Children's Social Interactions Research Articles

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.

Case Study of Congklak Playing Therapy in Children to Improve Social Interaction Due to Gadget Addiction

Objective: To see the effectiveness of congklak play therapy in increasing social interaction in children because of gadget addiction. Method: The research design used is a case study research method, with a descriptive research type. The research subject used was 1 school-age child client with social interaction problems due to gadget addiction. Result: Subjectively, the client experiences an increase in interaction with the people around him and a decrease in the intensity of his use of gadgets. Clients can better control their emotions, and there is an increase in learning. Likewise, objectively, the client seems to be able to control his emotions, and often interacts with the people around him. Conclusion: After doing research on An. M., the data obtained by the client's mother complains that the client rarely interacts with other people; the client often plays gadgets until he forgets the time; and when the gadget is taken, he often gets angry. The client's mother gets information from the client's school teacher that the client is less cooperative while studying at school. Based on the assessment, the diagnosis that emerged was social interaction disorder. The author conducted an intervention to overcome social interaction disturbances for four days. The intervention that the author has done is to provide congklak play therapy. After the intervention, the client's signs and symptoms of impaired social interaction diminished. The client has often interacted with people around him by using his gadget a little less.

The effect of painting-based art therapy on teacher-child relationship, aggression and social interactions of children with autism spectrum disorder

The purpose of this applied research was to determine the effectiveness of painting-based art therapy on the teacher-child relationship, aggression and social interactions of children with mild autism spectrum disorder. The current research was conducted using a semi-experimental method of pre-test-post-test type with a control group. The statistical population of the research included all the children with autism disorder of the second April Autism Center in Tehran, 30 of whom were selected by the available sampling method and were randomly assigned to two experimental and control groups. To collect information, Nielson's Aggression Questionnaire (2000), Pianta's Teacher-Child Interaction Questionnaire (1992), and the Autism Scale Questionnaire in the Social Interactions Subscale (1993) were used, and Martin's art therapy educational package (2009) was used for therapeutic intervention. became Collected data was analyzed using SPSS-27 software and analysis of variance test. The findings showed that art therapy based on painting has a significant effect on the teacher-child relationship, aggression and social interactions of children with autism spectrum disorder (p&lt;0.5). The child-teacher has reduced children's aggression.

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.

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.

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

Comparison of the Effectiveness of Schema-Based Parenting and Mindful Parenting on Sleep Problems, Aggression, and Improvement of Social Interactions in Children with Mild Autism Spectrum Disorder

Objective: The aim of the present study is to compare the effectiveness of schema-based parenting and mindful parenting on sleep problems, aggression, and improvement of social interactions in children with mild autism spectrum disorder. Methods and Materials: The present study is applied in terms of its aim and quasi-experimental in terms of method, using a pretest-posttest design with a control group and a one-month follow-up period. The statistical population includes all children aged 7-12 years with mild autism spectrum disorder who were studying and receiving education in one autism center under the supervision of the Ministry of Education (Tabassum) and five autism centers under the supervision of the Welfare Organization (Ava, Armaghan Noor, Kavosh, Navid-e-Zendegi, and Takapo) in Mashhad. The groupings were conducted through random assignment. Out of these, 40 children (20 boys and 20 girls) and 40 mothers were selected as the research sample using purposive sampling. They were then randomly assigned to three groups: two experimental groups (each with 13 members) and one control group (with 14 members). Data collection was conducted using the Autism Social Skills Profile by Belini and Hopf (2007), the CARS questionnaire by Schopler (1988), the Aggression Questionnaire, and the Children's Sleep Habits Questionnaire by Owens, Spirito, and colleagues (2000). After collecting the questionnaires, the data were analyzed using SPSS-20 software. Findings: The results indicated differences in the effectiveness of schema-based parenting and mindful parenting on aggression in children with mild autism spectrum disorder. Additionally, there were differences in the effectiveness of schema-based parenting and mindful parenting on the improvement of social interactions in children with mild autism spectrum disorder. Furthermore, differences were observed in the effectiveness of schema-based parenting and mindful parenting on sleep problems in children with mild autism spectrum disorder. Conclusion: The study demonstrated that both schema-based and mindful parenting interventions significantly reduce aggression and sleep problems while enhancing social interactions in children with mild autism spectrum disorder. These findings suggest the effectiveness of incorporating these approaches in parenting programs to improve behavioral and emotional outcomes in children.

