Children's Social Interactions Research Articles

Children's Laughter and Emotion Sharing With Peers and Adults in Preschool.

The present study investigates how laughter features in the everyday lives of 3–5-year old children in Swedish preschools. It examines and discusses typical laughter patterns and their functions with a particular focus on children's and intergenerational (child-adult/educator) laughter in early education context. The research questions concern: who laughs with whom; how do adults respond to children's laughter, and what characterizes the social situations in which laughter is used and reciprocated. Theoretically, the study answers the call for sociocultural approaches that contextualize children's everyday social interaction, e.g., in different institutions or homes, to study the diverse conditions society forms for learning, sociality, and socialization and development of shared norms. Methodologically, the study makes use of mixed methods: it uses descriptive statistics that identify prevalent patterns in laughter practices and, on the basis of these results, examines social-interactional situations of children's laughter in detail. It was found that children's laughter tended to be directed to children and adults' laughter tended to be directed to adults. Eighty seven percent of children's laughter was directed to other children, and adults directed their laughter to other adults 2.7 times as often as to children. The qualitative interaction analysis shows that children and adults exhibited different patterns of laughter. Children primarily sought and received affiliation through laughter in the peer group, and the adults were often focused on the institutional and educational goals of the preschool. Overall, the study shows that intergenerational reciprocal laughter was a rare occurrence and suggests that laughter between generations is interesting in that it can be seen as indicative of how children and adults handle alterity in their everyday life. By deploying multiple methods, the present study points to the importance of viewing emotion and norm sharedness in social interaction not just as a matter of communicating an emotion from one person to another, but as an intricate process of inviting the others into or negotiating the common emotional and experiential ground.

O efeito de um programa de atividades rítmicas na interação social e na coordenação motora em crianças com transtorno do espectro autista


 
 
 
 Este estudo tem como objetivo verificar o efeito de um programa de atividades rítmicas na interação social e coordenação motora de crianças com transtorno do espectro autista (TEA). Realizou-se um delineamento experimental com nove crianças com TEA, entre cinco e 10 anos (cinco no grupo intervenção e quatro no grupo controle). Os dados foram obtidos por meio de três instrumentos aplicados antes e após intervenção. Os pais reportaram informações sobre o estilo de vida e interação social das crianças (CARS) e um teste de desenvolvimento motor grosso (TGMD-2) foi aplicado com as crianças. O grupo intervenção realizou 14 semanas, duas sessões por semana de 50 minutos cada, de atividades de dança. O grupo controle foi apenas acompanhado nas atividades diárias. Os dados foram comparados por meio da estatística não-paramétrica, com p < 0,05. O grupo intervenção apresentou melhora nas habilidades motoras após as 14 semanas (p = 0,042; tamanho do efeito de 1,86). Em relação a interação social não foram observadas melhoras significativas em nenhum dos grupos. Conclui-se que 14 semanas de atividades rítmicas pode ser uma ferramenta eficaz para desenvolver as habilidades motoras de crianças com transtorno do espectro autista.
 
 
 

Using intraoperative optical coherence tomography to image pediatric unilateral vocal fold paralysis

ObjectivesUnilateral vocal fold paralysis (UVFP) impairs communication and reduces academic performance and social interactions in children. Deciding between temporary, permanent, or potentially destructive surgical interventions can be challenging, as there currently exists no reliable means of predicting vocal fold recovery or assessing the presence of vocal fold atrophy. Regarding vocal fold atrophy, optical coherence tomography (OCT) has been shown to be an appealing non-invasive alternative for accessing vocal fold structures. This study describes UVFP microanatomy and identifies possible vocal fold atrophy using OCT. MethodsThree UVFP patients (ages 1, 11, and 17 years) underwent bilateral OCT imaging using a handheld probe while under general anesthesia for direct laryngoscopy, and the laryngoscopic images were compared with images obtained from OCT. Structural morphological features were extracted and compared to a healthy patients' cohort. ResultsWhile endoscopy showed no evidence of vocal fold atrophy in two of three cases, OCT images revealed distinct differences between the lamina propria of the paralyzed and functional vocal folds in all patients. In two cases, the paralyzed vocal fold morphology was similar to a healthy patient at the age of nerve injury. The third case exhibited extensive scarring in the lamina propria of the paralyzed vocal fold. ConclusionThis pilot study characterizes and compares vocal fold microanatomy in three UVFP patients. In most cases, lamina propria development halted at the age of paralysis, suggesting that lamina propria maturation may be dependent on vocal fold functionality. OCT shows potential to aid UVFP assessment and treatment decisions by evaluating the presence of atrophy.

