techniques use observation, interviews, questionnaires and documentation. The data was analyzed descriptively and presented in the form of tables and graphs. The results of the research showed that there was an increase in children's cooperation through the pre-cycle with a percentage of 44.44%, an increase of 0.9% in cycle 1 to 45.37% and when carried out in cycle 2 it increased by 17.09% in cycle 2 to 62.46% and when done in cycle 3 it increases by 21.24% in cycle 3 to 83.70%. With the increase in the percentage of children's social development to achieve success of more than 80% in the very well developed category, the process of improving the cooperation of children aged 5-6 years through the jigsaw type cooperative learning model has been completed and achieved the target.

Mengembangkan Kemampuan Interaksi Sosial Dengan Kegiatan Renang Pada Anak Usia Dini

Social behavior skills need to be taught since children are still small. In children's social development, the interactions they have with the people around them will have a strong influence on the formation of children's social-emotional behavior. This research aims to find out how the implementation of swimming activities develops the social interaction skills of early childhood at Mutiara Bunda Kindergarten. The method the author uses is descriptive qualitative. The research subjects were group B children aged 5-6 years with social interaction objects. Data collection tools use observation, interviews and documentation. The results of the research show that children's social interaction abilities develop because children are active in swimming, moving, able to adapt, express themselves, interact with friends, thus supporting children's social interaction abilities to be good.

Psychometric properties of the Marschak Interaction Method of Psychometrics and the Assessment of Parent-Child Interaction within residential care and non-referred settings.

Assessment and identification of children with developmental needs and their interaction with primary caregivers are critical for emotional and social development. However, to the best of our knowledge, there is a scarcity of valid observation-based tools that guide the work with family communication, which is essential for the child's healthy development. The Marschak Interaction Method of Psychometrics (MIM-P) and Assessment of Parent-Child Interaction (APCI) are both interaction and observation-based assessment tool, and they were explored for their validity and reliability in assessing caregiver-child interaction. The study included 30 trained and certified professionals who recruited referred and non-referred caregiver-child dyads over 11 months. Assessment data was collected from 139 caregiver-child dyads for the MIM-P with 278 individuals (100 referred and 178 non-referred) and 129 caregiver-child dyads for the APCI with 257 individuals (95 referred and 162 non-referred). The psychometric analyses show that both the MIM-P and APCI presents relevant sources of reliability and validity for assessing caregiver-child interaction including interrater reliability, internal consistency, test re-test reliability as well as concurrent and construct validity. The study highlights the need for observation-based assessment tools within social work and contributes to the understanding of the importance of relationships and interaction in children's emotional and social development. However, further research is needed to explore norms and further strengthen implementation and quality of the tools.

The Role Of Parental Upbringing In The Emotional Social Of Young Children Through Traditional Games In The Village Of Dukuh dempok, Wuluhan District, Jember District

The aim of this research is to preserve the traditional game cublak-cublak suweng as an effort to divert children's attention from gadget addiction in the form of the role of parenting in Dukuh Dempok Village. In Dukuh Dempok Village, there are problems experienced by young children, namely that the majority of young children there have experienced a lack of social interaction between early childhood with their parents and the surrounding environment, including their peers, where children play with gadgets more often and this results in lack of obedience to parental orders. The role of effective parenting is like the role of parenting in the family, which means the habits of parents in leading, nurturing and guiding children in the family. Nurturing means taking care of it by caring for it, educating it, guiding it by helping it, and training it in all things. Because every child has the right to receive growth and development that is appropriate to his or her stage of development. Through traditional games, the role of parents is very necessary to encourage children's social emotional development, especially children's social interactions. The type of research method used is descriptive qualitative. This research was located in Dukuh Dempok Village, Wuluhan District, Jember Regency. Based on the research results, it can be concluded that the role of parental parenting in Dukuh Dempok Village through the traditional game cublak-cublak suweng influences social interactions and can instill character education in early childhood. In line with this, the role of parenting provided by parents (especially mothers) in Dukuh Dempok Village towards early childhood is: a). The role of parents as companions, b). The role of parents as financial support, and c). The role of parents as Preservers of Traditional Culture

