Children's Social Interactions Research Articles

Social interactions offset the detrimental effects of digital media use on children's vocabulary

Young children's rapid vocabulary growth during the first few years is supported by input during social interactions with caregivers and, increasingly, from digital media. However, the amount of exposure to both sources can vary substantially across socioeconomic classes, and little is known about how social interactions and digital media use together predict vocabulary in the first few years of life. The current study takes a first step toward examining whether increased social interactions with other individuals may buffer the potentially detrimental effects of digital media use on language among a socioeconomically diverse sample. 305 caregivers of children between 17 and 30-months completed questionnaires about their family demographics, their child's technology use, and the child's daily routines and social interactions. Findings suggest children who experience fewer human interactions and greater technology exposure have smaller vocabularies than their peers who socialize more and use less technology, and this disparity becomes greater as children get older. Moreover, the number of social interactions moderates the link between SES, digital media, and vocabulary such that the negative impact of digital media on vocabulary for children from low SES households can be offset with increased social interactions. Together, this suggests that increasing the amount of human interactions may serve as a protective factor for vocabulary outcomes in a world where digital media use is prominent.

ВЛИЯНИЕ СПЕЦИАЛИЗИРОВННЫХ ЦЕНТРОВ НА СОЦИАЛЬНОЕ ВЗАИМОДЕЙСТВИЕ ДЕТЕЙ С АУТИЗМОМ

This study is aimed at studying the impact of visiting specialized centers on the level of social interaction in children with autism. The purpose of the study is to identify the connection between visiting specialized centers and improving social interaction skills in children with autism. To achieve this goal, data collected using standardized social interaction assessment tools will be analyzed, as well as observations and interviews with parents and professionals. The study involves the participation of children diagnosed with autism who attend specialized centers, as well as their parents and specialists working in these centers. The results of the study will include analysis of data obtained from various sources and suggestions for improving the services provided by specialist centers for children with autism. The results may be useful for practitioners working with children with autism, as well as for developing recommendations for improving the quality of services for this group of children.

The effect of peers' theory of mind on children's own theory of mind development: A longitudinal study in middle childhood and early adolescence.

While there is considerable evidence that children's early ability to understand others' mental states, called "theory of mind," is shaped by family experiences, it remains unclear whether children's social interactions at school influence theory of mind (ToM) beyond early childhood. We tested whether the mean level ("quantity") and/or the diversity ("variety") of peers' ToM influenced children's own ToM. We also examined whether peer effects on ToM were independent of possible confounding variables (e.g., verbal ability, social isolation) and comparable across children with different initial levels of ToM and social status. Four hundred fifty-four 8-12-year-old children completed assessments of ToM and peer and friendship nominations at baseline and (for ToM only) 1 year later. The variety (but not the quantity) of peers' ToM predicted the development of children's ToM over and above control variables. The magnitude of the peer effect was comparable across different levels of children's ToM and between children indexed as socially isolated and those who were not. These findings fit with sociocultural models and highlight the importance of the school environment in the development of ToM. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Clarifying the relationship and analyzing the influential factors of bronchial asthma in children with attention-deficit hyperactivity disorder.

Bronchial asthma is closely related to the occurrence of attention-deficit hyperactivity disorder (ADHD) in children, which can easily have adverse effects on children's learning and social interactions. Studies have shown that childhood asthma can increase the risk of ADHD and the core symptoms of ADHD. Compared with children with ADHD alone, children with asthma and ADHD are more likely to show high levels of hyperactivity, hyperactive-impulsive and other externalizing behaviors and anxiety in clinical practice and have more symptoms of somatization and emotional internalization. To explore the relationship between ADHD in children and bronchial asthma and to analyze its influencing factors. This retrospective cohort study was conducted at Dongying People's Hospital from September 2018 to August 2023. Children diagnosed with ADHD at this hospital were selected as the ADHD group, while healthy children without ADHD who underwent physical examinations during the same period served as the control group. Clinical and parental data were collected for all participating children, and multivariate logistic regression analysis was employed to identify risk factors for comorbid asthma in children with ADHD. Significant differences were detected between the ADHD group and the control group in terms of family history of asthma and allergic diseases, maternal complications during pregnancy, maternal use of asthma and allergy medications during pregnancy, maternal anxiety and depression during pregnancy, and parental relationship status (P < 0.05). Out of the 183 children in the ADHD group, 25 had comorbid asthma, resulting in a comorbidity rate of 13.66% (25/183), compared to the comorbidity rate of 2.91% (16/549) among the 549 children in the control group. The difference in the asthma comorbidity rate between the two groups was statistically significant (P < 0.05). The results of the multivariate logistic regression analysis indicated that family history of asthma and allergic diseases, maternal complications during pregnancy, maternal use of asthma and allergy medications during pregnancy, maternal anxiety and depression during pregnancy, and parental relationship status are independent risk factors increasing the risk of comorbid asthma in children with ADHD (P < 0.05). Children with ADHD were more likely to have comorbid asthma than healthy control children were. A family history of asthma, adverse maternal factors during pregnancy, and parental relationship status were identified as risk factors influencing the comorbidity of asthma in children with ADHD. Clinically, targeted interventions based on these factors can be implemented to reduce the risk of comorbid asthma. This information is relevant for results sections of abstracts in scientific articles.