HUBUNGAN ANTARA PENERIMAAN DIRI DAN DUKUNGAN SOSIAL ORANG TUA ANAK AUTIS DENGAN INTERAKSI SOSIAL ANAK AUTIS

This study aims to determine how much influence social acceptance and support for parents of autistic children with social interaction of children with autism. The population is 30 parents of autistic children and the closestpeople who attend in PAUD Inklusi Anggrek MandiriSitubondo and the sample is the whole of the population of some 30 people. This study is correlational; the subject is determined by purposive sampling technique. Results of the study showed that the regression analysis coefficient on F = 17.839, p = 0.000 (p <0.05) so that there is a significant relationship between self-acceptance and social support for parents of autistic children with social l interactionautistic children is received. Partially there is a significant correlation between self-acceptance with social interaction shown by prices at t = 5.018, p = 0.000, so the hypothesis is accepted. In parsal also shown at t = 1.613 p = 0.118 (p> 0.05), so the research hypothesis that says there is a relationship of social support with social interaction rejected. So overall derived price Sguare R = 0.569 which shows variable acceptance of self and social support contributed 56.9% effective this further strengthensacceptance your self parents with autistic children and social support autistic children associated with autistic children social interaction. So H0 rejected, which means acceptance of self and relationship betweensocial parents support correlated with sociall interactionautistic children.

Implementation of Speech Therapy and Social Stories increasing Social interaction in children with Autism

Implementation of Speech Therapy and Social Stories increasing Social interaction in children with Autism

Avaliação de comportamentos em puericultura para identificação precoce do transtorno do espectro autista

Objetivou-se avaliar atendimentos de puericultura realizados nas Unidades Básicas de Saúde desde os primeiros dias de vida, os quais são possíveis contextos de diagnóstico de sinais de TEA. Participaram 13 crianças com até 18 meses, 7 auxiliares de enfermagem, 2 enfermeiras e 1 pediatra. Avaliaram-se, nas filmagens do atendimento de cada criança, os comportamentos dos profissionais de fazer perguntas às mães e de avaliar a criança, bem como a ocorrência de comportamentos de interação social, linguagem e padrões restritos e estereotipados das crianças. Questões médicas sobre sono e alimentação prevaleceram às questões sobre desenvolvimento neuropsicomotor, socialização e linguagem. Ocorreram mais comportamentos profissionais de avaliar o desenvolvimento neuropsicomotor do que a linguagem e a socialização. Nos atendimentos, observaram-se comportamentos das crianças de interação social e linguagem. Concluiu-se que, para a identificação precoce dos sinais do TEA, os atendimentos são contextos possíveis se houver reformulação do material utilizado e capacitação profissional.

Parent-Adolescent Reciprocity in a Conflictual Situation Predicts Peer Interaction in Adolescents With ASD.

Parent-child reciprocity plays a signicant role in shaping children's social interaction skills. The development of conflict management skills throughout childhood and adolescence impacts the individual's social adjustment. The increase in conflictual interaction with one's parents during adolescence affects the transformation of parent-adolescent interaction into a more mutual, equal relationship. Adolescents with ASD and their parents may struggle in this type of interaction due to the adolescents' social and regulatory impairments, in addition to their dependence on their parents' involvement and guidance. The current study aimed to evaluate differences in the way adolescents with and without ASD interact with their parents in a conflictual situation. In addition, the association between parent-adolescent reciprocity and the adolescent's social interaction with an unfamiliar peer was examined in the ASD group. Thirty adolescents with ASD and their parents and 30 typically developing (TD) controls were assessed during a standardized conflict interaction. In addition, adolescents with ASD took part in a conversation with an unfamiliar peer. Interactions were videotaped and coded. Results revealed that during the conflictual interaction, compared to their TD peers, adolescents with ASD were more involved in the conversation and less withdrawn from the parent, while their parents were more sensitive and less intrusive toward them. Parent-adolescent reciprocity was poorer in the ASD (compared to the TD) dyad and was positively associated with the adolescents' social-conversational skills with a peer. These findings emphasize the different developmental trajectory parent-adolescent relationship takes in adolescents with ASD, and its impact on the adolescent's social skills. Autism Res 2019, 12: 263-273 © 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The development of conflict management skills throughout childhood and adolescence impacts the individual's social adjustment. The ability of parents to engage in reciprocal social interaction with the children plays a significant role in shaping children's social interaction skills with peers and with other adults. The transition to adolescence is characterized by an increase in conflictual interaction with one's parents, which transforms the interaction between adolescents and their parents into a more mutual, equal relationship. Adolescents with ASD and their parents may struggle in this type of interaction due to the adolescents' social and emotional difficulties, and their dependence on their parents' involvement and guidance. However, the nature of parent-adolescent interaction, and particularly conflict management has rarely been studied. This study evaluated the way parents and their adolescents with ASD interact in a conflictual conversation, compared to parents and their typically developing adolescents. In addition, we examined how this type of interaction associated with adolescents' social conversation skills with a peer, in the ASD group. A videotaped interaction between adolescents and their parents indicated that parents and their adolescents with ASD engaged more positively in the conflict, but were less reciprocal with each other. In addition, higher reciprocity among parents and their adolescents with ASD was associated with better conversation skills with an unfamiliar peer. These findings demonstrate the different ways parent-adolescent relationships evolve in families affected by ASD, and the important role parents have in shaping the adolescent's social communication skills.

