Social Skills Of Young Children Research Articles

Effects of parenting styles on young children’s social skills

The family is the basic environment in which young children live and is the main vehicle for their socialization. Parenting styles, as the consistent style of parenting demonstrated by parents in the family, impact the child’s mental health and social skills development to some extent. Social skills are important skills that young children acquire and use appropriately through positive interactions with adults and peers and are widely used in their social interactions and adaptation to social life. This paper categorizes parenting styles, generalizes the social skills of young children, and examines the effects of parenting styles on young children’s social skills from both positive and negative perspectives. As a representative of positive parenting styles, the democratic parenting style was positively associated with and positively predicted the development of social skills; coddling, permissive, authoritarian, and inconsistent parenting styles were negatively associated with and negatively predicted the development of social skills. This paper proposes recommendations to promote the development of social skills in young children, such as popular science lectures in schools and parent meetings, parents improving their parenting knowledge, and fathers increasing their involvement in parenting, hoping to help parents learn more about scientific parenting and apply it in practice, and to provide research directions for future studies.

The Effectiveness of Play Therapy Intervention in Developing Social Skills for Children with Autism Spectrum Disorder: Meta-Analysis

The present study will examine existing data on the effectiveness of play therapy on the development of social skills in young children with Autism Spectrum Disorder (ASD). As the prevalence of ASD diagnoses continues to rise, families and educators are faced with critical decisions about the selection and provision of evidence-based approaches, as well as a need for knowledge on the approach to disability and help with long-term management planning. The following study analyzes the effectiveness of Play Therapy Intervention in building Social Skills for Children with Autism Spectrum Disorder using statistical evidence. The researcher used SPSS software to conduct statistical analyses to estimate effect sizes across the available data for the effectiveness of play therapy to foster social development in young children with ASD from 1 to 14 years old. The results revealed that play-based interventions are considered an effective intervention to support social development in young children, and type of play-based intervention as significant predictors of social development for young children with ASD who participate in play-based interventions. Such findings offer insights for families, clinicians, support providers, and decisionmakers that are purposely addressed in this analysis for their central role in the guidance in the implementation of various behavioral interventional modalities for ASD which aim to develop their social skills.

Review of the o cial opponent for the thesis of Alla Aleksandrovna Kondrashova on “The Formation of Social Skills in Young Children with Cerebral Palsy”, submitted for the degree of candidate of pedagogical sciences in specialty 5.8.3 “Remedial pedagogy”

Review of the o cial opponent for the thesis of Alla Aleksandrovna Kondrashova on “The Formation of Social Skills in Young Children with Cerebral Palsy”, submitted for the degree of candidate of pedagogical sciences in specialty 5.8.3 “Remedial pedagogy”

FOSTERING COMMUNICATION SKILL OF PRESCHOOL CHILDREN

Academic and social skills in young children are dependent on effective communication. Children gain the language and communication skills needed to convey their wants, thoughts, and feelings in social interactions during their preschool years, as well as how to respond appropriately to others. They also learn to be socially competent persons through effective communication, developing respectful, good interactions and connections with others. This enables youngsters to gain knowledge about themselves, others, and the world around them. Early childhood teachers need to prioritize to teach communication skills early and strategically, particularly in preschool when aiding children acquire necessary the knowledge and skills to be successful in kindergarten and the primary grades. This article focuses on the importance of communication skills and discusses the way of promoting this competence.

The Behavioral Patterns and Social Skills of Young Children with/without Disabilities at Home and at School

The Behavioral Patterns and Social Skills of Young Children with/without Disabilities at Home and at School

Parent-Reported Social Skills in Children with Neurofibromatosis Type 1: Longitudinal Patterns and Relations with Attention and Cognitive Functioning.