Early cochlear implantation for children with single sided deafness

ObjectivesSingle-sided deafness (SSD) can have consequences for a child's language, educational, and social development. A cochlear implant (CI) is the only device which can restore true binaural hearing, yet they are only approved for children with (SSD) over the age of five in the United States. Reports on speech perception outcomes for children implanted at a younger age are limited. The present study aims to examine the effects of age at implantation, duration of deafness, hearing loss etiology, and presence of additional disabilities on device usage and speech perception outcomes. MethodsA retrospective chart review was used to examine demographics and speech perception outcomes for 18 children implanted at age five or younger. ResultsSpeech perception results were highly variable, with some children deriving significant benefit and others demonstrating no sound awareness through the implant alone. Age at implantation and duration of deafness did not have a clear impact on outcomes. Device usage was low in many children, often those with anatomical abnormalities such as a hypoplastic cochlear nerve. There are challenges to assessing speech perception in young children with SSD, leading to a lack of standardized outcome measures. ConclusionsEarly CI for children with SSD may improve speech perception, but benefit is not guaranteed. Candidacy evaluation should consider both medical and audiological factors, in addition to the degree of family support and realistic expectations. Caution is especially warranted in children with significant anatomical anomalies.

Perkembangan Sosial Anak Usia Dini Melalui Teman Sebaya di TK Al Fiqri School

It is important to prioritize learning through playing with peers because social development plays a very important role in the development that occurs in children. Nowadays, many students face situations where they are unable to interact with their peers. Therefore, this study aims to examine the social development of underage children through interactions with equal peers. This research used a qualitative descriptive approach and involved all students in class 3A of the AL FIQRI SCHOOL Kindergarten, as well as teachers and the school principal. Information about children's social development is collected through interviews, observation and documentation. Qualitative analysis was used in this research. From the results of research conducted, it is proven that interaction with peers plays a very important role in children's social development. Through this interaction, children can learn to obey rules, provide help to friends in situations such as studying, and share with their friends. Therefore, it can be concluded that peers have a significant influence on the social development of early childhood. The aim of this research is to evaluate the development of children's social relationships with peers.

Economic Status, Parenting Patterns, and Duration of Gadget Use Influence the Social Development of Group B Children

In the era of globalization, more and more children are being influenced by technological advances. One of the technological advances that children like is gadgets. The introduction of gadgets to children usually starts with parents and family showing videos or games on the gadget in the hope that the child will stop crying and not be fussy. This research aims to analyze and describe parents' economic status, parenting patterns, gadget use duration, and early childhood social development. This research method is descriptive quantitative. The total sample was 158 parents. The data collection instrument uses a questionnaire that meets the validity and reliability test requirements. Data analysis to test hypotheses uses path analysis. Based on the results of this research, it was found that first, there is a direct relationship between economic status and children's social development. Second, parenting styles and children's social development. Third, the duration of gadget use depends on the child's social development. Fourth, economic status and duration of gadget use. Fifth, parenting patterns and duration of gadget use. Sixth, economic status through the duration of gadget use and children's social development. Seventh, economic status through the duration of gadget use and children's social development. It was concluded that there was a relationship between economic status, parenting patterns, and duration of gadget use with the social development of early childhood.

Влияние неблагополучной семьи на формирование нравственных качеств несовершеннолетних осужденных

The pressing issue of crisis phenomena in family systems represents an important aspect of the social and psychological development of children. The family as a fundamental institution experiences significant weakening of protective functions in modern society, leading to negative consequences for young family members, including social maladjustment and criminal behavior. We focus on the analysis of existing legislation and the role of educational structures and prevention systems in supporting families. Including training programs for professionals and development of effective diagnostic tools are necessary to work with such families. The research methodology includes a comprehensive approach to diagnosing family relationships, involving psychological and, if necessary, psychiatric examinations to identify and eliminate factors that provoke crises. The scientific novelty of the research lies in the multifaceted analysis of the issues of dysfunctional families, including the classification of crisis factors based on the special literature. Considered external and internal destabilizing factors are changes in family composition, stages of the life cycle, socio-economic upheavals, and so on. In terms of practical significance, the research offers specific directions for corrective and preventive work for educators, psychologists, and social services, which can contribute to the formation of a responsible approach to the upbringing and social development of children within the family unit.

How does parental rearing patterns of children in upper primary school impact social withdrawal? A mediating effect of emotional regulation.

