Development and Complex Dynamics at School Environment

Abstract

In this work we use complex systems methodologies to analyze quantitatively the impact of an intervention involving cooperative and self-awareness activities on social interactions in children. The aim of this study is to evaluate behavioral plasticity of social relationships between peers in 6-7 year-olds who participated in the intervention conducted in a school context. The intervention consisted of 8 one-hour long sessions comprising mindfulness-based practices, collaborative activities that required cooperation, and perspective-taking instances in which children shared feelings, perceptions, and needs felt during the activities. We used complex network and game theory to evaluate pre-post-intervention variations. Social relationship was analyzed with a sociogram in both the intervention group and a control group which continued with regular classes. By means of the sociometric questionnaire we asked each child to mention which classmates he/she would choose as playmates and which he/she would not. Changes in the number of peers selected and rejected reflected changes in the pattern of social relationships pre-post-intervention. Our findings show that participating in the intervention positively modulated social interactions since we found an increase in the diversity and quality of positive links and a reduction in negative ones; a higher level of integration, indicated by enhanced positive networks where children with many positive connections tended to connect with those with few links; and more positive interactions between genders. These findings were not observed in the control group. Through the use of the mentioned methodologies, the current investigation provides new quantitative evidence of social network plasticity in children, an important topic which, to our knowledge, has been little studied. Results from this work indicate that positive transformations in social relationships can be fostered through the performance of this kind of intervention.

Enactive interventions can enhance agency, health, and social relationships during childhood

“…We emphasize the value of transformative processes that can take place in children during enactive interventions, while considering the multidimensional complexity of mind-body-environment connections. Specifically, these enactive interventions consisted of diverse activities that included mind-body integration practices (favoring attentional processes), playful embodied interactions and reflective-sharing instances (fostering empathy and other-oriented awareness) (Lozada et al, 2014a , b ; Fuentes et al, 2018a , b ; Carro et al, 2020 , 2021 , 2022 , 2023 ). Some of these instances were propitiated through non-competitive play and self-awareness activities performed in dyads or larger groups, fostering joint attention, coordination and negotiation.…”

“…Within the social sphere, significant changes in peer relationships were observed throughout the intervention program. Analysis of the sociograms showed novel bonding in the social network dynamics: groups became more open, favoring social integration and empathy (Lozada et al, 2014a , b ; Fuentes et al, 2018a , b ; Carro et al, 2020 , 2021 , 2022 , 2023 ). As the interventions progressed, the children tended to interact with peers who had previously been rejected as playmates.…”

A school intervention promotes compassion, empathy and social relationships in children

“…It is worth noting that since one of the aims of our study was to work on group dynamics and social integration, a previously established school class constituted our intervention group. This semi-randomized procedure has also been used in previous investigations, where similar interventions achieved improvements in social relationships within a group of peers (e.g., Carro et al, 2020Carro et al, , 2021Fuentes et al, 2018aFuentes et al, , 2013bLozada et al, 2014a). Thus, the fact that we focused on improving social skills in a group of classmates already interacting together precluded the use of a randomized sample.…”

“…This methodology, widely used to assess social relationships in children, consists of spontaneously answered questions that capture social relationship dynamics between peers and can be used as an indicator of social integration within a group. Sociograms are widely applied to assess social relationships within a group of children (Carro et al, 2022;Fuentes et al, 2018aFuentes et al, , 2018bLozada et al, 2014b). This sociometric instrument depicts the intricacy of social links, reflecting the structure and patterns of interpersonal relationships in a group (Moreno, 1972).…”

“…This sociometric instrument depicts the intricacy of social links, reflecting the structure and patterns of interpersonal relationships in a group (Moreno, 1972). In educational contexts, social interrelationships have been extensively explored and interpreted through this valuable tool (Carro et al, 2022;Fuentes et al, 2018aFuentes et al, , 2018bLozada et al, 2014b).…”