Young Children's Social Competence Research Articles

Research on the Ways to Improve the Practical Teaching Ability of Early Childhood Physical Education Teachers in Pre-service Training

Early childhood education (ECE) is a critical stage for developing physical fitness, motor skills, and social competence in young children. In recent years, with the growing recognition of the importance of early childhood education, the pre-service training of early childhood physical education teachers has received more attention. Practical teaching ability is a core factor affecting the quality of early childhood physical education teachers' education. To enhance the practical teaching ability of early childhood physical education teachers, this article explores specific strategies and approaches that can be adopted at the pre-service training stage to guide teacher education institutions and policymakers to optimize pre-service training programs and improve the quality and effectiveness of future teachers. The article identifies several key ways to enhance the pre-service training of early childhood physical education teachers: the intensification of theoretical training, the deepening of practical training, the establishment of mechanisms for reflection and evaluation, and the application of technology and innovative methods to enhance teachers' professional knowledge and skills, and also their motivation to teach and their ability to innovate.

아버지의 양육 행동이 유아의 사회적 능력에 미치는 영향 -유아의 자기조절 능력의 매개효과-

The purpose of this study is to explore how fathers' parenting behaviors influence young children's social competence, and to examine the mediating role of young children's self-regulation skills in this relationship. To achieve this, data were collected from 218 young children and 218 fathers at a public kindergarten in Linyi City, Shandong Province, as well as 11 kindergarten teachers. The study employed frequency analysis, descriptive statistics, Pearson correlation analysis, and the three-step approach of Baron & Kenny (1986), with the Sobel test used to verify the mediating effect. The results of the study revealed that, first, there were significant positive correlations between fathers' parenting behaviors, young children's self-regulation skills, and young children's social competence. Second, the mediating role of young children's self-regulation skills in the relationship between fathers' parenting behaviors and young children's social competence was confirmed. These findings have significant implications for real-life scenarios. Parents and educators can understand how fathers' parenting behaviors may influence children's social competence and self-regulation skills, and adjust their parenting methods accordingly. Additionally, this research can emphasize the role of fathers and help to give more consideration to parental roles within the family.

The Effect of Mother’s Positive Parenting Attitude on Social Competence in Young Children

The Effect of Mother’s Positive Parenting Attitude on Social Competence in Young Children

Children's social emotional competence in Pakistan and Sweden: Factor structure and measurement invariance of the Social Competence Scale (teacher edition).

Social emotional competence is fundamental to the positive development of children and youth. Accurately understanding and assessing children's social emotional competencies, using psychometrically sound instruments, are essential to global efforts to support children's social emotional learning, academic achievements, and health. This study examined the psychometric properties of a teacher-reported measure of young children's social emotional competence, the Social Competence Scale - Teacher edition (SCS-T), in two samples of children growing up with varied economic resources/conditions, cultural norms, and educational experiences, namely Pakistan (N = 396) and Sweden (N = 309). Participants were aged 4-6 years old. The study design was cross-sectional. Using structural equation modelling, bi-factor confirmatory factor analysis models implying shared variance, among all items and domain-specific shared variance, among the prosocial items, emotion regulation items, and academic skills items resulted in good fitting models in each respective sample. Invariance testing across samples revealed a subset of items from each factor structure with partial scalar invariance, whereby five items had equal thresholds and could be comparable across the two samples. Thus, results provided partial support for hypotheses 1, 2, and 3, in that the posited three factor model (H1) was not clearly supported and a bi-factor model evidenced the best fit, among tested models, for both samples. Further, partial scalar invariance (H3) was found for five items out of 25 items, concerning social competence and academic skills. In regards, to the posited research question, the results of Z-tests showed significant (p < 0.001) latent mean differences between the samples. Compared to the Swedish sample, the Pakistani sample was 1.80 units lower on social competence (z = -6.41, p < 0.001) and 1.86 units lower on academic skills (z = -7.87, p < 0.001). The implications of these findings in light of efforts to promote positive child development in diverse parts of the world are considered.

Family cultural socialization in childhood: Navigating ethnic/racial diversity and numeric marginalization in school and neighborhood settings.