Social skills difficulties are commonly reported by parents and teachers of school age (SA) children with neurofibromatosis type 1 (NF1). Investigations of social skills of young children with NF1 are scarce. This study aimed to characterize the emergence of social skills challenges beginning in early childhood, examine social skills longitudinally into SA, and explore interrelations with attention-deficit hyperactivity disorder (ADHD) symptomatology and cognitive functioning among children with NF1 cross-sectionally and longitudinally. Three samples of children with NF1 and their parents participated: (1) early childhood (n = 50; ages 3-6; mean [M] = 3.96, SD = 1.05), (2) SA (n = 40; ages 9-13; [M] = 10.90, SD = 1.59), and (3) both early childhood and SA (n = 25). Parent-reported social skills (Social Skills Rating System and Social Skills Improvement System), ADHD symptomatology (Conners Parent Rating Scales - Revised and Conners - Third Edition), and parent-reported cognitive abilities (Differential Ability Scales - Second Edition) were evaluated. Parental ratings of social skills were relatively stable throughout childhood. Ratings of social skills at the end of early childhood significantly predicted school-age social skills. Parental ratings of ADHD symptomatology showed significant negative relations with social skills. Early childhood inattentive symptoms predicted school-age social skills ratings. Cognitive functioning was not significantly related to social skills. Parent-reported social skills difficulties are evident during early childhood. This work adds to the literature by describing the frequency and stability of social skills challenges in early childhood and in the school-age period in NF1. Research about interventions to support social skills when difficulties are present is needed.

The relationship between motor ability, cooperative physical play and social skills in young children

The relationship between motor ability, cooperative physical play and social skills in young children

Ready? Set. Go! A school readiness programme designed to boost executive function skills in preschoolers experiencing homelessness and high mobility

ABSTRACT Converging evidence suggests that homeless and highly mobile children in the United States often begin school with limited school readiness skills, such as academic knowledge and socioemotional competencies. Research also indicates that executive function (EF) is foundational to learning and social skills in young children, including those experiencing homelessness. These findings suggest that school readiness could be improved by targeting EF skills. The current pilot study examined implementation and promise of Ready? Set. Go! (RSG) – a brief intervention developed to improve EF among high-risk preschoolers through teacher training, EF-focused activities, individualized child coaching, and parent education. Participants were 75 preschoolers from an emergency homeless shelter and community organization serving similarly disadvantaged families. Results indicated RSG was appealing to parents and teachers and could be implemented with high fidelity. Children who received RSG showed significantly greater improvements in their EF skills than comparison children 1 month after the intervention ended.

Description of prosocial behavior in young children with intellectual disability in East Nusa Tenggara


 
 
 World Health Organization and United Nations Children’s Fund havestated in year 2012 that one of their global agenda is to fulfill the needs of inclusive Early Childhood Care and Development (ECCD) to increase the participation and development of young children with disabilities. One of important things for the agenda are understanding various special needs of young children with various kind of mental disability, such as mental retardation or nowadays known as intellectual disability. This research aims to narratively describe the prosocial behaviors of a young child with intellectual disability in special school of Pembina Kupang, East Nusa Tenggara. This research used qualitative approach with child observation and interview to the parents as the main technique to gather data. This research shows that prosocial behaviors in young children with intellectual disability are divided into four aspects, those are: a) the ability to join groups, b) supportive acts, c) empathy and caring, and d) self-adjustment. These behaviors were shown in the child’s dailyactivities, her habits, affected by the culture and daily activities of her parents and siblings, and also by the interaction with her friends and family. This research could give important information about the importance of managing the social interaction in inclusive ECCD by putting emphasis in four aspects described above, and also the role of parents and ECCD tutors in facilitating activities that could help stimulate specific needs of social skills in young children with intellectual disability.
 
 

Effects of Super Skills for Life on the social skills of anxious children through video analysis.

