Development Of Social Skills Research Articles

The Role of Musicals in Music Education for Children with Hearing Impairment

This paper explores the multifaceted role of musicals in the music education of children with hearing impairments, providing a comprehensive theoretical and practical analytical framework that integrates perspectives from education, psychology, musicology, and linguistics. Initially, the paper outlines the general impact of music education on child development, with a special focus on the unique educational needs of children with hearing impairments. It then delves into a multidisciplinary exploration of how musicals can foster the development of cognitive, psychological, social, and linguistic skills in these children. Through specific case studies, this paper demonstrates the effective application of musicals in actual teaching, while also assessing the practical value of various teaching methods and strategies. Finally, the paper discusses the challenges and future opportunities in musical education, offering insights into future research directions. This study aims to provide deep insights into the field of music education for children with hearing impairments and to guide future educational practices and research.

Content and Principles of Children's Intellectual Development in the Chinese Preschool System

The article is devoted to the content and principles of children's intellectual development in the Chinese preschool system. The purpose of the article is to determine the content and principles of intellectual development of a child in the Chinese preschool system. The following research methods were used in the study: observation, interviews, research projects. Results. It was established in the research process that the main goal of preschool development in China is to prepare children for schooling, help them effectively learn the school curriculum and create a personality capable of further learning and self-development: the development of children's desire for knowledge and cognitive interests; development of preschoolers' abilities to independently learn about the world around them; constant involvement of the child in mental work and preparation for life, etc. It has been proven that the Chinese government creates special programs that have the greatest impact on the intellectual development of preschoolers. Sensory development of the child, development of his/her speech skills, learning the basics of arithmetic, development of important social skills - all this is part of the programs that are included in this category. Experts rightly claim that all types of activities carried out by preschoolers contribute to their intellectual development. Based on the analysis of scientists' works, the article defines several indicators of the intellectual development of a preschool child. These indicators include the child's ability to ask questions; behave with other children and adults; perceive and perform tasks; and understand certain things and events in the environment. Special attention is paid to the educators and the level of their training. In particular, it is emphasized that today, in order to ensure high-quality training of teachers for preschool education institutions in the People's Republic of China, they successfully ensured the intellectual development of preschool children, began to combine preschool pedagogy faculties with secondary special schools, opened preschool pedagogy institutes, and provided training for educators at various levels education such as bachelors and masters. Chinese teachers pay attention to the fact that it is necessary to follow a number of principles in order to fulfill the task of intellectual development of a preschool child. These principles are basic, original provisions that serve as the basis for creating the content and methods of working with preschool children. Conclusions. The most important of them are the following: the principle of visibility, the principle of activity, the principle of connection with life, the principle of self-activity, the principle of taking into account age and individual characteristics, the principle of consistency, the principle of individualization and differentiation, and the principle of voluntary learning. The justification of the factors of intellectual development of preschool children is presented. One of the most important is language. An important part of mental education is the development of speech, which includes the development of coherent speech, the development of phonetic culture, and the addition and activation of the dictionary. Chinese teachers consider the process of forming communication skills an important component of the intellectual and social development of a preschool child.

Outdoor Education: Perspectives of Teachers and Students in the Context of School in Nature as an Innovative Approach in Education

This research analyzed the opinions of primary school teachers and students regarding the benefits of outdoor education, using the example of School in Nature, for the organization of educational activities within the instruction process. It explored educational, social, recreational, and ecological aspects, as well as the existing differences in their opinions. The research was conducted on a sample of elementary school teachers and fourth-grade students in the Bor District in the Republic of Serbia. The research involved 223 participants (elementary school teachers N=73, and fourth-grade students N=150). A questionnaire was designed for the purposes of this research to assess the opinions of teachers and students towards the learning environment and the effectiveness of implementing outdoor education in the context of School in Nature. The research results indicate a compliance between teachers’ opinions about the significance of outdoor education, especially through School in Nature, and its benefits to the educational aspect of the teaching process. Students displayed positive attitudes related to social interaction in learning, emphasizing the development of positive social relationships and skills. Differences in opinions between teachers and students regarding the learning environment and the effectiveness of outdoor education in meeting learning objectives represent a significant starting point for better understanding the quality of the teaching process.