This study investigated the role of ethnic/racial composition in schools and neighborhoods in (a) predicting family cultural socialization and (b) moderating the relation between family cultural socialization and young children's social competence over time. Two nationally representative, longitudinal samples were used from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 and 2010-11 cohorts. The analytic sample included 11,870 ethnic/racial minority children (mean age was 5.66 years old at Wave 1; 50% female; 31% Black, 49% Latinx, 18% Asian American, 2% Native American). Path analyses showed that families practiced more cultural socialization in more diverse schools and neighborhoods. Moreover, family cultural socialization was most beneficial for children's social competence when they were in diverse settings with few coethnics. The results highlighted cultural socialization as a tool that ethnic/racial minority families use to help their children navigate ethnic/racial diversity and numeric marginalization in social settings. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

키워드 네트워크 분석을 활용한 유아 사회적 유능감 국내 연구 동향 분석

Objectives TThe purpose of this study is to identify research trends related to social competence of early childhood through keyword network analysis. Methods For a total of 440 social competence of early childhood-related papers published in Korea from 2000 to 2021, the frequency was calculated using the Excel 2016 program, and network centrality analysis was performed using the UCINET 6 program. In addition, frequency analysis was conducted based on the research method and research topic of the paper to be studied. Results First, the publication of social competence-related studies from 2000 to 2010 was low at the beginning, but the number increased explosively from 2011. Second, In both the first and second periods, Quantitative research was conducted the most in research related to social competence of young children, and research on the subject of exploring the relationship between related variables was conducted the most. Third, in the keyword frequency analysis, 2011 was divided into the first half and the second half. In the first half, young children’s temperament, mothers' parenting attitude, young children’s emotional intelligence, and in the second half, young children’s emotional intelligence, young children’s emotion regulation ability, young children’s self-regulation were the most frequent. Third, as a result of analyzing the centrality of the keyword network by dividing it into the first half and the second half based on 2011, the centrality of the connection was in the order of young children’s temperament, mothers' parenting attitude, young children’s emotional intelligence in the first half, mothers' parenting attitude, young children’s self-esteem, young children’s emotional intelligence in the second half. appear. Proximity centrality showed that in the first half of the year, young children’s temperament, mothers' parenting attitude, young children’s emotional intelligence, and in the latter period, young children’s self-esteem, teacher-child relationship, young children’s emotional intelligence were in that order. In the analysis of mediation centrality, young children’s temperament, young children’s emotional intelligence, mothers' parenting attitude in the first half were found in the order of young children’s self-esteem, teacher-child relationship, young children’s emotional intelligence in the latter period. In the prestige centrality analysis, young children’s temperament, mothers' parenting attitude, young children’s problem behavior problem behavior, mother's depression, and marital conflict were found in the first half of the year, followed by mothers' parenting attitude, young children’s self-regulation, and young children’s self-esteem in the later stages. Conclusions These results are significant in that they reviewed research trends related to the subject at a time when child abuse-related research is rapidly increasing, drew implications for future research directions.&#x0D;

The Incredible Years Parenting and Child Treatment Programs: A Randomized Controlled Trial in a Child Welfare Setting in Spain.

Incredible Years (IY) is a well-established multicomponent group-based program designed to promote young children's emotional and social competence, to prevent and treat child behavioral and emotional problems, and to improve parenting practices and the parent-child relationship. This study presents the first randomized controlled trial carried out in Spain to test the effectiveness of the Incredible Years Basic Parenting and Small Group Dinosaur Programs in a sample of families involved in child welfare due to substantiated or risk for child maltreatment. One hundred and eleven families with 4- to 8-year-old children were randomly allocated to IY or to a control group who received standard services. Baseline, post-intervention, and 12-month follow-up assessments were compared. Results showed that compared to the control group, the IY intervention made a significant positive difference in parents' observed and reported use of praise, and a significant reduction in reported use of inconsistent discipline, parenting stress, depressive symptomatology, and perception of child behavior problems. A full serial mediation effect was found between participation in IY, changes in parenting practices, subsequent parenting stress reduction, and both final child abuse potential reduction and perception of child behavior problems. No moderating influence on IY effects was found. Findings provide evidence that transporting the IY Basic Parenting and the Small Group Dinosaur Programs with fidelity is feasible in Child Welfare Services in Spain.

