Social Interaction Of Preschool Children Research Articles

Being Deaf in Mainstream Schools: The Effect of a Hearing Loss in Children's Playground Behaviors.

Naturalistic playground observations are a rich source of information when studying the social interactions of preschool children. On the playground, children can interact with their peers, explore different places and activities, and engage in different types of play. For deaf and hard of hearing (DHH) children, interactions at a playground can be more difficult because of the large number of auditory stimuli surrounding them. Constraints in the access to the social world on the playground might hamper DHH children’s interactions with their typically hearing (TH) peers, activities, and play. This pilot study aimed to examine the playground behaviors of preschool DHH children across three aspects: social levels, type of activities, and play choices. For this purpose, 12 preschool DHH children were observed during recess time, and their behaviors were coded and compared to their 85 TH peers. The preliminary findings indicate that DHH children spend less time in social interactions compared to their TH peers and that they still face difficulties when socially engaging with their TH peers. These findings suggest that interventions should focus on three aspects: the physical environment awareness of TH peers about communicating with DHH children, and the use of exercise play to facilitate social interactions between DHH children and their TH peers.

Effects of parent-child painting and creative crafting therapy on preschool children with autism spectrum disorder and their mothers: a prospective randomized controlled trial.

To study the effects of parent-child painting and creative crafting therapy on the core symptoms of preschool children with mild-to-moderate autism spectrum disorder (ASD) and the parenting stress and hope level of their mothers. A total of 56 preschool children with mild-to-moderate ASD and their mothers were divided into an experimental group and a control group using the block randomization method, with 28 pairs in each group. The subjects in the control group received an applied behavior analytic intervention and those in the experimental group received parent-child painting and creative crafting therapy in addition to the intervention in the control group. The intervention time was 20 weeks for both groups. Autism Behavior Checklist (ABC), Social Responsiveness Scale (SRS), Parenting Stress Index-Short Form (PSI-SF), and Herth Hope Index (HHI) were used to evaluate the core symptoms of children and the parenting stress and hope level of their mothers before and after 20 weeks of intervention. Forty-nine child-mother pairs completed the study (25 pairs in the intervention group and 24 pairs in the control group). The children in the experimental group had significantly lower scores of social interaction, language, social communication, and social motivation and total scores of ABC and SRS compared with those in the control group (P<0.05). The mothers in the experimental group had significantly lower scores of parental distress and parent-child dysfunctional interaction and total score of PSI-SF (P<0.05) and significantly higher total score of HHI and scores of each dimension compared with those in the control group (P<0.05). The combination of applied behavior analytic intervention with parent-child painting and creative crafting therapy can more effectively improve the core symptoms and social interaction of preschool children with mild-to-moderate ASD, reduce the parenting stress of mothers and improve their hope level.

Increasing Social Interactions of Preschool Children With Autism Through Cooperative Outdoor Play

Unstructured activity periods are central components of early childhood education programs. Deficits in social communication and social interaction presented by children with autism spectrum disorder (ASD) become apparent in these settings during unstructured activities, such as outdoor recess. Thirty-two preschool-age children with and without ASD participated in the Buddy Game, a structured, cooperative play curriculum that focused on natural peer–peer modeling and imitation. The Buddy Game used familiar songs to promote peer proximity and discrete social bids between peers during outside time. A multiple baseline design across three classrooms was used to study curriculum effects on discrete social bids of children with ASD. Results demonstrated increased social bids from children with ASD to their peers with neurotypical development (NTD) across classrooms. In one classroom, effects maintained after intervention stopped and generalized to other times of the day. Implications for integrated educational settings and early childhood curricula are discussed.

