Social Skills of Children

Background: This research examined the significant main effect of peer tutoring, storytelling, and gender, on the social skills of pupils with mild intellectual disability. Using the Social Development Theory of Lev Vygotsky as the rationale for this study, the acquisition of social skills is viewed as based on a social constructivist view of learning. Methodology: The study sample consisted of thirty-four pupils with intellectual disability, purposively selected from three schools in Ibadan Metropolis, and randomly assigned to one of the peer tutoring, storytelling, or control groups. Thirty sessions were held over ten weeks with the peer tutoring and storytelling experimental groups only. A social skills performance scale was administered before and after the intervention to collect data from these three groups. An analysis of covariance was used to examine the data collected. Results: Findings based on the analysed data revealed that there was a significant statistical difference between pre-test and post-test results of the three groups. The effect of gender on social skills of participants was significant, as was the interaction effect of treatment and gender. Conclusion: Recommendations based on the finding of this study are that peer tutoring and storytelling be adopted for teaching social skills to pupils with mild intellectual disability, and that pictorial illustration be used to enhance their reading skills.

Dzieciństwo według psychologii rozwojowej to okres, w czasie którego kształtuje się dziecko, zarówno jego osobowość, jak i całe ciało. Wszystkie czynniki oddziałujące na nie od samego początku jego istnienia mają zasadniczy wpływ na kształtowanie się młodego człowieka. Wszelkie braki doskwierające dziecku w okresie wieku przedszkolnego odbijają się szerokim echem w dalszych okresach rozwoju życia jednostki. Niedostatki emocjonalne powodują zaburzenia na tym podłożu, podobnie jak przesadna opieka niesie wraz z sobą poważne konsekwencje. Najważniejszą rolę odgrywają w tym procesie rodzice dziecka (opiekunowie), bliższe oraz dalsze środowisko rodzinne, rówieśnicze oraz instytucje oświatowe wspierające rodziców w wychowaniu wraz z nauczycielami. To, w jaki sposób dokonuje się proces wychowania, decyduje o całym istnieniu młodego człowieka. Aktywność dzieci w procesie wychowania jest ogromnie ważna. Rodzice powinni dążyć do stwarzania takich sytuacji wychowawczych, w których dzieci mogą być czynne w zdobywaniu informacji o otaczającym je świecie przyrodniczym i społecznym. Ich gotowość poznawcza winna być zaspokajana sytuacjami dla nich atrakcyjnymi. Dzieci w środowisku rodzinnym mogą odczuwać bezinteresowną radość z poznawania nowych osób, spraw i zjawisk. Taki sposób pierwszych kontaktów społecznych połączonych z nauką wywołuje pozytywne nastawienia do świata społecznego. Powoduje, iż dziecko będzie poszukiwać ciekawych dla niego wiadomości. Naturalnie też będzie kształtował się jego podmiotowy stosunek do samego siebie, innych ludzi i kultury, w której żyje.
Słowa kluczowe: rodzina, dziecko, dzieciństwo, przestrzeń, umiejętności społeczne, rozwój, rozwój umiejętności społecznych.
According to developmental psychology childhood is the time when the child develops, both the personality as well as the whole body. All the factors influencing the child from the very begining have a fundamental meaning for the shaping of the young human. All the deficiencies that a child experiences during early childhood have great repercussions in the later stages of development of their life. Emotional deficiencies cause disorders in this field. Excessive care can also bring serious consequences. The most important role in this process is played by the child’s parents (caregivers), closely and distantly related family environment, peers, educational institutions supporting parents in upbringing along with teachers. The way in which education is achieved decides the whole existence of the young human. The participation of children in the process of education is extremely important. Parents should strive to create such learning situations in which pupils may be active in gaining information about the surrounding natural and social world. Their cognitive awareness should be addressed by situations attractive to them. Children in the family should feel unselfish joy of meeting new people, things and phenomena. In this way the first social contacts connected with learning trigger positive attitudes to the social world. It will encourage the child to research new information. It will naturally shape their subjective attitude to themselves, other people and the culture in which they she lives.
Keywords: family, child, childhood, space, social skills, development, development of social skills.