Super Skills for Life (SSL) is an innovative transdiagnostic cognitive-behavioral prevention program that has demonstrated positive results targeting children's internalizing problems. SSL has a strong component aimed at enhancing social competence, including strategies such as video-feedback with cognitive preparation. This study examined for the first time the immediate impact of SSL on improving social skills in young children with anxiety symptoms, as well as mediating factors predicting SSL anxiety outcomes. Participants were 67 Spanish-speaking children aged 6-8 years old. Children were video-recorded and assessed behaviorally through a 2 minute speech task, before and after the 8-session program. The results revealed significant positive behavioral changes related to children' social skills in several domains. Depression acted as a mediator of change in pre- to post-intervention generalized anxiety scores. This study provides initial support for the usefulness of SSL to immediately improve social skills in young children with anxiety symptoms.

A Review on the Social Skills of Young Children

A Review on the Social Skills of Young Children

Enhancing Social Skills of Young Children With ADHD: Effects of a Sibling-Mediated Intervention.

Children with attention deficit/hyperactivity disorder (ADHD) are at risk for experiencing problems with social functioning that are associated with adverse outcomes in adolescence and adulthood. To date, the most common ADHD treatments for children, psychostimulants and adult-mediated interventions, have had limited success reducing social impairments associated with ADHD. Using a non-concurrent multiple baseline across participants design, we examined the efficacy of a sibling-mediated social intervention for reducing negative and increasing positive social behaviors of three children with ADHD. We also assessed implementation integrity by the siblings, and acceptability from the perspective of the participant with ADHD, the siblings, and the parents. Results indicated that siblings learned and used specific social skills strategies with their siblings with ADHD that lead to increases in sharing, helping, and compromising behaviors for children with ADHD compared with baseline (Tau-U = 0.9531, p < .001). Summary of findings, study limitations, implications for research, and practice are discussed.

유아를 위한 공감활동이 유아의 자아존중감, 배려행동과 사회적 기술에 미치는 영향

본 연구는 유아를 위한 공감활동을 실시한 후 유아의 자아존중감, 배려행동, 사회적 기술에 미치는 영향이 어떠한지를 알아보는 것이 주된 목적이었다. 이를 위해 경기도 Y시에 위치한 S어린이집의 만 4세 유아 51명을 실험집단(남 17, 여 11, 총 28명)과 통제집단 (남 11, 여 12, 총 23명)으로 나누고 실험집단 유아에게 유아를 위한 공감활동을 1주에 2회씩 총 9주 동안 18회 실시하였다. 그리고 통제집단 유아에게는 누리과정에 근거한 주간교육 활동을 실시하였다.BR 본 연구결과는 다음과 같다. 첫째, 유아를 위한 공감활동은 유아의 자아존중감에 긍정적인 영향을 미치는 것으로 나타났다. 둘째, 유아를 위한 공감활동은 유아의 배려행동에 긍정적인 영향을 미치는 것으로 나타났다. 셋째, 유아를 위한 공감활동은 유아의 사회적 기술에 긍정적인 영향을 미치는 것으로 나타났다. 본 연구의 이러한 결과는 유아를 위한 공감활동이 유아의 자아존중감, 배려행동과 사회적 기술의 발달에 긍정적인 영향을 미쳐 유아가 자신을 존중하고 다른 사람을 배려하며 긍정적인 상호작용하기에 적합한 활동임을 시사한다.

Patterns of Social Skill Difficulties in Young Children with Reduced Social Competence: Parent and Teacher Perceptions

ABSTRACTThe purpose of this study was to explore social skills of young children with reduced social competence, from the perspective of parents and teachers. The study adopted a descriptive, quantitative design using secondary data from occupational therapy assessment information on 241 children. The data were collected using a parent and teacher questionnaire based on the Perceive, Recall, Plan and Perform (PRPP) System of Task Analysis. Factor analysis techniques were used to explore conceptual groupings amongst 24 social skill items. Social skills of children with reduced social competence were categorized into four behavioral constructs: emotion and resilience, pro-social behavior, intrapersonal capacities and friendship-making skills.