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Assessing the Differential Effects of Known and Mystery Rewards in a Preschool-Based Group Contingency

Group contingencies have been used successfully to modify a variety of behaviors for children with diverse characteristics across multiple settings. However, these interventions have not been applied to increase social interactions (SI) between typically developing children and those with multiple or severe disabilities (MSD). Furthermore, little research has been conducted to examine whether differential outcomes are associated with the type of reward used (known or mystery). The purpose of this study was to examine the differential effects of known versus mystery rewards on the SI of preschool children with and without MSD within an independent group contingency. The findings indicated that although there were no differences in levels of SI between reward types, both were superior to the baseline condition and were viewed as socially valid by classroom teachers and naive raters. In addition, this study was conducted with high methodological quality exceeding that of previous group contingency research conducted in preschool settings and of other studies examining the differential effects of known and mystery rewards. The results provide meaningful information regarding practices that support children with MSD and add to the group contingency literature.

The Effects of Variety of Activities on the Social Interaction of Preschool Children with Disabilities

Analysis of previous research has indicated that restricting the amount of equipment available may be a practical strategy to facilitate peer interaction in childcare, but a disadvantage is a possible increase in aggressive behaviour. An alternative approach is manipulating the variety of activities while holding the quantity and type of equipment consistent. The effect of such an intervention was examined on social interaction of two children with disabilities including severe language problems. A single case alternating treatment design was used to compare the effectiveness of eight activities, as opposed to four activities with the quantity of equipment doubled. There was no consistent clinically significant difference in social interaction when the variety of activities was varied for the children in this study. It is possible that the language delay of the participants may have attenuated the effect of the intervention, and this possibility warrants further investigation.

Using Family Style Dining to Increase Social Interactions in Young Children

During family style dining (FSD), caregivers are encouraged to sit with children at the table to support, promote, and facilitate conversations. FSD is considered a best practice in child care and is encouraged by many early childhood agencies. However, there is no current research documenting the effects of FSD on mealtime interactions in the preschool environment. The purpose of the current study was to examine the effects of FSD on the social interactions of preschool children during mealtime, and any subsequent changes in the rate of teacher directives and praise statements. Results demonstrated increases in the rates of initiations by target children when FSD was implemented; however, the increases across children were modest. Also, teachers’ rates of directives were not impacted by the use of FSD; that is, teachers’ rates of directives were the same, on average, when using and not using FSD.

Development of an Assessment Tool for Measuring Social Interactions of Preschool Children with Autism Spectrum Disorders in an Individual Music Therapy Setting

이 연구는 개별 음악치료 환경에서 자폐 범주성 장애 아동의 상호작용을 측정하기 위한 평 가도구의 개발을 목적으로 이루어졌다. 문항개발을 위해 관련 문헌조사, 자폐 범주성 장애 유아의 직접 관찰, 그리고 전문가와의 심층면담을 가졌으며 이후 예비검사와 내용타당도 검증의 절차를 거쳤다. 이를 통해 선정된 99개의 문항으로 본 검사를 실시하였는데, 유아교 육기관과 유아특수학교, 병원, 치료실을 선정하여 이들 각 기관의 전문가에게 300부의 검사 지를 배부하였고, 이 중 수거된 288부를 분석하였다. 분석 과정은 문항분석, 신뢰도 검증, 그리고 타당도 검증의 절차를 거쳤다. 문항분석 과정으로서 문항반응분포와 문항전체상관 분석을 실시하였으며, 이후 신뢰도 검증 과정을 거쳐 문항을 추출하였다. 또한 내용타당도 와 구인타당도, 공인타당도를 각각 실시하여 검사의 타당도를 검증하고 최종문항을 선정하 였다. 그 결과, 최종문항으로는 정서, 공동놀이, 지시반응성의 3개의 요인으로 구성된 총 46 문항이 선정되었다.

The Effects of Spatial Density on the Social Interaction of Preschool Children with Disabilities

There has been limited research on the effects of spatial density on the social interaction of preschool children, particularly those with disabilities. Further, findings of existing studies need to be viewed cautiously due to a number of methodological difficulties including contrived small groupings of children and atypical intervention settings. The effect of varying the spatial density during the regular indoor free play session in a community preschool was investigated in the current study. A single subject alternating treatment design was used to compare the effectiveness of three spatial conditions (small, medium and large) on the social interaction of three children with disabilities or significant language delay. Examination of the findings revealed no consistent pattern of difference in the frequency of peer social interaction in the spatial conditions for two of the target children. There was, however, a modest treatment effect favouring the small condition for a third participant with a language delay. Questions are raised about the efficacy of the intervention for children with significant disabilities in inclusive preschool settings.