This literature review seeks to find out, if the Social Responsiveness Scale (SRS) could be a useful instrument in an inclusive scholastic context when music therapy-based interventions are applied. The aim is to compare studies in which the SRS is a used to measure the impact of music-based interventions, and to deduce its usability in an inclusive scholastic context. A literature research on the databases RomaTreDiscovery, Science Direct, Google Scholar, PubMed, and Cochrane is conducted the 28.07.2017 and the 08.08.2017 using the keywords " social responsiveness scale " , " autism " , and " music ". The following inclusion criteria are applied: the studies are either randomized controlled trials (RCT) or controlled trials (CT), use the SRS as outcome measure, utilize a music-based intervention, and target a population of children or adolescents with ASD. During the literature research 11 studies were identified, based on title and abstract. After studying the full articles 4 met the inclusion criteria (Bhatara et al., 2009; Geretsegger et al., 2012; La Gasse, 2014; Thompson, McFerran & Gold, 2013). An analysis aiming on the type of the music intervention, the population, and the frequency of interventions is conducted. Since the number of studies that met the inclusion criteria is rather small, there is only little evidence from this research. Since the SRS seems to be a useful tool confronting the influence of music on social skills in children and adolescents, it might be applicable to measure the impact of music therapy in an inclusive classroom.

This research has two dimensions: (1) adaptation of the Matson Evaluation of Social
Skills With Youngsters (MESSY) to Turkish and, (2) examination of the relationship
between social skills, socio-economic status, gender, and age in 12-14 year-old children.
The study was carried out on 526 secondary school students in Ankara. Reliability of
MESSY was obtained by test-retest and Cronbach Alpha internal consistency methods;
validity was determined by applying correlations with the Social Skills Scale and the Teacher
Rating Form. In order to examine the relationships between social skills, socioeconomic
status, gender and age, three separate two-way analysis of variance were applied.
The results revealed that the MESSY was valid and reliable to determine 12-14 year-
old children’s social skills. The study showed that general social skills levels of children
is significantly related to gender [F (1,524) = 5.13; p < .05]. Further, it was observed
that while negative social behaviors are significantly related to age [F (2,523) =
3.62; p < .05], gender and socio-economic status have common effect on positive soci
al behaviors [F (2,521) = 3.15; p < .05].

Τα serious games είναι μια εκπαιδευτική μέθοδος για τη διδασκαλία πολλών και διαφορετικών μαθησιακών αντικειμένων αλλά συγχρόνως και μία μέθοδος που μπορεί να υποστηρίξει και την κοινωνική ανάπτυξη του παίκτη. Η παρούσα έρευνα μελετά την αποτελεσματικότητα ενός serious game στην ανάπτυξη κοινωνικών δεξιοτήτων και anti-bullying συμπεριφορών για μαθητές του Δημοτικού σχολείου. Η δημιουργία και η υλοποίηση σεναρίου ενός παιχνιδιού αποτέλεσαν τον οδηγό για την καταγραφή αποτελεσμάτων ως προς τη βελτίωση κοινωνικών δεξιοτήτων και ανάπτυξη anti-bullying συμπεριφορών. Το παιχνίδι το οποίο αναπτύχθηκε εφαρμόστηκε πειραματικά σε Δημοτικά σχολεία, στο μάθημα της πληροφορικής. Συμμετείχαν εκπαιδευτικοί του κλάδου πληροφορικής και μαθητές από διαφορετικές τάξεις και σχολεία. Τα αποτελέσματα της έρευνας υπήρξαν αρκετά ενθαρρυντικά και κατέγραψαν την αποτελεσματικότητα του παιχνιδιού στην ανάπτυξη anti-bullying συμπεριφορών καθώς και την εμπειρία των μαθητών στο παιχνίδι.

The aim of the present study was to examine to what degree different mechanisms of moral disengagement were related to age, gender, bullying, and defending among school children. Three hundred and seventy-two Swedish children ranging in age from 10 to 14 years completed a questionnaire. Findings revealed that boys expressed significantly higher levels of moral justification, euphemistic labeling, diffusion of responsibility, distorting consequences, and victim attribution, as compared with girls. Whereas boys bullied others significantly more often than girls, age was unrelated to bullying. Moral justification and victim attribution were the only dimensions of moral disengagement that significantly related to bullying. Furthermore, younger children and girls were more likely to defend victims. Diffusion of responsibility and victim attribution were significantly and negatively related to defending, while the other dimensions of moral disengagement were unrelated to defending.