어머니의 정서표현성이 유아의 사회적 유능감에 미치는 영향: 가족건강성의 매개효과

본 연구는 경기 지역의 유치원 5세 유아를 둔 어머니 374명 대상으로 어머니의 정서표현성이 유아의 사회적 유능감에 미치는 영향과 이들 간의 관계에서 가족건강성의 매개효과에 대해서 살펴보았다. 연구결과는 다음과 같다. 첫째, 어머니의 정서표현성, 유아의 사회적 유능감, 가족건강성 간의 상관관계를 살펴본 결과, 정서표현성의 하위 요인인 긍정적 정서표현성과 사회적 유능감의 정서조절, 정서성, 또래관계 기술, 사회적 규범이해와 정적상관관계가 나타났다. 부정적 정서표현성과 사회적 유능감의 정서조절, 정서성, 또래관계기술, 사회적 규범이해과 부적상관관계가 나타났다. 사회적 유능감과 가족건강성과의 관계를 살펴본 결과 하위요인 간 정적 상관관계가 나타났다. 정서표현성과 가족건강성과의 관계에서는 긍정적 정서표현성과는 정적 상관관계, 부정적 정서표현성과는 부적 상관관계가 나타났다. 둘째, 어머니의 긍정적 정서표현성, 부정적 정서표현성이 유아의 사회적 유능감에 영향을 미치는 요인으로 나타났다. 셋째, 어머니의 정서표현성이 유아의 사회적 유능감에 미치는 영향에서 가족건강성의 매개효과를 검증한 결과, 가족건강성이 부분매개효과를 가지는 것으로 해석할 수 있었다. 가족건강성의 매개효과 검증 결과에서도 통계적으로 유의한 것으로 나타났다.

Effects of Maternal Overprotection on Social Competence in Young Children: The Mediating Role of Young Children’s Anxiety

Objectives: This study aimed to examine the direct and indirect effects of maternal overprotection on the development of young children’s social competence through their anxiety. In this study, maternal overprotection was defined as anxiously shielding their young children from having negative experiences and maintaining developmentally inappropriate intrusive and permissive parenting for their children.Methods: Participants were 183 mothers and 18 teachers with young children aged from four to six years. Mothers rated themselves on the degree of their overprotecting behaviors measured by a maternal overprotection scale for young children (Y. S. Chung &amp; Park, 2021). Teachers rated young children’s anxiety and social competence. Data were analyzed using descriptive statistics, correlation analysis, and a structural equation model. Bootstrapping method was applied to examine the significance of the mediating effects.Results: First, there were significant correlations between maternal overprotection, young children’s anxiety and social competence. Second, structural equation modeling supported the hypothesized relations among maternal overprotection, young children’s anxiety and social competence after controlling with young children’s gender, maternal academic background, and monthly household income. And the level of young children’s anxiety mediated the relationship between overprotective parenting and young children’s social competence.Conclusion: This study showed that mother’s overprotective parenting was associated with varying levels of young children’s anxiety and social competence. Additionally the maternal overprotection linked with children’s social competence indirectly through their anxiety. These findings offer basic knowledge applicable to parent education and the for the development of program for improving parenting behaviors. The limitations and other implications of this study are also discussed.