Outcomes of the BOSS Classroom Management Program Among Adults With Intellectual Disabilities

There is a current and growing need for evidence-based practices aimed at improving the social skills of adults with intellectual disabilities (ID). Despite an abundance of research on strategies to improve the social skills of young children with ID, there is limited research on interventions aimed at improving prosocial behaviors of adults with ID. A behavioral skills training approach was used to teach frontline, direct support professionals (DSPs) to implement a classroom management strategy called the Behavioral Opportunities for Social Skills (BOSS) program with adults with ID who lived in the community. The results showed that DSPs’ delivery of behavior-specific praise statements increased after they received training in the BOSS program. Increases in the prosocial behaviors of the adults with ID were also reported after the DSPs were trained. Social validity measures indicated that DSPs liked using the BOSS program, it was easy to implement, and the program was effective. The results of this study suggest that evidence-based social skills interventions developed for children and adolescents, including classroom management strategies, can be effective in improving prosocial behaviors of adults with ID with minimal adaptions.

A Randomised Controlled Trial of an Information Communication Technology Delivered Intervention for Children with Autism Spectrum Disorder Living in Regional Australia.

This exploratory randomised controlled trial tested the effectiveness of a tablet-based information communication technology early intervention application to augment existing therapy with the aim of improving visual motor, imitation, language and social skills in young children with ASD who reside in regional areas. Fifty-nine participants were recruited and randomised to either a therapy-as-usual group or intervention group. With the exception of the expressive language subscale on the Mullen Scales of Early Learning, no significant between-group differences were recorded for visual motor, imitation, receptive language and social skills of participants between baseline and post-intervention. When all participants were pooled and measured over time, improvements were shown in receptive and pragmatic language and social skills; these gains were maintained, thus suggesting skill acquisition.

Social Narrative Strategies to Support Children with Autism Spectrum Disorder

The purpose of this manuscript is to identify social narrative strategies that can be used to enhance the social skills of young children identified with autism spectrum disorder. We provide a description as well as scenarios describing how educators might consider using social narrative strategies. We conclude with resources to attain additional information.

The effects of the Language for Learning programme on the social adjustment of kindergarten children

ABSTRACTThe results of previous research on the Language for Learning programme suggest that it produces positive effects on the intellectual, language, and social skills of young children with and without disabilities [Benner, G. J., Trout, A., Nordness, P. N., Nelson, J. R., Knobel, M. L., Epstein, A.,…Epstein, M. H. (2002). The effects of the language for learning program on the receptive language skills of kindergarten children. Journal of Direct Instruction, 2(2), 67–74. Waldron-Soler, K. M., Martella, R. C., Marchand-Martella, N. E., Tso, M. E., Warner, D. A., & Miller, D. E. (2002). Effects of a 15-week language for learning implementation with children in an integrated preschool. Journal of Direct Instruction, 2(2), 75–86)]. The purpose of this study was to assess the effects of Language for Learning on the social adjustment (i.e. social skills, problem behaviours, and academic competence) of a sample of kindergarten children. A quasi-experimental design was used to compare the social adjustment of 21 children who received the Language for Learning programme with 24 children enrolled in the comparison group. Results indicated that instruction with the Language for Learning programme produced statistically significant effects on the social skills of children and educationally meaningful effect sizes on problem behaviour outcomes. Results, limitations, and implications are discussed.

A parent's guide to…: social skills

From empathising with others' feelings and needs to winning and losing games gracefully, Penny Tassoni provides some top tips for encouraging social skills in young children

School-based social skills training for preschool-age children with autism spectrum disorder.

Individuals with autism spectrum disorder display impairments in social interactions and communication that appear at early ages and result in short- and long-term negative outcomes. As such, there is a need for effective social skills training programs for young children with autism spectrum disorder-particularly interventions capable of being delivered in educational settings. The study evaluated the effects of the Superheroes Social Skills program on accurate demonstration of social skills in young children with autism spectrum disorder. Two preschool-age children with autism spectrum disorder participated in a weekly social skills intervention. A multiple probe design across skills was used to determine the effects of the intervention. Both participants demonstrated substantial improvements in skill accuracy. Social skills checklists also indicated improvements in social functioning over baseline levels.