Social Development Of Young Children Research Articles

Dampak Penggunaan Gadget terhadap Perkembangan Siswa di SDN Banjaranyar 05 Brebes

This article aims to understand the impact of gadget use on childhood as well as implement solutions on the impact of gadget use on childhood. This gadget is a medium used as a modern communication tool. Gadgets make human communication easier. Today, communication has become more advanced with the advent of gadgets. Among them, 4,444 are smartphones such as iPhones, Androids and laptops. In preschool psychology, development refers to children from 0 to 6 years old. The research method used is literary research. Results show that amenities impact social development in young children. Excessive use of gadgets harms children's social and emotional development. Harmful effects of electronic device use on children include isolation, sleep disturbances, loneliness, violent behavior, reduced creativity and threats of cyberbullying. Solution to device use in childhood by limiting device use, supervising children's screen time with parents who play a crucial role, and providing a schedule timely when children play with devices, so that devices do not hinder young children's social development.

Representing tradition: The construction of culturally-specific visual narratives in Chinese picture books and hand scroll paintings

The picture book plays a fundamental role in the intellectual and social development of young children. While the simplest of picture books offer an accessible entry-point into basic literacy through the combination of printed word and an image of its referent, picture books in narrative form constitute a significant instrument of socialisation, as a source of both overt and covert ‘ideological’ messages about the world and about social values. This study establishes a referenceable method and framework for identifying the extent to which a given picture book produced for consumption within the Chinese market utilizes pictorial and narratological strategies that are understood to be historically accurate within - and emblematic of – Chinese society’s ideologies and cultural traditions. Ten recently-published picture books for children, each produced by ethnically Chinese authors and widely distributed in the Chinese market are scrutinized using quantitative, qualitative, semiotic and mediaanalysis methodologies. Historic Chinese hand scroll paintings are presented as a useful point of comparison with these picture books, insofar as they provide an enduring example of culturally-specific pictorial conventions of composition, character depictions and interrelations, narrative context and the interplay of text and image. Drawing upon Clare Painter, Martin and Unsworth’s influential work on visual narratives and the Multimodel Discourse Analysis approach, a basic grammar of Chinese visual narratives is established, with conclusions drawn regarding how these inform contemporary picture books for Chinese children.

Exploring the Impact of Digital Devices on Social Development in Young Children

This study aims to describe the gadget phenomenon in early childhood social development. Technological developments, especially gadgets, have penetrated and even made early childhood consumers of gadgets. Despite the fact that gadgets are electronic tools for adult conversation, not toddlers. However, parents give gadgets in early childhood as a way to calm children. To see the social development of early childhood while using gadgets, the researchers used the case studies research method. Data collection was carried out by observation and interviews. The results of the study show that parents should consider what image they convey to their children and how they communicate responsible smartphone consumption. So that gadgets as technological advances can still be used, but the social development of early childhood as social beings is not disturbed by the preoccupation with using gadgets.

The Influence of Screen Media Usage on Child Social Development: A Systematic Review

The relative contribution of screen time and media content to young children's social development has been unclear recently, and information on effective interventions to reduce children's screen time is limited. This review investigates the current status of electronic media use among young children and the effect of screen media usage on children's social development and attempts to explore the correlation between the two in order to enrich and improve related research. It is also supposed to give ideas for how families can use electronic media better to help children develop socially and reduce behavior problems. Parenting styles, media content, household income, the number of children in the family, how the parents use media, their habits, and cognitive stimuli in the home were also linked to young children's media use. The correlations identified in this study suggest intervention pathways to decrease children's screen time consumption and optimize media content. But more research needs to be done to look at some of the environmental, sociocultural, and behavioral factors that haven't been looked at much in young children. This could help make prevention and intervention plans better.