This study aims to identify the relationship between parenting styles (authoritative, authoritarian, permissive) and social skills (social cooperation, social interaction, and social independence) of preschool children in Banda Aceh. A total of 242 parents of two pre-schools in Banda Aceh were selected as samples in this quantitative research. Parenting Styles and Dimensions Questionnaire (PSDQ) and Preschool and Kindergarten Behavior Scales (PKBS) were used to collect data questionnaire. Data were analyzed using Pearson's correlation. Overall correlation analysis shows that there is significant correlation (p<0.05) between authoritative parenting style with children's social skills, there is no significant correlation (p>0.05) between the authoritarian parenting style with children's social skills, and there is no significant correlation (p>0.05) between the permissive parenting style with children's social skills. The results of this study are expected to contribute to the development of science, beneficial to parents in educating and rising their children so that they can acquire good and appropriate social skills, and hopefully it can be referenced as a guide and useful input.

Researchers have created interventions to improve the social behaviour and communication abilities of children with Autism Spectrum Disorder (ASD). One such intervention is presented by ‘Social Stories’, which describes social situations and their appropriate actions to help children with Autism to better understand social interaction. This study aimed to describe ASD and explain how Video Self-Modelling is used to improve the social skills of these delegates. A Social Story intervention is expected to reduce challenging behaviour and parental stress, and enhance the quality of life of the family. Although computer versions of Social Stories have become more common for use by children with ASD, their effectiveness has not yet been verified. However, the results of various researches suggest that computer-assisted social stories can be effective in developing target behaviours for children with ASD who lack social skills.  The present study adopted a case study investigation to illustrate how this would work within a real-life context. Such findings reinforce the efficacy of self-modelling video social stories, which highlight the ability of mixed therapy strategies to treat a child with ASD's social deficits.

The Social Skills Improvement System-Rating Scales (SSIS-RS; Gresham & Elliott, 2008) are designed to assist in the screening and classification of students (aged 5–18 years) who are suspected of presenting with social skills deficits and to offer guidelines in the development of interventions to remediate those types of problems. The objective of this study is to examine the preliminary reliability and validity of the translated Chinese version of the SSIS-RS, referred to as the SSIS-RS-C. In this study, parent-reported social skills and problem behaviors among students with typical development (n = 79) were compared with those of age-and gender-matched students with a known developmental disability (n = 79) using the SSIS-RS-C. The results indicated that the SSIS-RS-C subscale scores in all the disability groups were significantly different except for those in the Assertion scale for one disability group. Furthermore, the normative sample of typically developing children and adolescents (aged 5–12 and 13–18 years, n = 567) from Hong Kong was established to improve the psychometric properties of the SSIS-RS-C. There were moderate to strong relationships between the common subscales across all forms of the SSIS-RS-C. Acceptable to excellent levels of internal consistency across all common subscales was also obtained. The scores for the Hong Kong sample (n = 567) derived from the use of the SSIS-RS-C were then compared to the normative sample scores from the American version of the SSIS-RS. It was found that there were statistically significant differences on five out of the seven SSIS-RS-C Social Skill subscales for children aged 5–12 years and on four out of the seven SSIS-RS-C Social Skills subscales for the adolescent group (aged 13–18 years). Also, there were statistically significant differences between the American and Hong Kong samples on all of the SSIS-RS-C Problem Behavior scale scores. It was concluded that the SSIS-RS-C is a promising instrument for clinicians to be able to differentiate social skills and problem behaviors among students presenting with and without developmental disabilities in Hong Kong contexts.

This study aims to identify the relationship between parenting styles (authoritative, authoritarian, permissive) and social skills (social cooperation, social interaction, and social independence) of preschool children in Banda Aceh. A total of 242 parents of two pre-schools in Banda Aceh were selected as samples in this quantitative research. Parenting Styles and Dimensions Questionnaire (PSDQ) and Preschool and Kindergarten Behavior Scales (PKBS) were used to collect data questionnaire. Data were analyzed using Pearson&#39;s correlation. Overall correlation analysis shows that there is significant correlation (p&lt;0.05) between authoritative parenting style with children’s social skills, there is no significant correlation (p&gt;0.05) between the authoritarian parenting style with children’s social skills, and there is no significant correlation (p&gt;0.05) between the permissive parenting style with children’s social skills. The results of this study are expected to contribute t...