Development and Complex Dynamics at School Environment

In this work we use complex systems methodologies to analyze quantitatively the impact of an intervention involving cooperative and self-awareness activities on social interactions in children. The aim of this study is to evaluate behavioral plasticity of social relationships between peers in 6-7 year-olds who participated in the intervention conducted in a school context. The intervention consisted of 8 one-hour long sessions comprising mindfulness-based practices, collaborative activities that required cooperation, and perspective-taking instances in which children shared feelings, perceptions, and needs felt during the activities. We used complex network and game theory to evaluate pre-post-intervention variations. Social relationship was analyzed with a sociogram in both the intervention group and a control group which continued with regular classes. By means of the sociometric questionnaire we asked each child to mention which classmates he/she would choose as playmates and which he/she would not. Changes in the number of peers selected and rejected reflected changes in the pattern of social relationships pre-post-intervention. Our findings show that participating in the intervention positively modulated social interactions since we found an increase in the diversity and quality of positive links and a reduction in negative ones; a higher level of integration, indicated by enhanced positive networks where children with many positive connections tended to connect with those with few links; and more positive interactions between genders. These findings were not observed in the control group. Through the use of the mentioned methodologies, the current investigation provides new quantitative evidence of social network plasticity in children, an important topic which, to our knowledge, has been little studied. Results from this work indicate that positive transformations in social relationships can be fostered through the performance of this kind of intervention.

PERAN PHYSICAL SETTING DALAM INTERAKSI SOSIAL ANAK PADA AREA KOMUNAL DI RUSUNAWA

In 2015, Indonesia was faced with the high relocation intensity of dense settlements into flats. As a result, various community groups experience changes in the environment, especially children who have to face an immediate environment in the flat. One aspect of life that is affected is the social aspect which is closely related to the communal area in the flat environment. The communal area, which acts as a place for children's social interaction, consists of the physical settings and activities that exist in the area. Both influence each other. The different physical settings in a social space can cause differences in opportunities for children's social interaction. This study aims to examine the role of physical setting of the communal area towards children's social interactions that occur. The research method is qualitative with a case study approach. Observations and interviews were carried out as data collection techniques for later descriptive analysis phase. The results showed that physical settings affect how children choose areas for their interaction activities. Limits to freedom of interaction and feelings of isolation also arise due to physical limitations on physical settings of communal areas in flat towers which is influenced by the experience of children in their old environment.
 Keywords: children, communal area, physical setting, flat

The PInSoRo dataset: Supporting the data-driven study of child-child and child-robot social dynamics.

The study of the fine-grained social dynamics between children is a methodological challenge, yet a good understanding of how social interaction between children unfolds is important not only to Developmental and Social Psychology, but recently has become relevant to the neighbouring field of Human-Robot Interaction (HRI). Indeed, child-robot interactions are increasingly being explored in domains which require longer-term interactions, such as healthcare and education. For a robot to behave in an appropriate manner over longer time scales, its behaviours have to be contingent and meaningful to the unfolding relationship. Recognising, interpreting and generating sustained and engaging social behaviours is as such an important—and essentially, open—research question. We believe that the recent progress of machine learning opens new opportunities in terms of both analysis and synthesis of complex social dynamics. To support these approaches, we introduce in this article a novel, open dataset of child social interactions, designed with data-driven research methodologies in mind. Our data acquisition methodology relies on an engaging, methodologically sound, but purposefully underspecified free-play interaction. By doing so, we capture a rich set of behavioural patterns occurring in natural social interactions between children. The resulting dataset, called the PInSoRo dataset, comprises 45+ hours of hand-coded recordings of social interactions between 45 child-child pairs and 30 child-robot pairs. In addition to annotations of social constructs, the dataset includes fully calibrated video recordings, 3D recordings of the faces, skeletal informations, full audio recordings, as well as game interactions.