Экопсихологические взаимодействия детей раннего возраста с другими субъектами социальной среды

Background. Many studies carried out in the context of di\erent approaches have been devoted to the social interactions of young children with the environment. Meanwhile, numerous questions remain unexplored from an ecopsychological point of view. ]ese include how (and whether) the subjective structuring of the surrounding social environment occurs at this age and what types of communicative interactions are most characteristic of children of this age. Objective. Using the ecopsychological typology of subject-environment interactions, the work seeks to analyze social development of young children, to establish whether children of this age are capable of subjective structuring of social environment, as well as to identify on the example of communication and joint activities with other children and adults, what types of interactions are most characteristic of them. Methods. ]e study was carried out with a theoretical analysis of studies on social development of young children described in the works of L.N. Galiguzova (1983), M.S. Kiryushkina (2009), M.I. Lisina (1986), and E.O. Smirnova (2003). ]e ecopsychological typology of subject-environment interactions was applied as a theoretical construct. Results. Social environment is subjectively not homogeneous for young children, being structured and hierarchized by them. A third of children at this age pay no attention to their peers, revealing an object-object relation to them. Some children treat peers as things, demonstrating the subject-object type of interaction. Approximately a third of children observe their peers but do not come into contact with them, which indicates a subject-object attitude towards them. To overcome the fear of peers and evoke the need to interact with them, as well as to establish their interaction with each other, children need the help of an adult in organizing joint actions. ]ese actions require the implementation of subject-joint or subject-generating types of interaction. With the appearance of an adult, the child ^rst tries to attract attention to himself —subject-object and object-subject types of interaction; then he tries to include the adult in a joint action — the subject-generating and the subject-joint types of interaction. Conclusion. ]e presence of an adult is of the greatest importance in forming and satisfying the need for communicative interaction in children of this age. It is followed by toys and, ^nally, by the presence of another child. As the child’s need develops, the types of interactions with subjects of social environment change in the direction from the object-object and subject-object types towards the subject-generating and subject-joint ones. ]e adult’s assistance in shaping the child’s need for communication and joint actions is a necessary condition for such dynamics in types of interaction.

A Conceptual Model for a Blended Intervention Approach to Support Early Language and Social-Emotional Development in Toddler Classrooms

The purpose of this article is to present a theory-driven blended intervention model that integrates evidence-based interventions to support language and social development of young children. We (1) provide an overview of practices that are designed to support language and social-emotional development, (2) present a theory of change model that outlines the theoretical basis for our proposed approach, and (3) provide an example of the conceptual model via the blending of Tier 1 interventions that provide class-wide language and behavioral support for young children. We conclude by arguing for the parsimony that a proactive synergy between social and language interventions blended into a single professional development approach will provide.

The Effectiveness of Play Therapy Intervention in Developing Social Skills for Children with Autism Spectrum Disorder: Meta-Analysis

The present study will examine existing data on the effectiveness of play therapy on the development of social skills in young children with Autism Spectrum Disorder (ASD). As the prevalence of ASD diagnoses continues to rise, families and educators are faced with critical decisions about the selection and provision of evidence-based approaches, as well as a need for knowledge on the approach to disability and help with long-term management planning. The following study analyzes the effectiveness of Play Therapy Intervention in building Social Skills for Children with Autism Spectrum Disorder using statistical evidence. The researcher used SPSS software to conduct statistical analyses to estimate effect sizes across the available data for the effectiveness of play therapy to foster social development in young children with ASD from 1 to 14 years old. The results revealed that play-based interventions are considered an effective intervention to support social development in young children, and type of play-based intervention as significant predictors of social development for young children with ASD who participate in play-based interventions. Such findings offer insights for families, clinicians, support providers, and decisionmakers that are purposely addressed in this analysis for their central role in the guidance in the implementation of various behavioral interventional modalities for ASD which aim to develop their social skills.

Early symptoms of autism spectrum disorder (ASD) in 1–8 year old children with sex chromosome trisomies (XXX, XXY, XYY), and the predictive value of joint attention