The Effects of Social and Isolate Toys on the Social Interaction of Preschool Children with Disabilities

Research on the use of toys and materials as a setting event for social interaction between children with disabilities and peers has been encouraging. Studies to date have been methodologically problematic, with interpretation being complicated by artificial settings as well as group size and composition that were not consistent with typical preschools. This study investigated the effect of the availability of social and isolate toys during free play in typical inclusive community preschools. A small n alternating treatment design was used to compare effectiveness of social and isolate toys on the social interaction of children with disabilities. Despite sound procedural integrity, only modest intervention effects were found for 2 of the 6 target children, who demonstrated consistently more social interaction in the social toy condition. These findings raise questions as to the extent to which findings in more artificial settings translate into inclusive community preschools.

Spatial density as a setting event for the social interaction of preschool children

The effects of spatial density as a setting event on the social interaction of preschool children were examined in this review. A specific interest was the potential application of this setting event to children with special needs in inclusive settings. Twelve studies were examined revealing a range of methodological and technical difficulties in the extant research. Several studies reported significant effects, but results were inconsistent and very limited research examining students with special needs is available. Several suggestions for future research are offered including conduct of studies in typical preschool settings with representative group sizes, study of children with special needs, and use of research designs that allow idiosyncratic responses to interventions to be considered. Despite considerable recent interest and research on setting events, the body of research on spatial density is dated and methodologically problematic. It is suggested that renewed interest in this class of setting events might be appropriate.

Toys and Materials as Setting Events for the Social Interaction of Preschool Children with Special Needs

The present study compared the effects of social and isolate toys as setting events on the social interactions of 2 pre-school-aged children with special education needs in a setting that approximated a regular pre-school environment. A single subject alternating treatment design was used for 3 days a week over a 7 week period. Findings of this study showed there was no consistent overall difference between social and isolate toys. This was in contrast to previous studies that have found differences in interaction patterns across conditions. There were also two unanticipated findings from the study. While there was no evidence of an overall difference between social and isolate toys, there was some evidence of an interaction. Students with special education needs tended to interact more with each other when using isolate toys and tended to interact more with regular peers when using social toys. Further, it was also found that particular toys from both social and isolate classifications were consistently associated with social interaction across both subjects while other toys were not associated with social interaction. This raises questions about the validity of traditional classifications of toys and materials. The use of toys to promote social interaction is a potentially valuable technique but this study raises questions that indicate a need for further research.

Toys and materials as setting events on the social Interaction of preschool Children

This review examined the effects of toys and materials as setting events on social interactions of preschool children. A total of 11 studies were examined and the findings suggested an association with particular types of toys and materials and increases in social interaction. There are, however, several methodological weaknesses that need to be addressed in future studies. In particular, future studies need to make more extensive use of experimental rather than observational research designs, provide functional descriptions of extant social skills of participants, apply research designs that allow idiosyncratic responses to intervention to be examined and consider the effects of manipulation of effects of toys and materials in relation to age. With regard to studies involving children with special needs, a number of features of existing research, including small group sizes, unusual ratios of children with disabilities compared to typically developing children and atypical play areas, limit conclusions t...

Toys and Materials as Setting Events on the Social Interaction of Preschool Children

This review examined the effects of toys and materials as setting events on social interactions of preschool children. A total of 11 studies were examined and the findings suggested an association with particular types of toys and materials and increases in social interaction. There are, however, several methodological weaknesses that need to be addressed in future studies. In particular, future studies need to make more extensive use of experimental rather than observational research designs, provide functional descriptions of extant social skills of participants, apply research designs that allow idiosyncratic responses to intervention to be examined and consider the effects of manipulation of effects of toys and materials in relation to age. With regard to studies involving children with special needs, a number of features of existing research, including small group sizes, unusual ratios of children with disabilities compared to typically developing children and atypical play areas, limit conclusions that can be drawn from the present data. Future research will need to address these issues and examine more typical preschool settings in order to clarify the role of toys and materials in encouraging positive social interactions between young children with disabilities and their regular peers.