Preschool children’s play and alignments in a bracketed framing of a music-technological breakdown

Music technologies are becoming important in children's play in everyday life, but research on children's communication and interaction in such activities is still scarce. This study examines three children's social interaction in an 'experimental' activity in preschool, when the music technology breaks down. Detailed analysis is carried out by using a Goffmanian approach. The findings illustrate the children's interpretive framings of the adult's introduction and their orientation to the technological material in order to perform different alignments and how they change footings. The children's social interaction is organised according to the playful framing of the bracketed activity. This suggests the significance to pay attention to children's definitions of situations and to consider children's experiences of participation in popular media culture.

Effect of Educational Program on Elementary School Teachers’ Knowledge, Attitude, and Classroom Management Techniques Regards Attention Deficit Hyperactivity Disorder

Background: Attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder of childhood and can profoundly affect the academic achievement, well-being, and social interactions of children. Teachers play an important role in the diagnosis of ADHD because of their daily contact with students in a range of pertinent situations. Aim of the study: Evaluate the effect of educational program on knowledge, attitude and classroom management technique among elementary school teachers in Hail City towards attention deficit hyperactivity disorder. A quasi-experimental design was used to conduct the current study in four Saudi elementary school in Hail City (2 females & 2 males elementary school) during the period from March 2018 to May 2018. Subjects: A sample of convenience of 95 teachers working in the previously elementary school. Tools: One tool were utilized for data collection, Self-administrated Questionnaire: The tool was divided into four parts, I) personal characteristics of studied sample, II) the knowledge of Attention Deficit Disorders Scale (KADDS), III) Teachers’ beliefs about and attitudes toward ADHD, and IV) Perception of classroom management techniques. Results: Findings showed that mean score regarding ADHD knowledge, attitude, and classroom management technique were significantly higher after than before program with highly significant association between knowledge, attitude, and classroom management technique. Conclusion: ADHD educational program was effective in improving teachers’ knowledge, attitude, and classroom management technique. Recommendation: The results indicated the need to increase awareness about ADHD and importance of adopting classroom management technique in order to deal with ADHD children through health education programs to teachers were needed.

Understanding caregiver goals, benefits, and acceptable risks of peanut allergy therapies

BackgroundBoth oral immunotherapy (OIT) and epicutaneous immunotherapy (EPIT) are emerging potential treatments for peanut allergy. Caregiver goals and expectations of these therapies are poorly defined. ObjectiveTo determine caregiver goals and expectations of food allergy therapy. MethodsTwenty-two detailed, semistructured interviews of OIT and EPIT caregivers were conducted, allowing caregivers to describe their motivations for and experiences with food allergy therapy and life with a peanut allergic child. ResultsIn this sample, caregivers of peanut allergic children enrolled in OIT or EPIT phase 3 trials expressed a primary goal for their child to develop a buffer against an unintentional peanut exposure. The perception of the buffer varied, representing a decreased reaction severity on exposure, increased time to react to allow for assessment, or increased threshold of peanut exposure tolerated. Although caregivers expressed that a buffer may increase their confidence in travel and dining outside the home, they do not anticipate this buffer would lessen their overall level of pretherapy anxiety, allergen-associated vigilance, or avoidance practices. Most of the caregivers hope the buffer will increase their and their child's perceived sense of freedom for the child's actions and social interactions, translating to quality of life improvement, while still respecting the limitations of having a severe allergy that has been partially treated. No caregiver viewed these therapies as a cure, and most viewed treatment as a supplement to their current avoidance practices. ConclusionCaregivers of peanut allergic children strongly desire that OIT and EPIT result in a buffer against an unintentional reaction, although most admitted that this would not significantly change their anxiety and family's current lifestyle.

Green Schoolyards in Low-Income Urban Neighborhoods: Natural Spaces for Positive Youth Development Outcomes.