The objective of the present study is to investigate the impact of Sex Chromosome Trisomy (SCT; XXX, XXY, XYY) on the early appearance of Autism Spectrum Disorder (ASD) symptoms, and the predictive value of Joint Attention for symptoms of ASD. SCTs are specific genetic conditions that may serve as naturalistic ‘at risk’ models of neurodevelopment, as they are associated with increased risk for neurobehavioral vulnerabilities. A group of 82 children with SCT (aged 1–8 years) was included at baseline of this longitudinal study. Joint Attention was measured at baseline with structured behavior observations according to the Early Social Communication Scales. ASD symptoms were assessed with the Modified Checklist for Autism in Toddlers questionnaire and Autism Diagnostic Interview-Revised in a 1-year follow-up. Recruitment and assessment took place in the Netherlands and in the United States. The results demonstrate that ASD symptoms were substantially higher in children with SCT compared to the general population, with 22% of our cohort at clinical risk for ASD, especially in the domain of social interaction and communication. Second, a predictive value of Joint Attention was found for ASD symptoms at 1-year follow-up. In this cohort, no differences were found between karyotype-subtypes. In conclusion, from a very early age, SCT can be associated with an increased risk for vulnerabilities in adaptive social functioning. These findings show a neurodevelopmental impact of the extra X or Y chromosome on social adaptive development associated with risk for ASD already from early childhood onward. These findings advocate for close monitoring and early (preventive) support, aimed to optimize social development of young children with SCT.

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

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

Early impact of X- and Y-chromosome variations (XXX, XXY, XYY) on social communication and social emotional development in 1-2-year-old children.

Sex chromosome trisomies (SCTs) are characterized by an extra X‐ or Y‐chromosome (XXX, XXY, XYY). The present study aims to investigate early signs of social communication and social emotional development in very young children with SCT. Thirty‐four children with SCT (aged 12–24 months) were included in this study, as well as 31 age‐matched controls. Social communication was measured with structured behavior observations according to the Early Social Communication Scales, and social emotional developmental level with the Bayley Social Emotional parental questionnaire. Recruitment and assessment took place in the Netherlands and in the United States. On average, 12–24‐month old children with SCT showed difficulties with early social communication, more so in responding to others as compared to initiating social communications. During social interactions, children with SCT made less frequent eye contact, compared to controls. Also, difficulties in acquiring social emotional milestones were found in 1‐year old children with SCT, with 44% of the children having social emotional vulnerabilities in the borderline or extremely low range, compared to typically developing children. In this cohort, no significant predictive effects of karyotype‐subtype (XXX, XXY, XYY) were found. Already from a very early age, SCT can be associated with increased risk for vulnerabilities in adaptive social functioning. These findings suggest that SCT impact the maturation of the social brain already from an early age, and stress the importance of early monitoring and (preventive) support early social development in young children with SCT.

Chinese Drama Pedagogy in Early Childhood Education: From Picture Book to Process Drama

In recent years, with the support of national policies, Chinese drama pedagogy stayed in a significant stage of development. The preschool period is the social development stage of young children. The social development of young children affects all aspects of psychological development and directly influences the final formation of children's personalities. This paper has preschool children (3-6 years old) as participants and uses experiential reading picture book thematic curriculum as examples. Based on these participants and examples, they argue how to apply dramatic play in preschool education for young children through describing and discussing the drama pedagogy from picture books to process drama in early childhood education and through exploring the theoretical significance of children’s rights and protection and young children’s socialization in early childhood education. This paper also helps preschool children better adapt to their future social life, learn social rules, enrich their positive emotions, and promote the full development of young children's moral, intellectual, physical, aesthetic and social aspects through proper guidance.

Ergonomics Concept in Inclusive Public Playground Targeting on Children with Disabilities

Nowadays, playgrounds are underused to improve the physical and social development of young children with special needs. Therefore, this study aims to identify the key criteria of ergonomic inclusive public children playground aim for children with disabilities (CWDs). The study explored the process of universal design and the ergonomics function of play equipment that focuses on CWDs through physical site observation and interview protocol done among caregivers, parents of children with disabilities, and all stakeholders involved in the development of the public playground in Malaysia. The result presents three major themes as a guideline to create an ergonomic inclusive playground. Keywords: Ergonomics; Universal Design; Public Playground; Children with disabilities. eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: 10.21834/ebpj.v5i15.2499

A Study on the Relationship between Chinese Young Children’s Social Development and Parental Rearing Patterns

The children social development scale and rearing pattern questionnaire were used to investigate 200 parents in a kindergarten inWuhan, China.It was found that the social development of young children was significantly positively related to the democracy of rearing patterns (p <0.01), and significantly negatively related to laissez-faire and inconsistency. (p<0.01), and a significant negative correlation between the social development and the inconsistent rearing pattern (p<0.01) in Chinese young children. Both the inconsistency and democracy of rearing pattern can significantly predict young children's social development (p<0.01). The results show that the democratic nature of rearing pattern is more conducive to the social development of young children, while the inconsistent rearing pattern will hinder the social development of young children.