The purpose of this study is to evaluate the effectiveness of self-management skills training program, based
on self-control strategies, on students with intellectual disabilities. A multiple-probe design across subjects
single-subject research methodology was used in this study. Nine students with intellectual disabilities, whose
ages are between 10-12, participated in this study. The research findings presented that the self-management
skills training program was effective on presenting anger without harming others, solving dissimilarities by
talking and solving conflicts without fighting on students with intellectual disabilities and they continued using
these skills after the program ended.

The field of preschool social education may be analyzed from a variety of perspectives, all of which offer deep insights into children’s experiences. The acquisition of social skills is a lifelong process that relies on one’s social initiative in interacting with others. Since quantitative methods fail to produce satisfactory results, those researchers who diagnose social skills in children must have reliable knowledge concerning the latter’s development, and be willing to develop interpretations of the behaviour of children in particular social situations. This paper sets out to consider whether preschool teachers are capable of diagnosing social skills in children as part of the „preschool diagnostic assessment” recommended by the Polish Ministry of National Education in its Common Core for Preschool Educators. It is pointed out that the document is vague in its description of how to define the aims of social education. Some theoretical premises are presented, with the aim of furnishing criteria for diagnosing social skills in preschool children – criteria somewhat broader than those recommended in the Common Core. Several concepts are proposed in order to help explain the phenomenon of „children’s community formation”, where this is achieved through learning collaborative skills or in response to the need to create forms of shared intentionality when interacting with others (Bruner, Schaffer, Tomasello). The process of gathering knowledge about children’s social skills requires that teachers select suitable methods for identifying the position of particular children in the children’s community, where the latter is different from the community of adults and so follows its own quite distinct rules. The paper also makes suggestions for teachers about how to work to identify and interpret children’s relationships with their peers in naturally occurring situations, such as during spontaneous games, peer tutoring, or peer collaboration, and in prearranged educational situations such as group learning through collaboration.

Bu araştırmada okul öncesi eğitim kurumuna devam eden çocukların sosyal uyum becerileri ile mizaç özellikleri arasındaki ilişki incelenmiştir. Araştırma, betimsel araştırma desenlerinden biri olan ilişkisel tarama modeli kullanılarak yapılmıştır. Araştırmanın çalışma grubuna, Konya Meram ilçesinde bulunan okul öncesi eğitim kurumuna devam eden 60 ay ve üzeri 613 çocuğun annesi dâhil edilmiştir. Araştırmada sosyal uyum becerilerini ölçmek için 'Sosyal Uyum ve Beceri Ölçeği', mizaç özelliklerini ortaya çıkarmak için 'Çocuklar İçin Kısa Mizaç Ölçeği', demografik bilgilerin toplanması için ise 'Genel Bilgi Formu' kullanılmıştır. Verilerin analizi SPSS 21.0 programında yapılmış, t-testi, varyans analizi, çoklu regresyon analizi ve farkın hangi gruptan kaynaklandığını ortaya çıkarmak üzere post hoc testlerinden Dunnett C testi uygulanmıştır. Çalışmada çocukların sosyal uyum ve becerileri ile mizaç özellikleri (tepkisellik, sebatkarlık, sıcakkanlılık-utangaçlık, ritmiklik) üzerinde etkisi olduğu düşünülen cinsiyet, kardeş sayısı, anne yaşı, anne eğitim düzeyi, aile tipi ve ailenin gelir düzeyi değişkenleri açısından analizler yapılmıştır. Araştırmanın sonucunda sosyal uyum ve beceri ölçeği alt ölçeğinden aldıkları puanlarda cinsiyetin, annelerin eğitim düzeylerinin ve ailenin aylık gelir düzeyinin anlamlı bir farklılık oluşturduğu (p<0.05), çocukların kardeş sayılarının, anne yaşının ve aile tipinin anlamlı bir etki yaratmadığı (p>0.05) saptanmıştır. Çocukların mizaç özellikleri ölçeğinin alt boyutlarından aldıkları puanlar incelendiğinde cinsiyet faktörünün; tepkisellik ve sebatkârlık için anlamlı bir etkiye sahip olduğu (p<0.05), sıcakkanlılık-utangaçlık ve ritmiklik özellikleri için ise anlamlı bir etkiye sahip olmadığı bulunmuştur (p>0.05). Kardeş sayısı ve aile tipi faktörünün sebatkârlık alt boyutu hariç diğer alt boyutlarda anlamlı bir etkiye sahip olmadığı görülmüştür (p>0.05). Anne eğitim düzeyinin ritmiklik ve tepkisellik alt boyutunda, ailenin gelir düzeyinin sıcakkanlılık-utangaçlık, ritmiklik ve tepkisellik alt boyutunda, anne yaşı faktörünün ise yalnızca ritmiklik alt boyutu üzerinde anlamlı bir etkiye sahip olduğu rapor edilmiştir (p<0.05). Mizaç ölçeği alt boyutlarından olan sebatkârlık, sıcakkanlılık-utangaçlık ve tepkisellik puanları, sosyal uyum ve beceri ölçeği alt boyutları ile ilişkili bulunmuştur. Yapılan analizler sonucunda sosyal uyum alt boyutundaki değişimlerin %28'i, sosyal uyumsuzluk alt boyutundaki değişimlerin ise %26'sı çocukların mizaç özelliklerindeki değişimlerden oluştuğu saptanmıştır.