The Impact of Gadgets on the Social and Emotional Development of Early Childhood

This study was conducted to describe the impact of gadgets on early childhood socio-emotional development. The method used in this research is literature methodology. With a qualitative approach. From the results of this study, it is found that gadgets can have positive and negative impacts on the socio-emotional development of early childhood. The positive impacts include: increasing children's imagination and creativity, increasing children's intelligence and cognitive abilities, helping children learn and understand the surrounding environment, increasing children's self-confidence, expanding children's friendship networks. While the negative impacts include: increasing the risk of gadget addiction, reducing children's social interaction with peers, disrupting children's emotional and moral development, increasing the risk of health problems, such as obesity, sleep disorders, and visual impairment.

O BRINCAR SOB O ENFOQUE FUNCIONAL E AS CONTRIBUIÇÕES DATEORIA DA MENTE

The present work aims to present the play of play under the functional approach and the possibilities ofdevelopment from the social interaction of children with Autism Spectrum Disorder (ASD) during earlychildhood. The characteristics of TEA and the intervention of play for social development, as well asthe conceptual differences between games, toys and games, and the importance of the mediator in therelation of play are presented. In order to carry out this study, we started with a bibliographical research,with contributions in studies and contributions of authors who defend play as a stimulating resource tofacilitate human development in the social aspect, relating to the influences of the historical and culturalcontext. In this sense, it was possible to perceive the contribution of play under the functional approachand the possibilities of development in the social interaction of children with autism spectrum disorders.

Implicit Theories in Relationship with Social Judgments and Aggression Behaviors. Evidence Starting from Carol Dweck's Theoretical Framework

Implicit theories of personality fall under social-cognitive theories and underlie studies that have examined the perspectives, beliefs, and judgments that people make about certain phenomena or behaviors. Although the theoretical model of implicit beliefs was originally categorized as theories about the self, the authors Dweck and Leggett (1988) extended it, applying it to the fild of social judgments about the characteristics of other people. In the present paper we aim to illustrate children's and adolescents' entity and incremental beliefs about aggression. In accordance with this purpose, we conducted a theoretical foray into implicit theories and their implications in the area of ​​social judgments in an attempt to capture how implicit beliefs about aggression are projected into the social interactions of children and adolescents. We believe that our remarks and findings can be important resources for educational factors in the effort to improve the effectiveness of programs to prevent aggressive behaviors and attitudes in children and youth.

Using Storytelling to Develop Context in Social Interaction for Children with Autism

Using Storytelling to Develop Context in Social Interaction for Children with Autism

Comparison the Effects of Visual Activities Schedule and Social Narratives on Social Interaction in Children with Autism Spectrum Disorder

Comparison the Effects of Visual Activities Schedule and Social Narratives on Social Interaction in Children with Autism Spectrum Disorder

The Digital Generation: An Analysis of the Seminal Impact of Internet Usage on Children