PRESS-Play: Musical Engagement as a Motivating Platform for Social Interaction and Social Play in Young Children with ASD.

Musical experiences are ubiquitous in early childhood. Beyond potential benefits of musical activities for young children with typical development, there has long been interest in harnessing music for therapeutic purposes for individuals with autism spectrum disorder (ASD). However, there is debate as to the effectiveness of these approaches and thus a need to identify mechanisms of change (or active ingredients) by which musical experiences may impact social development in young children with ASD. In this review, we introduce the PRESS-Play framework, which conceptualizes musical activities for young children with ASD within an applied behavior analysis framework consistent with the principles of naturalistic developmental behavioral interventions. Specifically, the PRESS-Play framework proposes that musical activities support key elements of evidence-based approaches for social engagement including predictability, reinforcement, emotion regulation, shared attention, and social play context, providing a platform for delivery and receipt of social and behavioral instruction via a transactional, developmental approach. PRESS-Play considers that these factors may impact not only the child with ASD but also their interaction partner, such as a parent or peer, creating contexts conducive for validated social engagement and interaction. These principles point to focused theories of change within a clinical-translational framework in order to experimentally test components of social-musical engagement and conduct rigorous, evidence-based intervention studies.

A Study on the Social Development of Young Children through Play

A Study on the Social Development of Young Children through Play

Child Care and Child Care Policy: Existing Policies, Their Effects, and Reforms

We analyze policies that support and affect the provision and costs of child care in the United States. These policies are motivated by at least three objectives: (1) improving the cognitive and social development of young children, (2) facilitating maternal employment, and (3) alleviating poverty. We summarize this policy landscape and the evidence on the effects they have on the development of children and parents. We provide a summary of the use and costs of nonparental child care services; and we summarize existing policies and programs that subsidize child care costs, provide child care to certain groups, and regulate various aspects of the services provided in the United States. We then review the evidence on the effects that child care policies have on these objectives. We go on to discuss the existing evidence of their effects on various outcomes. Finally, we outline three reform proposals that will both facilitate work by low-income mothers and improve the quality of child care that their children receive.

Promoting science education in early childhood: a research in a nursery school

ABSTRACTEuropean and international research shows how the child has an attitude, in relation to the knowledge of the natural world, characterized by curiosity and free exploration. My research refers to the theoretical contribution of Dewey ([1933. How We Think: A Restatement of the Relationship of Reflective Thinking to the Educational Process. Boston: Houghton Mifflin]; [1938. Logic, the Theory of Inquiry. New York: Hennry Holt and Company]), Vygotsky ([1930. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press]; [1934. Thought and Language. London: MIT Press]), Wood, Bruner, Ross ([1976. “The Role of Tutoring in Problem Solving.” Journal of Child Psychology and Psychiatry 17: 89–100]), psychoanalysis regarding the psychic processes at the base of curiosity and to the experience of Susan Isaacs ([1930. The Intellectual Growth of Young Children. London: Routledge and Kegan Paul]; [1933. The Social Development of Young Children: A Study of Beginnings. London: Routledge and Kegan Paul]) at the Malting House. The approach of ‘promoting from within’ as a useful reference for designing and setting up adult intervention aimed at promoting the development of a scientific attitude. The main objective of the research is to highlight the conditions (space, material, adult approach) which best promote a scientific attitude in children. I collected the data through videotapes, observation protocols and I elaborated two analysis grids: one related to the epistemic conduct of the children and the other concerning the strategies and functions of the adult.A first analysis of audio and video recordings highlighted the different ways in which the child approaches the materials, explores and gets to knows them and the effects of different adult intervention approaches on children's scientific attitude. In particular, the analysis highlighted some interesting aspects suggesting that an adult approach based on participatory intervention strategies (promoting from within and ending conversation) allows the development of a scientific attitude in terms of the acquisition of critical thinking.