This study examines the relationship between pre-school children's social skills and temperament features. It is based on relational research model which is one of the descriptive research models. The study group includes mothers of 613 pre-school children of 60 months and older who lives in Meram district of Konya, Turkey. 'Social Adaptation and Skills Scale' was applied for qualifying social skills, 'Short Temperament Scale for Children' for temperament features, and 'General Information Form' for demographic statistics. The data is analysed in the programme of SPSS 21.0. T-test, variance analysis, multiple regressions analysis and Dunnett C test as a post hoc test to detect which group has the difference, were applied in the study. The research analysed children's gender, number of siblings, mother's age, mother's educational level, family type and family income level which affect their social skills and temperament features ( reactivity, persistence, rhythmicity, approach/withdrawal). In conclusion, gender, mother's educational level, family income level created a significant difference (p<0.05), whereas number of siblings, mother's age and family type did not (p>0.05), in the result of 'Social Adaptation and Skills Scale'. When we look at children's scores on temperament features, gender has a significant effect on reactivity and persistence (p<0.05) while it does not have any significant effect on approach/withdrawal and rhythmicity. Number of siblings and family type does not have a significant effect on all features with the exception of persistence (p>0.05). Mother's educational level has a significant effect on rhythmicity and reactivity, family level income on approach/withdrawal, rhythmicity and reactivity, and mother's age on rhythmicity (p<0.05). It is shown that there is an obvious relationship between social skills and temperament features. According to the outcome of the analyses, the changes in %28 of social adaptation sub-dimensions and %26 of social divergence sub-dimensions are related to the differences in temperaments.

The aim of this study is to analyze the social skills and the problem behaviours of the local and Syrian refugee children who are currently taking preschool education according to psychometric features. The study which was designed according to the general survey model was evaluated in quantitative research approach. Participants consisted of 275 children aged 4-5 who continue their preschool education in 9 independent kindergarden located in Eyyübiye, one of the central districts of Şanlıurfa in 2017-2018 academic year. The data of the study were collected through the Personal Information Form developed by the researcher and Social Skills Rating System (SSRS) developed by Gresham and Elliot (1990) and adopted to Turkish by Elibol Gültekin (2008) and Bülbül (2008).
It is understood that the difference between the mean of social skill scores of the local and Syrian refugee children is significant (p<,05) but the difference between the mean of problem behaviour scores is not significant (p>,05). When the findings of the research is evaluated, there is a significant difference in the mean of the social skill scores of local children in terms of their gender, number of siblings, the duration of attendance to preschool education, their parent’s level of education while there is no significant difference in terms of age. The mean of problem behaviour scores on the other hand have significant difference in terms of gender, age, the duration of attendance to preschool education and mothers’ level of education, while they have no significant difference in terms of number of siblings and fathers’ level of education. When it comes to the mean of the social skill scores of Syrian refugee children, there is a significant difference in terms of gender, yet there is no significant difference in terms of age, number of siblings, the duration of attendance to preschool education and parents’ level of education. The mean of their problem behaviour scores have a significant difference in terms of gender, however they have no sigificant difference in terms of age, number of siblings, the duration of attendance to preschool education and parents’ level of education.