The present study endeavors to elucidate the impact of emotional regulation and parental rearing patterns on the social development of children in the upper grades of primary school. A burgeoning body of literature suggests that these factors significantly influence children's social adaptation and emotional well-being, yet a comprehensive examination of these relationships is warranted. Employing a cross-sectional design, this investigation utilized the Egna Minnen Beträffande Uppfostran (EMBU), Emotional Regulation Questionnaire for Children (ERQC), and Child Behavioural Issues Scale (CBCL) to assess a sample of 276 pupils across grades 4-6. The selection of these instruments allowed for a multifaceted evaluation of the constructs of interest. A pronounced disparity in parental rearing practices, emotional regulation capabilities, and levels of social withdrawal was observed among the different grades, with grade 5 exhibiting the most pronounced effects. Parental emotional warmth demonstrated a significant positive correlation with children's emotional regulation abilities, while punitive, rejecting, and preferential behaviors were inversely correlated. The study established that parental rearing practices indirectly influence social withdrawal through the mediating role of children's emotional regulation, underscoring the complexity of this relationship. The results underscore the salient role of parental rearing and emotional regulation in the social development of children. The study contributes to the existing literature by providing a nuanced understanding of the mechanisms through which parenting styles and emotional competencies interplay to affect social withdrawal. Implications for educational practices and future research directions are discussed.

Primary schools: Spaces for children’s social and emotional learning

Primary schools are crucial for children’s academic and social development, and in recent years, there has been a growing emphasis on incorporating socio-emotional development into the curriculum. Positive peet interactions and experiences at school, a key element of children’s social lives, facilitate their positive social and psychological development. Linked to peer relationships within school settings are core skills such as emotion regulation and prosociality. Emotion regulation plays a crucial role in shaping social connections, well-being, relationship satisfaction, and mental health, significantly affecting emotional expression, behaviour, and the quality of social interactions. Prosociality is seen to personally benefit children, by improving their mental health and wellbeing, and it also provides children with the skills needed to establish or develop communities based on principles of cooperation and belonging. In this commentary, our goal is to delve into current research on socio-emotional learning and interactional experiences within schoot settings, focusing on how emotion regulation and pro-social behaviour influence children’s experiences at school. We recommend that schools need to enhance the overall wellbeing and social development of children by fostering positive school environments, encouraging healthy peer relationships, and offering opportunities for the development of socio-emotional regulation skills, as well as prosocial behaviour.

Exploring the "Me Too" Behavior of Preschool Children

Imitation is an important learning method for preschool children and plays a significant role in their social development. Among various forms of imitation, the "me too" behavior is a special manifestation. As children grow up, social interactions become more pronounced. During peer interactions, children often express themselves with phrases like "I also have..." or "In my house, we also...". This article aims to help early childhood educators understand the imitative nature of children's "me too" behavior, comprehends the psychological motivations behind it, and provides appropriate guidance based on its characteristics to promote children's social development.

Promotion of Children's Social Development through the Establishment of a New Type of Teacher-Child Interaction

Promotion of Children's Social Development through the Establishment of a New Type of Teacher-Child Interaction

Investigating the Impact of a Motor Program on Preschoolers With Disabilities

A semistructured preschool motor program was developed in response to the paucity of evidence-based motor programs for preschoolers with disabilities in inclusive classrooms. A randomized controlled trial (RCT) was undertaken to examine the impact of the CHildren in Action: Motor Program for PreschoolerS (CHAMPPS), a 21-week intervention that includes 42 Universal Design for Learning–embedded lessons with suggestions for supporting school readiness skills. Eight intervention and 8 control classrooms across 2 states participated in the RCT. Data on 51 children with disabilities provide initial evidence on how CHAMPPS positively impacted children's active engagement, motor, and social development. The promising results include gains in motor skills, sustained physical activity levels during motor play, increased on-task behavior, and high feasibility and usability ratings by teachers. Implications for practice and future research are discussed.