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

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

Vitamin D3 Supplementation and Aquatic Exercise Combination as a Safe- Efficient Therapeutic Strategy to Ameliorate Interleukin-6 and 10, and Social Interaction in Children with Autism.

Increasing evidence demonstrated that there are altered levels of both pro-and anti-inflammatory cytokines in autism spectrum disorder (ASD) and pointed out that immune dysfunction may also relate to social deficits. This study aimed to investigate the effect of aquatic exercise combined with vitamin D supplementation on social interaction and two related cytokines (Interleukin-6 and Interleukin-10) in children with ASD. Forty boys with ASD (mean age: 10.90; age range: 6-14 years) were randomly assigned to the three interventions (groups 1, 2, and 3) and one control group (each 10 participants). Participants in the group 1 and 3 received a 10-week aquatic exercise program. Subjects in groups 2 and 3 took orally 50,000 IU of vitamin D3/week. This study evaluated the serum levels of IL-6 and IL-10, as well as the participants' social interaction at baseline and post-intervention. Compared to the control group, all three interventions improved social skills scores (p< 0.001). Surprisingly, the combination strategy could significantly reduce IL-6 and increase IL-10 serum levels in children with ASD. Aqua-based exercise programs combined with vitamin D supplementation are recommended to benefit children with ASD and improve social and communication dysfunction.

Plyometric Training to Enhance Agility, Speed, and Social Interaction in Children Aged 10-12 with Mild Intellectual Disability: Findings from a Special Olympics Based Study

Plyometric Training to Enhance Agility, Speed, and Social Interaction in Children Aged 10-12 with Mild Intellectual Disability: Findings from a Special Olympics Based Study

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.

The Effect of Gadget Use on Elementary School Students' Social Interaction Abilities

This research uses a qualitative approach and a literature study. This research aims to analyze the influence of gadget use on elementary school students' social interaction abilities. Researchers collect data from this research by collecting and reviewing consistent data from previous researchers. The results of this research are the influence of gadget use on elementary school students' social interaction abilities. Online learning has an impact on student development starting from enthusiasm for learning, values, and even student personality. Gadgets can also efficiently influence children's social interactions in their immediate area. Not only that, he will also feel unfamiliar with the surrounding area due to the lack of social interaction, not only that, the child will also be less sensitive and even tend not to care about his environment.

PERSPEKTIF ANAK TERHADAP RUANG (RUANG BERMAIN DI DESA FAJAR BARU KECAMATAN JATI AGUNG)

Every human being has rights, including children. Children's rights are clearly regulated in Law no. 35 of 2014, and internationally it is also included in the internationally recognized Convention on the Rights of the Child. One form of children's rights is the right to have an opinion and the right to their space to be creative and express themselves freely. Children's rights to space tend to be considered to have been fulfilled from the perspective of adult humans without looking directly from the children's perspective. This tendency gives rise to problems where children do not have the space they want based on their rights. This research is aimed at getting children's perspectives directly on space, to be able to see whether children's rights to their space have been fulfilled from the children's perspective. This research was conducted using a qualitative research methodology and through a naturalistic approach. The analysis used in this research is empirical induction and intentional induction analysis. From this research, the concept of the formation of children's perspectives on space was obtained, namely: Children's perspective on space is influenced by the availability of space for children, children's social interactions and games that children like which determine their space.

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. 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;