Nonverbal communication adds multiple layers of meaning to social interaction above that conveyed by words. The comprehension of these nonverbal messages depends on individual ability which varies greatly between individuals. Variation in nonverbal communication ability and the variables of influence that have been associated with it over decades of research are the topic of this research project. Variables that have been correlated to nonverbal communication skill were used to develop a theory for the development of this skill and construct an evidence-based theoretical model that provides an explanation for nonverbal skill acquisition and variability. This model was also analyzed for further implications about related theory and research.

Keeping in focus the importance of developing skills to the improvement of stress and quality of life the objective of this study was to verify the influence of social skills intervention on stress reduction and the development of social skills. Study participants were 17 people, 12 volunteers of Civil defence of Paraná and 5 pupils of the course of psychology, FEPAR. At the end of the intervention it was found that the decrease in cases of stress in participants representing 94.1% of the sample and only 1 case (5.9%) was with stress during the resistance. With the social skills inventory was checked initially 40% of participants with repertoire of social skills quite elaborate, 28% above average, 9% median, and 7% below average and 15% with indication for training. In the post-test: 29% with elaborate repertoire, 27% with above-average repertoire, 5% average, 19% below average and 20% with indication for training in social skills. It is concluded in this way an increase in end without stress, however with only 1 participant who initiated the training without and at the end showed stress. About social skills, there has been an increase of participants considered below average and an increase of patients with indication for training in social skills. The result of this study does not allow to establish a direct correlation between the intervention in social skills and stress reduction.

Vulnerable young people such as those with Autism Spectrum Disorders, intellectual disabilities, or social, behavioural and emotional difficulties – often lack the skills to make the right decisions when faced with potentially dangerous scenarios. This fun and interactive game helps to open up discussion and teach young people the social skills they need to stay safe in school and in the wider community.
The Choices Game has been specially designed to help older children and teenagers learn how to make positive choices. As players move around the game board, they pick up Choice Cards which invite them to imagine themselves in a scenario and make a choice about how they would respond in that situation. The outcome of their decision is then revealed, and the more safe choices they make the further they progress in the game!
This game will be an invaluable tool for teachers, parents, social workers and anyone else teaching social skills and personal safety to young people with special needs or emotional difficulties. It includes a helpful teacher's guide with advice to aid learning through discussion.

... The adolescent experience. New York: Wiley.Foster, SL, &amp;amp;amp;amp; Ritchey, WL (1979). Issues in the assessment of social competence in children. Journal of Applied BehaviorAnalysis, 12, 625-638. Franco, DP, Christoff, KA, Crimmins, DE, &amp;amp;amp;amp; Kelly, JA (1983). ...

This study aimed to determine and interpret norms of the Preschool Social Skills Rating Scale (PSSRS) teacher form. The sample included 224 independent preschools and 169 primary schools. The schools are distributed among 48 provinces and 3324 children were included. Data were obtained from the PSSRS teacher form. The validity and reliability evidence was re-obtained from the norm sample, and it was concluded that the sample preserved the structure comprising 4 factors and 49 items. The alpha coefficient obtained from the PSSRS for the whole norm sample was determined at 0.96. PSSRS norm values were obtained for four factors and the total scale at each age. Children's social development skills are interpreted in accordance with the percentile norms pie charts, which include the total scores from the full scale score and sub-scales. Findings obtained with regard to the validity and reliability of PSSRS scores indicated that the scale can be used as an auxiliary tool in determining children's social skill levels. Consequently, children's PSSRS scores should be recorded and compared to future results, and the degree of improvement should be assessed. Furthermore, each child should be evaluated individually. It is important to consider children's ages and other developmental characteristics when interpreting the results of the scale.

Due bambini di dieci anni (uno italofono e uno di livello C1) sono stati audio-registrati durante un lavoro a coppie di scrittura cooperativa (descrizione di un’immagine di Jacovitti); l'attività è stata documentata su un diario di bordo. La trascrizione dell’interazione fra i due bambini è servita per analizzare le competenze sociali che i due bambini hanno utilizzato.