Leadership at Play in Preschool Children: A Systematic Synthesis of Nearly Nine Decades of Research

ABSTRACT Research Findings: While leadership is not a novel concept, child leadership is still an under-cultivated field. Despite nearly nine decades of research on play leadership in preschool children, there still remains a paucity of empirical studies examining this developmental area, especially considering that leadership in the preschool years is an essential aspect of social competence. To ascertain the current state of knowledge concerning child leadership in the context of social play, this systematic synthesis analyzed the only 11 research studies that met the inclusion criteria. A content analysis revealed that the knowledge base on child leadership may have been impeded by a lack of clear definitions and conceptualizations of this phenomenon. Nevertheless, it yielded insights in three areas: (1) typology of leadership styles using labeling, dichotomizing, and dimensionalizing as strategies, (2) typology of leadership behaviors, and (3) attributes of child leaders. This synthesis also suggested two important directions for future research on play leadership: (1) within-culture studies on diverse child populations, and (2) cross-cultural comparisons. Practice or Policy: Play leadership should be integrated into the early childhood curriculum to promote social competence in young children. Teachers should also provide children ample social opportunities to develop, exercise, and hone their leadership abilities.

Young chinese children's remote peer interactions and social competence development during the COVID-19 pandemic

The COVID-19 pandemic has changed the way young children engage in peer communication. The aim of this study was to explore how young children engaged in peer interaction remotely by examining young children's multimodal interactions during the pandemic. Visual and audio data posted to Douyin (China's most popular live-streaming site) between January 23, 2020 and May 6, 2020 were collected and analyzed. Mediated discourse analysis was used to explore young children's remote interactions as captured on video recordings. Results support the critical role of play materials and tangible tools in mediating young children's peer interactions and participation in remote environments.

The Effects of Facial Expression Emotional Accuracy and Language Ability on Social Competence of Young Children

The Effects of Facial Expression Emotional Accuracy and Language Ability on Social Competence of Young Children

가족건강성이 유아의 행복감과 사회적 유능감에 미치는 영향

가족건강성이 유아의 행복감과 사회적 유능감에 미치는 영향

Relationships Among the Parent's Belief of Play, Parent's Rough-andTumble Play, and Young Children's Social Competence

Relationships Among the Parent's Belief of Play, Parent's Rough-andTumble Play, and Young Children's Social Competence

그림책을 활용한 갈등해결활동이 유아의 도덕적 판단력 및 사회적 유능성에 미치는 영향

그림책을 활용한 갈등해결활동이 유아의 도덕적 판단력 및 사회적 유능성에 미치는 영향

The effects of fathers' happiness on young children's social competence : The mediating fathers' parenting behaviors

연구목적: 본 연구는 아버지의 행복감이 유아의 사회적 유능감에 미치는 영향을 분석하고, 이 관계에서 아버지 양육행동의 매개효과를 분석하는 것을 목적으로 하였다. 방법: 한국아동패널 7차년도 데이터를 사용하였으며, 이중 아버지를 대상으로 설문한 1,483 가구의 데이터를 구조방정식 모형을 통해 분석하였다. 결과: 첫째, 아버지의 행복감은 아버지의 온정적 양육행동에 직접적인 효과가 있었으며 통제적 양육행동에는 영향을 미치지 않았다. 둘째, 유아의 사회적 유능감에 직접적인 효과가 있는 변인은 아버지의 행복감과 아버지의 온정적 양육행동이었다. 셋째, 아버지의 행복감과 유아의 사회적 유능감 간의 관계에서 온정적 양육행동은 부분매개 효과가 나타났고, 통제적 양육행동는 매개효과가 나타나지 않았다. 결론: 아버지 행복감은 온정적 양육행동을 통해 자녀의 사회적 유능감에 직접적, 간접적인 영향을 미치는 것으로 나타났다. 이러한 결과를 바탕으로 함의를 논의하였다.Objectives: The purpose of this study is to analyze the effects of father infant social competence and to analyze the mediating effect of father behavior in this relationship. Methods: For this purpose, correlation analysis and multiple regression analysis were conducted using the data of 1,483 households surveyed about the father of the 7th year data of the South Korean children. Result: First, there was a significant correlation between father parenting behavior, and young children happiness and child a partial mediation effect. Conclusions: Based on these results, it can be suggested that father children well written.