Description of a patient with developmental delay and dysmorphic features caused by a novel SHANK2 deletion

BackgroundThe SHANK gene, located on chromosome 11q13.3-q13.4, encodes the SHANK2 protein with a function in neuronal synapses. An error in coding can alter the development of typical cognitive, linguistic and social skills. However, its alteration produces a phenotype that has yet to be fully defined.Case presentationWe present the case of a patient diagnosed with a deletion in the SHANK2 gene as an infant and its subsequent evolution, including a description and iconography of the phenotype. Similar copy number variations (CNVs) are described in the literature, but none with the length of our patient's copy number.ConclusionsThis work broadens the phenotypic and genotypic spectrum associated with the SHANK2 gene, which promotes the genetic diagnosis of the disease.

Utjecaj scenske lutke na razvoj empatije kod učenika mlađe školske dobi

In today's time of global change and recessionary crises, the importance of the "little man" in the context of understanding his existential needs and for the purpose of self-realisation is often overlooked. In the torrent of adaptation to these changes of world proportions, man seems to be lost. Neoliberal capitalism, with its culture of narcissism and the cult of individualism, we dare say, creates a culture of ruthlessness and indifference in which we become immune to social tragedies and observers of human suffering. By permeating aesthetic-artistic and empathic features as essential components of what constitutes the essence of man, it is possible to achieve harmonious interpersonal relationships as prerequisites for the first steps towards more successful growth and adaptation of the individual. It is necessary to mention the role of empathy and empathetic and caring thinking, which, along with critical and creative thinking, is an indispensable trinity when it comes to children's educational process. What constitutes the essence of empathy itself, as an act of humanisation of man, is the imaginative leap, which is a prefix for overcoming social and political obstacles, limitations, marginalisation and distances that are a brake on indulging in other people's feelings. One of the ways to help express feelings in children is a stage puppet. Through play, the child spontaneously takes on roles to express his or her thoughts, efforts, desires, wills, and feelings in a creative way. Puppetry education is an important component of the child's overall development, starting from the earliest age when the newborn exercises motor skills all the way to psychosocial development in later life. The application of the stage puppet is wide, so it is used in resolving peer conflicts and discovering new artistic inclinations. This also contributes to education for empathy, mutual respect and the development of social skills. This paper will attempt to show the importance of its use and influence on the development of empathy at a young school age. After the theoretical framework, which explains the importance and role of puppetry and empathy in children's lives, the methodological approach to action research will present the practical part of the work. This includes drama workshops, as a presentation of the impact of puppetry on the development of empathy in lower grades, with and emphasis on he need to nurture an imaginative leap by indulgence. Through the discussion, we try to expand and re-examine the hypothesis and offer answers appropriate to the problem.

Inclusive Learning Strategies for Special Education

This have a look at explores the multifaceted landscape of inclusive studying strategies for special education, that specialize in differentiated guidance, assistive generation, collaboration, and supportive studying environments. The research well-knownshows the high-quality effect of those strategies on educational success, social skills development, and a feel of belonging amongst college students. Findings underscore the transformative capability of differentiated coaching tailored to person needs and the combination of assistive era to beautify the mastering experience. Collaboration amongst educators, mother and father, and experts emerges as pivotal, fostering a holistic approach to support diverse novices. The inclusive design of the physical mastering environment is highlighted as critical for accommodating various desires. Ultimately, the have a look at advocates for a sustained dedication to inclusive education, spotting its capacity to form not only academic achievement however also to cultivate empathetic individuals prepared for a various and interconnected international. Ongoing expert improvement is emphasised to empower educators in imposing effective inclusive practices. The journey closer to inclusivity is recounted as an ongoing manner, requiring continuous variation and innovation to cope with demanding situations and make sure meaningful and inclusive training for all.