Abstract — The increased use of smart devices is causing a movement away from traditional learning methods and towards online learning approaches. Concerns have been expressed concerning the harmful impact of increased internet usage among children on a variety of factors, including health, social activities, outdoor participation, academic performance, and behavior. The purpose of this study is to look into how children's internet use affects their academic achievement, outdoor activities, social interactions, behavior, and health. This study presents a model to show the potential correlations between children's internet usage, academic performance, outdoor activities, social interactions, behavior, and health. The study intends to create links and comprehend the total influence of internet usage on children by analyzing these characteristics. A questionnaire with closed-ended questions was used as a survey strategy to collect data for the study. In and around Navi Mumbai, India, 502 responses were collected from parents of school-aged children aged 6 to 12 years. A random sample method was used in the survey research design, and information was gathered using a pre-structured questionnaire.The information gathered was coded and entered into SPSS 20 for analysis. To analyses the data, descriptive statistics and the Chi Square test were used, and conclusions were drawn based on the results. A significant correlation was discovered between children's internet usage, academic achievement, outdoor activities, social interactions, behavior, and health, according to the research. The study's model successfully establishes probable correlations between these factors, and statistical tests confirm these linkages further. Finally, the growing popularity of online learning methods, fueled by the rising use of smart devices, has sparked concerns regarding the influence of internet consumption on children. This study looks into the consequences of internet use on several elements of children's lives. The study proposed model aids in understanding the connections between internet usage, academic performance, outdoor activities, social interactions, behavior, and health. The statistical study supports the probable correlations between these variables, providing important insights into the implications of children's internet usage in the digital age. Keywords— Internet, Internet Usage, Academic Performance, Outdoor Activities, Social Relationship, Behavior, Health.

Meningkatkan Kemampuan Interaksi Sosial Melalui Bermain Peran Pada Kelompok B Di Tk Aisyiyah Bustanul Athfal Margosari Kecamatan Pagelaran Utara Kabupaten Pringsewu Tahun Pelajaran 2023/2024

The background of this study is that the social interaction skills of most students in group B at Aisiyiyah Bustanul Athfal Margosari Kindergarten are still relatively low, this is reflected when there are students seizing the play tools that are being seen by several children. They do not want to take turns to see the playground equipment. In an effort to improve the ability of social interaction, it can be done through the process of learning while playing which makes children feel happy, comfortable, and safe. This research applies the type of classroom action research with data collection techniques of observation and interview techniques, as well as Qualitative data analysis techniques and Quantitative analysis techniques. In the first cycle, the ability of children's social interaction in role playing is 40% capable category, for the second cycle the ability of children's social interaction in role playing is 65% capable category, while the ability of children's social interaction in role playing is 80% capable category. Through role playing, children are expected to develop their social interaction skills, behave according to the guidance of society and be able to adjust to the surrounding environment.&#x0D; Keywords: Social Interaction Ability, Role Play, Classroom Action Research

Hubungan Pengetahuan Ibu dengan Interaksi Sosial pada Anak Autism Spectrum Disorder di Unit Pelaksana Teknis Pusat Layanan Disabilitas dan Pendidikan Inklusi Surakarta

ABSTRACT Background: Language and speech are one of the parameters of child development. Language and speech are parts of communication that are interrelated and cannot be separated. In practice, the child first develops aspects of his language and then begins to master speaking. Purpose: This study aims to determine the relationship between mother's knowledge about speech language development and social interaction in children with autism spectrum disorder in the technical implementation unit of the Surakarta disability and inclusive education service center. Methods: This research uses quantitative research with a cross-sectional approach, namely taking a relatively short time and a certain place.The data collection technique used a purposive sampling technique with a sample of 30 female respondents. Univariate and bivariate analysis using the Spearman Rank statistical test. Results: In the results of the study it was found that mother's knowledge about speech language development was dominated by the sufficient category (50%) and social interaction in children with autism spectrum disorder was dominated by the poor category (76.7%). The results of the bivariate analysis in this study showed that there was a significant relationship between mother's knowledge about speech language development and social interaction in children with autism spectrum disorder in the technical implementation unit of the Surakarta disability and inclusive education service center with the results of the Spearman rank statistical test showing that the value of p = 0.002 (p ≤ 0.05). Conclusion: There is a relationship between mother's knowledge about speech language development and social interaction in children with autism spectrum disorder. Keywords: Mother's Knowledge, Social Interaction, Autism Spectrum Disorder