In this study, the researcher examined the direct and indirect effects of student-teacher relationship, students’ social skills, and behavioral orientation on students’ academic competency in Turkish first-grade educational settings. For most Turkish children, the entry into first grade is their first formal schooling experience. Understanding how children negotiate this new experience and documenting the relationships that they build with teachers is crucial, considering that early teacher-child relationships have important long term implications for children’s school success. The findings suggest that supportive teacher student relationships have a prominent impact on the development of academic and social competency. The implications for early childhood education and research are discussed.

Pengalaman sosial dini memainkan peran yang penting dalam menentukan hubungan sosial dimasa depan dan pola perilaku terhadap orang lain. Dan karena kehidupan bayi berpusat disekitar rumah, maka di rumahlah diletakkan dasar perilaku dan sikap sosialnya kelak...

ABSTRACT. Studies in social skills area have established relations between social and academic performance, although the data regarding the nature and the functionality of this relationship remain somewhat controversial. The present study aimed to evaluate the empirical relationship between these two aspects through two pathways: a) promoting social skills and evaluating their effects on academic results; b) promoting academic results and evaluating their effects on social skills. An experimental group design was adopted (one control and two experimental groups) with students’ academic and social skills evaluated before and after the intervention. Sixteen 7 to 13 years-old students, with reading and writing learning disabilities participated. The Social Skills Training Program consisted of pedagogical play activities organized from a lower to a higher level of complexity goals. The academic intervention consisted of teaching 51 words of two and three simple syllables. The students’ academic results were assessed by the evaluation of reading, naming and dictation skills. The social skills results were assessed by self-evaluation and peer and teacher evaluation. The results showed that the academic intervention group produced reading and writing skills improvement. On the other hand, the social-skills intervention group improved both social and academic skills. The results reinforce the idea of a functional relationship between social and academic abilities. Keywords: learning disabilities; reading, writing; social skills.


RESUMO. Estudos no campo das habilidades sociais têm demonstrado a existência de relações entre desempenho interpessoal e acadêmico, embora ainda haja contradições quanto à natureza e funcionalidade dessa relação. O presente estudo examinou a relação empírica entre esses dois aspectos por meio de: a) promoção das habilidades sociais com avaliação dos efeitos sobre o repertório acadêmico e b) promoção do repertório acadêmico com avaliação dos efeitos sobre o repertório de habilidades sociais. Utilizou-se um delineamento quase experimental de grupo (um grupo controle e dois experimentais), avaliando-se o repertório acadêmico e social dos alunos antes e após a intervenção. Participaram 16 estudantes com dificuldades na aprendizagem de leitura e escrita, cujas idades variavam entre sete e 13 anos. O Treinamento em Habilidades Sociais consistiu em atividades lúdico-pedagógicas com objetivos organizados em ordem crescente de complexidade. A intervenção acadêmica caracterizou-se pelo ensino de 51 palavras de duas e três sílabas simples. Do repertório acadêmico registrou-se leitura, nomeação e ditado. As habilidades sociais foram avaliadas pelo próprio participante e por seus professores e colegas. Os resultados mostraram que, enquanto o grupo que passou por intervenção acadêmica apresentou ganhos em leitura e escrita, o grupo que passou pela intervenção em habilidades sociais apresentou ganhos no repertório social e no acadêmico. Os resultados favoreceram a ideia da existência da relação funcional entre habilidades sociais e acadêmicas. Palavras-chave: dificuldades de aprendizagem; leitura, escrita; habilidades sociais.

This research paper describes the theoretical and pedagogical back¬ground and results of the trial of implementing a service-learning course for 18 engineering students at a public Libyan engineering college. This study fills a gap in the literature related to service-learning practice and outcomes in Libya and the Arab world in general. The results of the study, based on student reflection journals, focus groups, and final course outcomes, showed that students reported academic gains in terms of improving their academic and social skills. They also report feeling empowered personally, engaged socially, and having a stronger sense of civic engagement. The initial results of the course are promising, and an expansion of it combined with a long-term study will continue in future semesters.

Jade, a cheerful young girl, has the tendency to … ummm … fart! That's perfectly normal and sociably acceptable, as long as she knows with whom and where she can fart freely. However, this is not yet the case.

Join Jade and her father as they visit Aunt Cora’s house, where Jade cracks one. See how Jade's father helps her understand, in a fun and creative way, what can be done inside the home and what can be done outside the home.