Analisis keterampilan sosial dalam dimensi hubungan teman sebaya pada buku ajar IPAS SD Kelas IV

<p>The aim of the study was to describe the social skills in peer relations contained in the textbooks of Natural and Social Sciences (IPAS) for fourth grade students in the Merdeka Curriculum. This research is included in the type of content analysis research. This research is a descriptive qualitative research, this is because this research describes the reality of social skills in peer relations. Data collection techniques used were document inspection and interviews. Data validity testing techniques use techniques to increase persistence and use content validity of logical validity types. This study uses the interactive data analysis technique of the Miles and Huberman model. The results of the study concluded that social skills in peer relations which consisted of indicators of positive interaction with peers and having empathy with peers were included in the learning activities in the Natural and Social Sciences textbooks for fourth grade students of Merdeka Curriculum Elementary School. However, the level of domination of the development of each indicator of social skills in peer relations varies. Overall, the development of social skills in peer relations in the Natural and Social Sciences Textbook for Grade IV students at Merdeka Curriculum Elementary School has an unequal and uneven distribution pattern.</p>

Software Design for Users with Autism Using Human-Centered Design and Design Thinking Techniques

This paper details a method, which has been called FRIDA, applied by the authors within this study based on the collaborative and interdisciplinary development of accessible software that is usable by people with autism spectrum disorder (ASD). To this end, the context of this study is based on the adaptation of the Design Thinking model as a strategy for interdisciplinary collaborative work between clinical therapists and software developers. This is complemented by a human-centered design (DCH) approach to obtain accessible software aimed at people with ASD level 1. Each of the stages of Design Thinking is detailed in order to obtain the personalized design of accessible software, as well as the activities carried out in case studies in Colombia, Spain, and Portugal with eight children diagnosed with ASD. As a result, we present the design of FRIDA’s components for interdisciplinary collaborative work and the design of personalized software that was developed for some children with ASD who participated in this study. For these children, it is demonstrated that the use of personalized and collaboratively designed software facilitates the development of specific social skills more quickly than with conventional clinical therapies.

Emotional intelligence in children with special educational needs

Despite the vigorous discourse surrounding education, current measures remain insufficient for effectuating substantive benefits for children. Guaranteeing the holistic development of children, particularly those with special educational needs, necessitates the provision of universally high-caliber educational experiences. It is critical to cultivate competencies for self-regulation and management of emotions from an early age, which is instrumental in fostering emotional stability and equipping children with the resilience to navigate life's adversities. Individuals with disabilities encounter significant societal disadvantages, arising not only from their inherent circumstances but also from societal reactions and the manner in which they are treated within these social structures. Therefore, in this thesis I have chosen to address two of the most relevant and important issues, the development of emotional and social skills in pre-school children, aged 3-6/7 years, with special educational needs. If this skill is not developed, it can affect the balance of mental health, leading to anxiety, depression, low mood and other repercussions. The role of emotions in each individual's life is as important as life itself. First of all, it should be noted that emotions manifest themselves constantly and differently. Different motives and contexts can provoke positive or negative emotions that cause changes in people's behaviour, the effectiveness and direction of decision-making, the formation of relationships and other aspects of everyday life. Emotional intelligence is an important skill for all children, including those with special needs. They may face unique challenges in developing emotional intelligence, but with appropriate support and interventions, they can still make progress. Once a child develops this skill, it becomes easier for them to control their behaviour, which will lead to optimal social interactions. A child's behaviour can be influenced by how they analyse the emotions conveyed by the people they interact with. So the child shapes and modifies behaviour based on what is shared with him/her through the emotions expressed by others.

Improving Students' Science Process Skills through PjBL learning assisted by collaborative project LKPD

This research aims to enhance students' science process skills in static electricity through the implementation of Project-Based Learning (PjBL) model aided by Collaborative Project Worksheets. The research method employed is Classroom Action Research. The research subject comprises 24 ninth-grade students from SMP Negeri 1 Jereweh. The results indicate a significant improvement in students' science process skills from the first cycle to the second cycle, with an average increase of 30.6%. The implementation of the PjBL model with LKPD has also proven effective in enhancing student engagement in learning and facilitating the development of social skills. Recommendations for further research include expanding the scope of study, deepening understanding of factors influencing the implementation of the model, and exploring its effects on other aspects of learning such as student motivation and mastery of concepts. This research provides valuable insights into the potential and benefits of the PjBL approach with LKPD in enhancing the effectiveness of learning in schools. Thus, through this approach, it is hoped to create a more dynamic learning environment focused on comprehensive student skill development..