Effects of group socialization procedures on the social interactions of preschool children

We investigated the effects of group socialization procedures on the social behavior of preschool children in two studies. Group socialization procedures consisted of teachers using antecedent and consequent events to promote social interaction during children's games. During intervention, teachers discussed friendship with the children and then prompted and praised child-child social responding within the context of games. Children's social behavior was assessed during two sessions, group game periods (i.e., intervention sessions) and nonintervention play periods (i.e., generalization sessions). In both studies, a multiple baseline design across two target children and peers in their respective group was used to evaluate the effects of group socialization procedures. During group game periods, after intervention, target children increased their rates of both prompted and unprompted social interactions with peers. Also, in nonintervention play periods, target children improved both the rate and the duration of their social responding with peers. Results indicated that group socialization procedures were a practical and effective method for improving young children's social interaction during both structured games and unstructured play activities.

Using Single and Multiple Peers to Promote Social Interaction of Preschool Children with Handicaps

An alternating treatment design, nested within a withdrawal of treatment, single-subject design was used in this study to examine the differential treatment effects of employing single and multiple peers to promote the social interactions of two handicapped preschoolers. During a baseline phase, few social interactions occurred for the handicapped children. As single and multiple confederate peers (in different intervention sessions) directed social initiations to the handicapped children, the social responses of those handicapped children increased substantially. Spontaneous social initiating also increased, to a lesser extent than social responding, for one of the handicapped children. Social responses decreased for both children during the withdrawal of treatment phase of the study, and increased again during the final intervention phase. Differential treatment results were generally not found. Both types of peer-initiation interventions produced marked increases in the handicapped children's social interactions with nonhandicapped peers.

A Study of Reciprocity in Preschool Play Groups

LEITER, MICHAEL P. A Study of Reciprocity in Preschool Play Groups. CHILD DEVELOPMENT, 1977, 48, 1288-1295. Child-child interactions were observed in 2 preschools during free-play time and were recorded in terms of social initiations and responses. The degree of reciprocity in the quantity and quality of overall initiations as well as among the various initiation/response dyads was analyzed. Friendly initiations were associated with more frequent agree responses, demanding initiations with more frequent coercive responses, and whiny initiations with ignore responses. There is evidence that the frequency with which an initiation mode is employed is associated with its efficacy in eliciting agree responses. In addition to the reciprocal patterns, evidence of complementarity in the demanding initiation mode was found. These findings are presented as a step toward a functional analysis of the reciprocal and complementary social interactions of preschool children.

Increasing social interaction of preschool children with “mixies”

Psychology in the SchoolsVolume 12, Issue 1 p. 74-79 Strategies in Behavioral Changes Increasing social interaction of preschool children with “mixies” Arlene Shaw Sacks, Arlene Shaw Sacks Division of Education West Virginia University Morgantown, W. Va. 26506Search for more papers by this authorRoy A. Moxley Jr., Roy A. Moxley Jr. Division of Education West Virginia University Morgantown, W. Va. 26506Search for more papers by this authorRichard T. Walls, Richard T. Walls Division of Education West Virginia University Morgantown, W. Va. 26506Search for more papers by this author Arlene Shaw Sacks, Arlene Shaw Sacks Division of Education West Virginia University Morgantown, W. Va. 26506Search for more papers by this authorRoy A. Moxley Jr., Roy A. Moxley Jr. Division of Education West Virginia University Morgantown, W. Va. 26506Search for more papers by this authorRichard T. Walls, Richard T. Walls Division of Education West Virginia University Morgantown, W. Va. 26506Search for more papers by this author First published: January 1975 https://doi.org/10.1002/1520-6807(197501)12:1<74::AID-PITS2310120115>3.0.CO;2-1Citations: 2AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Citing Literature Volume12, Issue1January 1975Pages 74-79 RelatedInformation