SAFEGUARDING INNOCENCE: DEVELOPING CURRICULUM OF ISLAMIC SEXUAL EDUCATION IN EARLY CHILDHOOD

&lt;div&gt;Article 15 of Law No. 35/2014 affirms the right of every child to be protected from various forms of exploitation, including sexual crimes. A well-structured and age-appropriate Islamic sexuality education curriculum plays an important role in shaping a healthy understanding of children's physical, emotional, and social interactions. This research reviews the development of a sexuality education curriculum using the Dick and Carey development model in an Early Childhood Education (ECE) or Kindergarten B unit that refers to the Merdeka Curriculum. This curriculum includes four learning domains, namely intellectual skills, verbal information, psychomotor skills, and attitudes, which are in line with the Learning Outcomes of religious values and character, identity, and the basics of literacy and Steam. The learning design process begins with goal identification through performance analysis and needs assessment, then designing learning objectives that address specific challenges. The curriculum contains two themes, namely Showing Appropriate Reactions to Verbal Harassment and Inappropriate Touching which has 13 learning outcomes and Maintaining Cleanliness and Hygiene of Sensitive Body Parts which has 5 learning outcomes. The media needed to support learning include videos, picture storybooks, cards, snakes and ladders games, puppets, and songs. The appropriate methods are storytelling, socio-drama, interactive games, and discussions. The product was validated by material and curriculum experts. After revision, the values achieved showed improvement,&lt;/div&gt;&lt;div&gt;with the Curriculum and Learning Evaluation Expert Assessment increasing from 3.06 to 3.74, reflecting increased suitability and effectiveness. The Early Childhood Sexuality Education Material Content Expert Assessment progressed from 3.08 to 3.67, highlighting improved inclusivity and accuracy.&lt;/div&gt;

HUBUNGAN WORKING MEMORY DAN LITERACY DENGAN KEMAMPUAN PRAGMATIK ANAK USIA PRASEKOLAH DI SURAKARTA

The ability to carry out good social interactions in children must be accompanied by good cognitive abilities as well. Cognitive is related to intelligence. Memory is complex and central to many cognitive operations. Working Memory (WM) is the ability to store information and process information at the same time. There is a strong relationship between Working Memory (WM) and Literacy abilities. Literacy is generally defined as the ability to read and write and use spoken language. Research Objective: To determine the relationship between working memory and literacy with the pragmatic abilities of preschool children in Surakarta. Subjects and Methods: This study used a correlational design. The sample size for this study was 173 children. Data collection uses questionnaires and test instruments. Research Results: Hypothetical testing using the Simultaneous Test can be explained that the variables working memory ability and literacy ability are jointly related to the pragmatic abilities of preschool aged children in Surakarta with a significance figure of 0.000. The resulting coefficient of determination (R2) is 0.079 or 7.9%. In the multiple linear regression test, the equation Y = 48,714 + 1,740 X1 is obtained.

Major Depressive Disorder: Etiology, Impact Factors and the Effectiveness of Mindfulness-Based Intervention

This comprehensive review discusses the implications of mindfulness-based interventions in treating Major Depressive Disorder (MDD) in children, an increasingly recognized global mental health issue. MDD cast significant challenges to a child's social interaction, academic performance, and overall personal development, necessitating effective interventions. While traditional therapies, such as cognitive-behavioral therapy and interpersonal therapy, have proven their effectiveness, this paper explores the emerging field of mindfulness-based interventions. These interventions, encompassing training in mindfulness meditation, focus on enhancing present-moment awareness, emotional regulation, and a non-judgmental acceptance of one's feelings and thoughts. Several studies have reported a reduction in MDD symptoms and improvements in emotional regulation in children due to mindfulness-based interventions. The study acknowledges some potential limitations and challenges with this approach but advocates for its promise in treating childhood MDD. The paper strongly urges for further research in this area to fully exploit this innovative therapeutic approach's potential, fine-tune its application, and investigate its efficacy across different clinical contexts.

Exploring the opportunities and constraints of urban small green spaces: an investigation of affordances

ABSTRACT The presence of green elements, such as plants, trees, and natural outdoor spaces, has been found to have a significant impact on children's physical, mental, and emotional well-being. Studies have shown that access to green spaces can improve children's cognitive development, increase their physical activity levels, and reduce stress and anxiety. Furthermore, green features may increase children's creativity, imagination, and environmental, ecological, and social interaction education. This research aims to comprehend how green elements affect the formation of gathering spots for children in urban areas and which social and functional features influence children's decisions when choosing gathering spots. It specifically examines the social and spatial constraints that limit children's active play in urban spaces in the immediate vicinity of five single-gender girls’ elementary schools in Tehran. Moreover, it observes how the priority of children in choosing gathering spots around schools is affected by safety and surveillance concerns. Observations indicate that children's hang-out spots around schools are determined more by safety and surveillance than access to green spaces or natural elements. The research provides insights into the importance of green elements in shaping children's playful behavior. It emphasizes the necessity of considering safety when planning green spaces in schools’ vicinities.