Asaf Shani is the father of four children ( 3 girls & a boy). In the last 17 years, he has worked with thousands of people worldwide to help them improve their conflict management skills. Asaf's clients often tell him, "If only I would have known these life skills 30 years ago …" and "Why wasn't I taught this stuff when I was a kid?"

These remarks, usually accompanied with a sigh, were the motivation for Asaf to write “Jade’s Life Skills Series”—a series of books intended to facilitate a discussion between parents and their children about all those latent and vitally important life skills.

Learning Manners is the first book in “Jade's Life Skills Series.” In this book, through the international subject of … farting, the importance of context is brought to light.

Bu ara tırmada, okul öncesi dönem çocukların sosyal beceri düzeyleri ile davranı problemleri arasındaki ili kinin incelenmesi ve etkili olabilecek etmenlerin ortaya çıkartılması amaçlanmı tır. Bu amaçla, Ankara ili merkez ilçelerinde bulunan resmi ilkö retim okullarının anasınıfları ile ba ımsız anaokullarına devam eden 48 ay-60 ay ve üzeri çocukların olu turdu u 510 çocuk ara tırmaya dâhil edilmi tir. Ara tırmada veri toplamak için "Genel Bilgi Formu", "Problem Davranı Ölçe i" ve "Sosyal Beceri Ölçe i" (Preschool and Kindergarden Behaviour Scale (PKBS-2) kullanılmı tır. Ara tırmanın sonuçlarına göre; problem davranı lar ile sosyal beceriler arasında negatif yönde anlamlı bir ili ki oldu u görülmü tür.

With the limited success of social skills training on particularly disruptive behaviors, researchers have begun to develop a more holistic approach grounded in temperament research that focuses on supporting underlying traits as they emerge during development. Based on this approach, this column provides a theoretical basis and practical guidelines for implementation, including tools for enhancing practitioner competence.

This study compared the efficacy of three methods of cooperative learning (Student Teams Achievement Divisions - Jigsaw- Learning Together) on social skills in second grade (Junior High School) female students who were studying in third region of Tabriz city the sample consisted of 97 students in four classes which were selected by random multi-stage cluster sampling method; three classes as experimental groups and one class as control group. during the eight sessions, each experimental group followed one of the methods of cooperative learning and the control group followed the current teaching method. to gathering data, the scale of matson evaluation of social skills with youngsters in two stages, before and after the sessions, and to data analyzsis anova and tukey were used based on the findings of this study in comparison of the efficacy of three methods of cooperative learning on social skills, none of the differences between the means of experimental groups was not significant. in comparison the mean scores of experimental groups with the control group, the mean difference between the experimental groups A (Student Teams Achievement Divisions) and B (Jigsaw) with the control group, respectively, at the level of )0.01( and )0.05( are significant. but the mean difference between the experimental group C (Learning Together) and control group at any of these levels is not significant. In other words, the results showed there is difference between of these three methods to effect on social skills

Autism Spectrum Disorder (ASD) is a series of pervasive disorder that affect the person communication skills, social skills, and even their behavior. The are so many alternative therapies that help treating ASD. First, Applied Behavioral Analysis (ABA) is a therapy that rewards the child for wanted behaviors and responses. This strategy has been found to be very helpful when encouraging wanted behaviors, but it does not help as much as needed in the developmental and social aspects that will be key to the success of the child with ASD. Pet Therapy (PT), is a therapy that focuses on social interaction and communication. It requires the child to spend time bonding or communicating with an animal (interacting), and as they receive more exposure, they will form more social skills and it will help them to understand how to interpret emotions and behaviors of others.

The video model method is an application with evidence basis, defined as watching and taking as a model the target behavior exhibited by the person on the videotape. The video model method is a teaching method that can be used in teaching many different skills to children displaying normal development and to children with developmental disabilities. This study aimed to examine and analyze studies in which the video modeling was used in teaching social skills to individuals with developmental disabilities. The present study is a qualitative document analysis. Documents (research) which were gathered according to certain criteria were analyzed by the authors. A total of 21 studies, 2 of which were conducted in Turkey, that met the criteria offset by the present study were analyzed according to the certain criteria. The reason why subjects in 3-15 years of age diagnosed with autism and Asberger&#39;s syndrome were selected in 97% of the studies and why social skills were analyzed in 81...