Improving Social Skills Using Pop-Up Media for Elementary School Students

Students' social skills can be honed with various teaching techniques, including using learning media. The use of pop-up media is an option to help students develop social skills that are responsive to environmental issues. Thus, this study aims to analyze social skills using pop-up media in elementary schools. This study used a nonequivalent control group design and a quasi-experimental approach, treating the experimental and control groups differently. All 48 participants in this study were fourth graders, constituting the study population. The sample of this research is 48 people and based on the saturated sample technique. The data collection technique for this study used a closed questionnaire and observation. Descriptive and inferential data analysis methods include homogeneity, normality, and hypothesis analysis. Analysis of descriptive data on the influence of pop-up media on children's social skills development in social studies learning determined that the value of P = 0.005 is more diminutive than = 0.05. So, using pop-up media impacts how students build their social skills. Therefore, pop-up media can improve students' social skills in elementary schools, especially in responding to environmental issues and can be used as an alternative teaching technique for developing students' social skills.

Is the association between sleep and socio-emotional development mediated by weight in toddlers aged 12 to 36 months?

Childhood is an important stage for socio-emotional development. Understanding the associations of lifestyle habits with the healthy development of social and emotional skills is crucial for better interventions early in life. This study aims to analyze the association between sleep and socio-emotional development in toddlers aged 12 to 36 months and examine whether weight mediated these associations. This study is part of a cluster randomized controlled trial developed in Portuguese childcare centers. A sample of 344 children (176 females) enrolled in the study. Participants' anthropometrics were measured while at childcare centers using standardized procedures. Body mass index (BMI) was computed as the body weight/height2 (kg/m2) ratio. Sleep quality was collected with the Tayside Children's Sleep Questionnaire, a 10-item scale that evaluates the child's ability to initiate and maintain sleep. Two additional questions regarding sleep duration were added. Parental questionnaires assessed the child's sex and date of birth, socioeconomic status, and total energy intake (TEI). Motor (fine and gross) was assessed using Bayley-III scales and socio-emotional (SE) by the Greenspan Social-Emotional Growth Chart questionnaire. Linear regression models were used to examine the associations between sleep (duration and quality) and SE with adjustments for sex, age, BMI, mothers' education, motor development, and TEI. Mediation analysis was conducted using path analysis. SE development was significantly associated with nighttime sleep duration even when adjusted for confounders (β = 0.223; 95% CI: 0.001, 0.004 and β = 0.168; 0.0003, 0.003; respectively). Sleep quality was not significantly associated with SE development, and the weight did not explain the associations between sleep and SE development. This study supports that sleep duration is directly associated with SE development in toddlers. From a public health perspective, sleep duration should be prioritized in intervention programs to improve socio-emotional development early in life.

Association of cognitive and adaptive skills with internalizing and externalizing problems in autistic children and adolescents.

The presence of an intellectual disability (ID) alongside autism is considered to increase the risk for mental health and behavior problems in children and adolescents. Existing evidence is restricted by looking at ID as a categorical classification. The study aimed to examine the association of cognitive and adaptive behavior skills with internalizing and externalizing problems in a large sample of autistic children and adolescents, across a wide range of cognitive skills. Participants were 2759 children and adolescents aged between 4 and 18 years recruited as part of the Simons Simplex Collection (SSC), of whom 709 (approximately 25%) had ID. Multiple regression models examined associations of internalizing and externalizing problems with cognitive and adaptive skills (communication, daily living, and socialization skills). Cognitive skills were not associated with externalizing problems but were associated with more internalizing problems in autistic children without ID (Cog β: 0.126). All adaptive skill domains were inversely associated with externalizing (Communication β: -0.145; Daily-Living β: -0.132; Socialization β: -0.289) and internalizing problems (Communication β: -0.074; Daily-Living β: -0.064; Socialization β: -0.213) in those without ID. Daily living (β: -0.158) and socialization skills (β: -0.104) were inversely correlated with externalizing problems in autistic children with ID, while only socialization problems (β: -0.099) were associated with internalizing problems in this group. Socialization skills were systematically associated with internalizing and externalizing problems across all levels of cognitive functioning. Supporting social skills development may benefit all aspects of child mental health, while recognizing that children with higher cognitive skills are more vulnerable to internalizing problems might assist with earlier identification of these problems.