Implementasi Sistem Pakar Diagnosis Autisme Pada Anak Menggunakan Metode Naïve Bayes

Autism is a developmental disorder that affects the normal functioning of the brain, thereby affecting a child's communication and social interaction abilities. This disorder poses a problem for children in communicating and forming relationships with their environment. As the number of individuals with autism increases, public awareness of autism remains very low. Additionally, most psychologists or psychiatrists are located in major cities, limiting access for rural communities. This leads to many parents struggling to obtain information about autism symptoms. The research method used is the naïve Bayes method, it can be drawn from the system is that it will generate the maximum score despite any disturbances in the provided data. The results of this research align with expert knowledge, suggesting that it can be relied upon to accurately diagnose autism based on the symptoms experienced by individuals. The aim of this study is to build an expert system that can provide information and solutions to parents regarding autism disorders based on their knowledge of the symptoms they experience, enabling users to diagnose autism in their children early on without incurring costs.

Peningkatan Kemampuan Interaksi Sosial Anak Melalui Metode Bermain Peran

The ability of children's social interaction in group A RA Fatih Al-Baariq Central Java Village has a tendency for children to play alone, lack of children in socializing, not greeting each other, still rarely making eye contact when talking, and during the process is still centered on the teacher which causes the conversation to be dominated by the teacher. The purpose of the study was to determine the objective condition of children's social interaction skills before applying the role-playing method and the application of the role-playing method in improving children's social interaction skills. The research method used collaborative classroom action with professional role play. The subjects in the study amounted to 23 children. The result of the research is that children's social interaction abilities have increased in each indicator including children being able to greet, children being able to communicate verbally, children being able to ask for help, children being able to listen, children being able to ask questions and children being able to have conversations. The recommendations given improve children's social interaction as an interesting method, and motivate and involve children directly.

The Social Factors That Influence Children's Interactions and Behavior in Classroom

Social factors show complex interactions and can affect children's social interactions. This research analyzes social factors that influence children's interactions and behavior in the classroom environment. This type of research is qualitative research. This qualitative research involved children and two of their teachers in kindergarten. Data collection methods use observation and interviews. The data collection instrument uses a questionnaire sheet. The data analysis technique uses qualitative descriptive analysis. Data were analyzed using content analysis techniques. The results show that respectful relationships, honest conversation and communication, intellectual engagement of students, shared ownership and responsibility in learning, and a classroom environment are the keys to effective learning for children. Teachers recognize children's progress, so they begin to value many of the social behaviors that children want to master. The classroom setting is an excellent place for children, and teachers pay attention to children's independent ability for tasks or skills through their interactions.

Strategi Guru Taman Pendidikan Al-Qur’an Al-Falah untuk Meningkatkan Ahklak Anak Jorong Silaping Kecamatan Ranah Batahan Kabupaten Pasaman Barat

This research is motivated by a problem, namely: how to apply the strategies used by teachers of the Al-Qur'an education garden to improve children's morals. The purpose of this study was to describe the strategies used by teachers of the Al-Qur'an education garden to improve children's morals and what obstacles were found by the Al-Qur'an education garden teachers in improving children's morals. The type of research used was qualitative research using descriptive methods. There were 8 informants in this study including: TPA Al-Falah administrators, Head of TPA Al-Falah, third grade teachers, parents of children and children of TPA Al-Falah. Data collection techniques used are observation, interviews and documentation. Data processing with analysis of data collection, data reduction, data presentation and drawing conclusions. The results of this study indicate that the strategy used by the Al-Qur'an education garden teacher to improve children's morals is by using methods as moral enhancement. Exemplary method, habituation method, practice method, story method, singing method, and punishment method. The obstacles found by Al-Falah TPA teachers to improve children's morals, namely the use of increasingly sophisticated technology, limited time for parents to develop children's morals, some teachers at TPA are sometimes absent from learning due to demands from their work or others, lack of religious teaching strong influence while at school, peer influence, and lack of parental supervision of their child's social interactions in the community. The results of the research above can be concluded that the application of exemplary methods, habituation methods, practical methods, story methods, singing methods, and punishment methods can improve the morals of children at TPA Al-Falah Jorong Silaping. This is done so that children have good morals towards peers, the surrounding environment, especially parents. By holding a TPA in the surrounding environment, it is hoped that it can help improve the morals of the children to become better individuals in the future.