Children from low-income families are increasingly growing up in urban areas with limited access to nature. In these environments, strategies that promote access to natural outdoor spaces, such as green schoolyards, may enhance positive youth development outcomes by promoting physical activity (PA) and prosocial behavior, as well as increasing perceptions of safety. The current study examines children’s PA and social interactions, as well as caregiver and teacher perceptions of safety, injuries, teasing/bullying, and gang activity on three newly renovated green schoolyards in low-income urban neighborhoods. A multi-method strategy, including behavioral mapping and caregiver- and teacher-reported surveys, was utilized at three time points to examine positive youth development outcomes and maintenance of effects over time. Analyses revealed that children evidenced a range of PA on the green schoolyards and demonstrated significant decreases in sedentary activity over time. The majority of children were engaged in social interactions with peers on the green schoolyards when observed. Less than 3% of interactions were negative and follow-up analyses found significant increases in positive interactions on the green schoolyards up to 24 months post-renovation. Caregivers and teachers reported increased perceptions of safety, fewer injuries, less teasing/bullying, and less gang-related activity on the renovated green schoolyards in comparison to the pre-renovation schoolyards, and these effects were maintained up to 32 months post-renovation. Overall, the study suggests that green schoolyards may promote positive development outcomes among youth living in urban, low-income neighborhoods by providing natural and safe spaces for PA and prosocial behavior.

Correction: Evidence of embodied social competence during conversation in high functioning children with autism spectrum disorder.

[This corrects the article DOI: 10.1371/journal.pone.0193906.].

The Effect of Modified Traditional Games on Social Interaction of Children with Language Development Delays in Multicultural Families

The Effect of Modified Traditional Games on Social Interaction of Children with Language Development Delays in Multicultural Families

퍼포먼스 미술활동이 유아의 정서지능과 사회적 상호작용에 미치는 효과

퍼포먼스 미술활동이 유아의 정서지능과 사회적 상호작용에 미치는 효과

Immigrant and nonimmigrant children's social interactions and peer responses in mainstream preschool classrooms

ABSTRACTThe authors examined the social practices and outcomes of 23 immigrant and 16 nonimmigrant preschoolers in English only preschool classrooms. In both classrooms, the majority of the children (nearly two thirds) were immigrant, English language learners. The children's social attempts, social strategies, speech functions, and degree of social success were observed and comparisons were made between nonimmigrant and immigrant peers. There were similarities between groups in their social engagement and social construction strategies; there were differences in social roles, social language functions, and types of social construction strategies. There also were significant differences in the social success of the two groups. Immigrant children experienced rejection of their social bids more than their preschool peers did. Immigrant children also were less likely to be leaders and seemed positioned in a lower social status among their peers did. These results are discussed along with implications for educational practices.

Annual Research Review: The state of autism intervention science: progress, target psychological and biological mechanisms and future prospects.

There has been recent systematic review of key evidence in psychosocial intervention in autism but little review of biological treatments. We analyse the current literature from the perspective of intervention and mechanism targets across social and biological development. The overall quality of trials evidence in autism intervention remains relatively low, despite some recent progress. Many treatments in common use have little or no evidence base. This is very concerning in such an important disorder. A variety of psychosocial interventions can show effect to improve some short-term effects on children's immediate dyadic social interactions, for instance with caregivers. But showing true effectiveness in this developmental disorder requires generalisation of such effects into wider social contexts, on autism symptoms and in long-term progress in development. Only a few interventions so far have begun to show this. A number of early phase interventions on biological targets have shown real promise, but none has yet progressed to larger scale effectiveness trials on behavioural or symptom outcomes. There has been enough progress in psychosocial intervention research now to be able to begin to identify some evidence-based practice in autism treatment. To consolidate and improve outcomes, the next phase of intervention research needs improved trial design, and an iterative approach building on success. It may also include the testing of potential synergies between promising biological and psychosocial interventions.

The Effectiveness of Son-Rise Program on Improving Social Interactions and Communication Status among the Children with Autism

Introduction: Autism affects the person's ability to communicate with others, and appropriate response to the outside environment. One of the therapeutic approaches in children with autism is the Son-Rise Program. The aim of this study was to evaluate the effectiveness of the Son-Rise Program on improving social interactions and communication status among the children with autism. Materials and Methods: This was a quasi-experimental study with pretest and posttest design, and a control group. 30 children with autism were selected using convenience sampling method, and were assigned randomly to equal groups of experimental (with intensive Son-Rise Program) and control (with common rehabilitation interventions). The Gilliam Autism Rating Scale (GARS2) and the Vineland Social Maturity Scale (VSMS) were used as pretest for assessment, and Gilliam Autism Rating Scale was use for re-evaluation. Paired and independent t tests were used for statistical analysis. Results: The Son-Rise Program had a significant effect on the social interaction of children with autism compared with common rehabilitation interventions (P = 0.001). In addition, the effect of this approach on communication status in children with autism was not significant compared to the control group (P = 0.110). Conclusion: It can be concluded that Son-Rise Program could improve social interaction in children with autism. However, the influence of this program on communication status among this group of children needs to be assessed more in future interventional clinical trial studies with larger sample sizes.