The Evaluation of Implementation of Inclusive Education in West Sumatera

The implementation of inclusive education in West Sumatera has been on 6 (six) years. In this period it has shown a fairly long journey. Therefore, the implementation of inclusive education in West Sumatera is comprehensively evaluated for the realization of the inclusive education goals. The evaluation process itself will be useful to see the inclusive values that have occurred in primary schools that serve students with special needs in West Sumatra. The result of this research is the context component which covers the policy aspect of the program implementation, the program objectives and the context of its relation with the social culture of the society has not been fully implemented properly. The input components covering aspects of learners (students), educators (teachers), curriculum, infrastructure facilities, and financing the implementation of programs in inclusive schools have not been fully implemented properly. Process components that include aspects of learning planning activities, implementation of learning, and evaluation of learning and difficulties faced by teachers in teaching children with special needs in inclusive schools have not been fully implemented properly. Product components that include aspects of academic development of children with special needs and aspects of social skills development of students in inclusive schools can be said to have been implemented properly.

A Scoping Review of the Use of Robotics Technologies for Supporting Social-Emotional Learning in Children with Autism.

This scoping review synthesises the current research into robotics technologies for promoting social-emotional learning in children with autism spectrum disorder. It examines the types of robotics technologies employed, their applications, and the gaps in the existing literature. Our scoping review adhered to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) reporting guidelines. The systematic search of relevant databases allowed us to identify studies that use robotics technologies for fostering social, emotional, and cognitive skills in young children with autism. Our review has revealed that various robots, such as Nao, Kaspar, and Zeno, have been used to support the development of social and emotional skills through imitation games, turn-taking, joint attention, emotional recognition, and conversation. As most of these studies were conducted in clinical settings, there is a need for further research in classroom and community-based environments. Additionally, the literature calls for more high-quality longitudinal studies to assess the long-term effectiveness and sustainability of robot-assisted therapy and to assess adaptive and personalised interventions tailored to individual needs. More emphasis is recommended on professional development for educators, parents, and health professionals to incorporate robotics technologies as evidence-based interventions as a pathway for creating inclusive learning environments for children with autism.

The Effectiveness of Art Therapy on Social Development in Children with Autism Spectrum Disorders

People with Autism Spectrum Disorder (ASD) are characterized by having problems with communication, behaviors, and social interactions. Art therapy (AT) is recognized as an effective way to deal with the difficulties of ASD since it is accessible and applicable. The application of AT at an early age can raise the possibility that one with ASD can improve the symptoms. Past studies suggested that two main deficits of ASD are psychosocial problems and social-reward processing problems. The mechanisms that make AT effective are still unclear. Communication, sense of self, eye contact, tolerance of unexpected consequences, establishing of social relationships, and decrease in anxiety level can support the development of social skills. Incorporating behavioral techniques into AT can exert a greater influence on the enhancement of problem behaviors. The means, goals, outcomes, and factors that work for AT are discussed and become essential elements of AT. The application of art materials, the artwork of children, and the attachment of art therapists can contribute to the progress of forming relationships, facilitating interactions, and alleviating self-stimulatory behaviors as well as anxiety levels. Follow-up observations and transformations of AT are recommended to be completed in future research. This review can provide some suggestions for the development of intervention programs at schools.