The Influence and Measures of Intergenerational Education on Children’s Social Development

Purpose - At present, intergenerational education has become a common form of family education. However, with the increase in the proportion of families adopting inter-generational parenting, the disadvantages are also becoming apparent. The purpose of this paper is analyzing the influence of inter-generational parenting on children’s social development, and putting forward some referential parenting measures to provide guidance and reference for families adopting inter-generational parenting.
 Design/Methodology/Approach - Literature research method was adopted. Through the research, it has been found that the impact of inter-generational upbringing on children’s social development is more prominent. This paper puts forward three suggestions for improving the quality of intergenerational education and promoting children’s social development.
 Findings - Children with intergenerational parenting have lower social development than those with parental parenting. The educational background and occupation of grandparents have a certain influence on the social cultivation of children. What’s more, the parenting ideas and ways of grandparents also have a great impact on the social development of children.
 Research Implications - The socialization process of children mainly takes place in the family. Grandparents represent the culture and ideology of their generation, and they often convey concepts and consciousness consistent with their age in the communication with their grandchildren. Therefore, the inter-generational upbringing has a certain negative impact on the social development of children.

Educational Game Tools to Improve the Language Development of Children Aged 5-6 Years

The lack of teacher creativity in using educational game tools has limited costs and a lack of teacher knowledge in early childhood education causes a learning medium. This research aims to determine educational game tools that can improve the language development of children aged 5-6 years. The research methodology used was library research. The research results show that educational game tools are not only able to improve language development but other developments are also stimulated, such as children's cognitive and social development. Data obtained from relevant previous research results through game tools, such as toy telephones (can telephones), word cards (flashcards), hand puppets, and posters, can improve the development of children aged 5-6. Therefore, this research makes it easier for readers to learn about educational game tools that can enhance language development in early childhood and can be used as a reference for PAUD educational institutions that need them.

PENERAPAN PERMAINAN TRADISIONAL ENGKLEK DALAM UPAYA MENSTIMULASI ASPEK PERKEMBANGAN SOSIAL EMOSIONAL ANAK USIA 5-6 TAHUN DI RA Al-IKHWAN KOTA TASIKMALAYA

The Traditional games are a form of children's play that circulate orally among members of a particular collective, are traditional in form and passed down from generation to generation, and have many variations. One of the traditional games that has stimulating value is engklek. Engklek is a game of jumping or tiptoeing on one foot into boxes. However, in this era, the game of engklek is very rarely played by children. This is caused by developments in the times that have taken away children's interest and interest in the traditional game of engklek. In fact, if we observe the traditional game of engklek, it can stimulate various aspects of a child's development. This research is included in qualitative descriptive case study research. The data collection technique in this research was carried out using documentation techniques. To get a more detailed picture of the state of the research setting, researchers used observation techniques. The application of the traditional engklek game to children aged 4-5 years at RA Al-Ikhwan Tasikmalaya is able to stimulate aspects of children's social emotional development. This is proven by the results of research that has been carried out that the level of achievement of social emotional development for group A children at RA Al-Ikhwan is Developing According to Expectations (BSH) and BSB (Developing Very Well).

LEGAL PROTECTION FOR CHILD VICTIMS OF CYBERBULLYING IN THE PERSPECTIVE OF ISLAMIC LAW."

Legal protection for children who are victims of cyberbullying is an effort aimed at safeguarding the rights, well-being, and integrity of children from the threats and negative impacts of cyberbullying. This phenomenon pertains to the use of technology and digital platforms to engage in harassment, intimidation, or threats against children. Legal protection for children victimized by cyberbullying involves several legal concepts and principles centered around human rights, child protection, and digital justice. This study aims to analyze the legal protection provided to children who fall victim to cyberbullying. In the current digital era, the threat of cyberbullying is on the rise and can have adverse effects on a child's psychological, emotional, and social development. The study employs a descriptive method with a normative approach. The research findings indicate that despite the existence of some laws that address cybercrimes and child protection in the online realm, there are still gaps in implementation and a lack of understanding regarding these issues among the general public and relevant governmental bodies. Furthermore, it is necessary to establish cooperation between schools, families, and authorities to provide education about the importance of digital awareness to children. In the endeavor to enhance legal protection for children victimized by cyberbullying, recommendations from this research include revising policies for more stringent enforcement against cyberbullying perpetrators and increasing public understanding of the legal consequences for such actions. Additionally, public campaigns are needed to raise awareness and educate children on the significance of digital safety. The establishment of trained specialized teams to handle cyberbullying cases is also essential.