Social Development of Young Children at Risk from Multicultural Families and How Teachers Conceive of such Educational Support: A Case Study through KJ Method

본 연구는 다문화가정 장애위험 영유아의 사회성 발달 프로그램을 개발하기 위한 기초조사로 다문화가정 장애위험 영유아의 사회성 발달 특성 및 이들에게 필요한 교육적 지원은 어떠한지 파악하는 것을 목적으로 하였다. 이를 위해 경기도 및 충청남도 지역에서 근무 중인 교사(보육교사, 언어치료사) 5명을 대상으로 개별 심층서면조사 및 포커스 그룹 인터뷰를 실시하여 수집된 자료를 질적 연구 방법인 KJ법으로 분석하였다. 그 결과, 첫째, 다문화가정 장애위험 영유아의 사회성 발달 특성으로는 ‘개별 특성’, ‘가정의 영향’, ‘주류 사회로부터의 소외’라는 3개 그룹이 도출되었다. 둘째, 다문화가정 장애위험 영유 아를 위한 교육적 지원으로는 ‘교육 전략’, ‘교사 교육’, ‘가족 지원’이라는 3개 그룹이 도출되었다. 본 연구는 향후 다문화가정 장애위험 영유아의 사회성 발달에 실질적인 효과를 기대할 수 있는 프로그램 개발 시 필요한 구체적 정보를 제공한 점에서 의의가 있다.The purpose of this study should serve as a foundation to constructing social development programs for young children at risk from multicultural families, and aims to analyze key traits of their social development and how should be educational support. In order to carry out this study, an indepth survey via email and a focus group interview were conducted against group of five people who are teachers and language therapists from Chungcheongnam-do and Gyeonggi-do, later to be analyzed by KJ method. After the analysis, ‘individual characteristics,’ ‘family influence,’ and ‘being marginalized from mainstream societies’ were brought up as what characterizes social development of young children at risk from multicultural families. Further on, ‘educational strategies,’ ‘education for teachers,’ and ‘family support’ were extracted from educational support toward young children at risk from multicultural families. This study shall be recognized for its provision of detailed information needed in practical effects of social development programs for young children at risk from multicultural families.

The Impact of Home Motor Affordances on Motor, Cognitive and Social Development of Young Children.

The present study evaluated the influence of home motor affordances on motor, cognitive, and social development of young children. The sample consisted of 49 Iranian children, aged 24-42 months. This study was conducted in Qouchan, Khorasan, Iran in 2015. They was randomly selected by multi-stage cluster sampling from a single community. Participant's homes were assessed using the Affordances in the Home Environment for Motor Development (AHEMD). The motor behavior of young child was measured with the Denver Developmental Screening Test, aspects of cognitive development (Total cognitive, Verbal IQ, and non-verbal IQ) were assessed using the Stanford-Binet scale, and finally, social development measured by the Vineland Adaptive Behavior Scale. Although no statistically significant correlations were found between Total AHEMD scores and motor development, there were significant and positive correlations (P=0.04) for Total AHEMD with total cognitive development (r=0.29), verbal IQ (r=0.29), social development (r=0.33) and (P=0.019), SES (r=0.51) with (P=0.000). There was a significant relationship between the Play Materials subscale of the AHEMD with total cognitive development (r=0.32) with (P=0.024), verbal IQ (r=0.31) and (P=0.029), and social development (r=0.35) with (P=0.012). In addition, there were significant differences between total AHEMD score with parents who had an academic education. Motor affordances in the home can have a significant positive influence on a young child's cognitive and social development.

Supporting Social Development in Young Children with Disabilities: Building a Practitioner’s Toolkit

During early childhood, practitioners and family members are often tasked with determining optimal approaches to support social skill development in young children with developmental disabilities in inclusive and self-contained settings. Eight different evidence based approaches are highlighted (social narratives, scripting, pivotal response training, structured play groups, peer-mediated interventions, video-modeling, social skills training, and parent-implemented strategies), as well as specific skills in young children that may need additional support (joint attention, play, initiation, turn taking, sharing, conversation, emotion recognition, problem solving, socially appropriate behaviors, emotion/self-regulation, navigating environments, and perspective taking). A table of recommended strategies and checklist of the various social skills important during the early childhood years assist practitioners and family members in selecting and implementing appropriate strategies during the crucial period of life. Vignettes offer examples of steps taken to address specific concerns, paired with possible supports to enhance social development.