The Necessity of Developing Soft Skills in STEM Areas in Higher Education, with Special Focus on Engineering Training

One of the challenges of higher education today is to prepare students for the demands of the labour market. A goal becoming ever more important is that, in addition to the so-called hard skills (knowledge obtained from textbooks), the development of soft skills (inter- and intrapersonal skills) also be emphasised. It is a particularly important question in the field of STEM (science, technology, engineering, mathematics), and especially in engineering education, which abilities and skills are essential for new graduates on the labour market. The aim of our questionnaire survey, conducted in 2022, was to map the specifics of soft skills among engineering students. A total of 208 engineering students filled in our online questionnaire. We examined the characteristics of soft skills based on a list of 39 items. The 5 soft skills considered most important were problem-solving, reliability, resilience, communication and independent work. Students regarded themselves as most characterized by reliability, problem solving, independent work, responsibility and cooperation. Our research results drew attention to the importance of developing soft skills, especially social skills. Keywords: STEM, soft skills, social skills development

Identifying Facilitators and Barriers in Quebec Schools to Promote Inclusive Physical Education

Inclusive physical education allows the development of social skills, attitudes, and awareness of peers about functional limitations and enhances the leadership skills of all children. However, the positive experience of children with functional limitations in inclusive physical education can be impacted by programs inadequate to their abilities and the limited training and knowledge of physical educators about teaching in consideration of their needs. The objective of this study was to identify the facilitators and barriers experienced by physical educators to include children with functional limitations in physical education in Quebec schools. A cross-sectional descriptive study with an online survey was conducted with physical education teachers and daycare educators. Descriptive statistics were used to analyze the data. A total of 149 participants (n = 130 physical education teachers) responded to the survey. Most respondents (79.5%) included children with functional limitations in activities with their classmates. However, 39.4% of respondents reported feeling not informed and not equipped to facilitate inclusion. This study identified the facilitators and barriers to physical education for children with functional limitations from the perspectives of physical educators, in Quebec schools, and the role of the latter to encourage inclusion.

The Influence of Co-Curricular Learning on Cadets' Skills in the Construction and Stability of Ships Course at Malahayati Maritime Polytechnic

To achieve the goals of national education, efforts are needed, such as maximizing the learning experiences of students because learning experiences greatly influence learning outcomes, especially in vocational education. Students' learning experiences can be accommodated through three activities: curricular, extracurricular, and co-curricular. While curricular and extracurricular activities are frequently heard of and discussed, it seems that co-curricular activities have not been fully utilized for strengthening learning. Co-curricular activities are carried out to reinforce, deepen, or enrich curricular activities. They are conducted outside regular class hours (including during breaks) and can take place in school or off-campus to support curricular implementation. Co-curricular activities must directly support the curricular activities and the students' learning interests with an emphasis on a more realistic context. Therefore, it is not solely focused on the curricular content, as it emphasizes real-world problem contexts, co-curricular activities have numerous benefits for students. Some of the benefits of co-curricular activities include character development, the cultivation of good values, the development of social skills and leadership abilities, the promotion of awareness and appreciation of diversity, increased enthusiasm in addressing evolving global issues, and the development of literacy and numeracy competencies. This can also be observed at Malahayati School of Maritime Polytechnic where co-curricular learning is one of the mandatory activities applied to cadets to help reinforce the learning materials they acquire in the classroom.

Active pedagogy in university e-learning for the construction of Social and Emotional Skills

In the digital age, digitization impacts many domains, specifically education, which is considered a pillar of economic and social development. In fact, e-learning enables the integration and use of new technologies and generates working methods based on active teaching methods, thus implying innovation in the learning practices adopted by students. However, university teaching presents many difficulties in developing and constructing students' social and emotional skills such as collaboration, creativity, and analytical skills which are necessary for learning and guaranteeing successful integration into the labor market. This quantitative study aims to identify the main activities and active teaching methods used to develop social and emotional skills and focuses on the impact of student active practices in university e-learning on the development of these key skills. To ascertain this, we distributed a questionnaire to Education Sciences students in Rabat and carried out a correlational analysis between active e-learning practices and the construction of social and emotional skills. Our results reveal significant correlations between active pedagogy in university e-learning and the development of social and emotional skills of students. Therefore, our work can contribute to innovative teaching and learning practices, adopting the appropriate active pedagogy for the construction of key competencies. Keywords: Social and emotional skills - university e-learning - active pedagogies - pedagogical innovation - educational technologies.