The effect of philosophical activity using picture books on young children's social competence and moral behavior

본 연구는 그림책을 활용한 철학활동이 유아의 사회적 능력 및 도덕적 행동에 미치는 영향을 알아보는데 그 목적이 있다. 실험집단에는 선정된 그림책을 활용한 철학활동을 주 2회씩 총 8주에 걸쳐 진행하였고, 비교집단에는 그림책을 활용하여 동화활동 및 확장활동을 동일기간에 진행하였다. 연구대상은 만 5세 유아 39명(실험집단 19명, 비교집단 20명)을 선정하였으며 수집된 자료는 SPSS WIN21.0 프로그램을 이용하여 독립표본 t검증으로 분석하였다. 연구결과 그림책을 활용한 철학활동을 실시한 실험집단의 유아가 비교집단에 비해 사회적 능력 및 도덕적 행동에 긍정적인 영향이 있었음을 알 수 있었다. 그림책을 활용한 철학활동을 경험하는 것은 유아의 논리적인 사고력 증진을 기대할 수 있고, 이러한 과정을 반복하면서 내면화된 사회적 능력과 도덕적 행동이 발휘됨을 보여줌으로써 유아교육현장에서 대안적 교수학습방법이 될 수 있음을 시사한다.The purpose of this study is to explore the effects of philosophical activity using picture books on young children’s social competence and moral behavior in young children. Participants of this study are 39 young children aged 5 from S kindergarten located in G City. They consisted of an experimental group of 19 and a control group of 20. In order to investigate effects of philosophical activity using picture books on young children s social competence and moral behavior, the data collected from pre and post test. The data from both the experimental and control groups were compared and analyzed with an independence t-test using a SPSS(Statistical Package for the Social Science) WIN21.0 program. Result of this study showed that young children’s social competence and moral behavior in the experimental group with philosophical activity using picture books were improved more than those of the comparative group which did the fairy tale activity and expansion activity related to the daily subjects. As for these results, it can be seen that philosophical activity using picture books positively affected young children s social competence and moral behavior. In conclusion, this implies that if philosophical activity using picture books are consistently developed in the field of early childhood education, it could be a alternative method to improve social competence and moral behavior in young children.

The Effects of Rule-Making Activities Based on Decision-Making Models on Young Children's Social Competence and Self-Regulation

The Effects of Rule-Making Activities Based on Decision-Making Models on Young Children's Social Competence and Self-Regulation

Becoming a member of the classroom: supporting children’s participation as informants in research

ABSTRACTEngaging with children as research informants and supporting their participation in research is increasingly recognised as valuing children’s views on matters that affect them. Less attention, however, is given to the ways in which children co-construct and manage their participation in child–researcher interactions. Drawing on sociology of childhood understandings, such as the social competence of young children, this ethnographic study investigated the co-production of child–researcher interactions with children aged five years in their first year of primary schooling in Australia. Findings show how child participants oriented to and managed the researcher’s disruption of the everyday generational order of child–adult relations. In so doing, interactional space was created for the co-production of children as expert informants who then oriented to a social order of membership inclusion produced in child–researcher interactions. Creating interactional spaces provides enhanced opportunities for children’s participation as informants in research, and in child–adult interactions across social structures.

A meta‐analytic review of social problem‐solving interventions in preschool settings

AbstractEarly intervention is valuable in preventing negative behavioural outcomes and promoting positive social competence in young children with externalizing behaviours. Interventions that teach social problem solving (SPS) are a promising solution, as children with behavioural difficulties often have deficits in these skills. School‐based SPS programming has been shown to prevent and remediate externalizing behaviours for older children, but a summary of its effectiveness for preschoolers in early childhood settings is unavailable. The purpose of the current meta‐analytic review was to (a) provide a summary of the characteristics of current SPS instruction in preschool settings and (b) examine the effectiveness of interventions that include an SPS component in decreasing externalizing behaviours and increasing social competence among preschoolers. Using meta‐analytic review, we present common characteristics of preschool interventions that include SPS and provide evidence for the efficacy of these interventions in reducing externalizing behaviours and increasing social competence in preschoolers.Highlights We performed a meta‐analytic review of preschool social problem‐solving interventions (SPS). We examined both preschool‐based and home‐based reports of behavior and social competence for meta‐analysis. We found evidence for the efficacy of interventions in reducing externalizing behavior and increasing social competence for preschool‐based reports.