Finnish and Russian teachers supporting the development of social skills

Väyrynen, Sai; Kesälahti, Essi; Pynninen, Tanja; Siivola, Jenny; Flotskaya, Natalia; Bulanova, Svetlana; Volskaya, Olga; Усова, З М; Kuzmicheva, Tatiana V.; Afonkina, Yulia A.

doi:10.1080/02619768.2016.1216543

Cited by 15 publications

(13 citation statements)

References 17 publications

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“…Dimensi keterampilan sosial yang diamati mengacu pada pendapat Vayrynen, dkk. (2016) Anak berinisial ZD dan ZY selalu mengucapkan kata tolong ketika meminta bantuan dan meminjam krayon.…”

Section: Hasil Dan Diskusiunclassified

Perkembangan Keterampilan Sosial Anak Usia Dini

Rachman¹,

Cahyani

2019

JAPRA

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Keterampilan sosial merupakan keterampilan yang membantu individu untuk berinteraksi dan berkomunikasi dengan orang lain baik secara verbal maupun nonverbal. Keterampilan sosial anak usia dini perlu diidentifikasi sejak awal untuk mencegah perilaku negatif. Oleh sebab itu, penelitian ini bertujuan untuk mengidentifikasi perkembangan keterampilan sosial anak usia dini. Merujuk pada tujuan penelitian, pendekatan kualitatif dengan metode studi kasus dipilih sebagai metode penelitian. Sebanyak 10 anak usia dini dengan rentang usia 3-4 tahun serta guru kelas terpilih sebagai partisipan penelitian. Penelitian berlokasi di salah satu PAUD kecamatan Lembang. Data terkumpul melalui observasi, wawancara, serta studi dokumentasi. Adapun validasi data menggunakan teknik triangulasi sedangkan data teranalisis melalui analisis tematik. Hasil penelitian mengindikasikan adanya keterampilan sosial pada anak usia dini. Hal ini membuktikan bahwa anak usia dini memiliki perkembangan keterampilan sosial. Berkembangnya keterampilan anak usia dini dipengaruhi oleh lingkungan terutama guru dan orang tua.

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“…Dimensi keterampilan sosial yang diamati mengacu pada pendapat Vayrynen, dkk. (2016) Anak berinisial ZD dan ZY selalu mengucapkan kata tolong ketika meminta bantuan dan meminjam krayon.…”

Section: Hasil Dan Diskusiunclassified

Perkembangan Keterampilan Sosial Anak Usia Dini

Rachman¹,

Cahyani

2019

JAPRA

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“…Preservice teachers who will be aware of the factors that play a role in healthy development by setting social skills will also be able to undertake an important task in order to raise a healthy generation. It is understood from studies done that the qualifications of teachers and prospective teachers who have a great role in gaining social skills of children (Anthony, et al, 2016;Gresham, 2016;Griffith, et al, 2016;Kozağaç, 2015;Şenol & Türkçapar, 2016;Türkan et al, 2017;Tynjälä, et al, 2016;Väyrynen et al, 2016;Yaşar-Ekici, 2017;Yazıcı, 2016). Given the positive effects of atmospherics in the classroom, it is important to determine the variables that affect the social skills of prospective teachers (Seven and Yoldaş, 2007).…”

Section: Extended Summarymentioning

confidence: 99%

“…Sosyal beceri düzeylerinin ele alındığı yurtdışı kökenli çalışmalarda öğrenci, aile ve öğretmenlerin etkileşimine bağlı olarak sosyal becerilerin gelişimini inceleyen çalışmalara ağırlık verilmiştir. Bu çalışmaların arasında çocukların ve öğrencilerin sosyal becerilerini inceleyen (Anthony vd., 2016;Gresham, 2016;Griffith vd., 2016;Riney ve Bullock, 2012); öğretmenlerin sosyal beceri gelişimlerini inceleyen (Berry ve Connor, 2010;Burke vd., 2012;Tynjälä vd., 2016;Väyrynen vd., 2016) çalışmalar yer almaktadır. Öğretmen adaylarının sosyal beceri düzeylerini farklı değişkenler açısından incelemeyi amaçlayan ulusal düzeyde çalışmalar da mevcuttur (Girgin vd., 2011;Kozağaç, 2015;S.…”

Section: Introductionunclassified

Investigation of the Preservice Teachers' Social Skills in Terms of Some Variables

Bozgün

Pekdoğan

2018

Sakarya University Journal of Education

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Öz. Bu çalışma ile geleceğin öğretmenleri olarak öğrencilerinin gelişim alanlarından sorumlu olacak öğretmen adaylarının sosyal beceri düzeylerini etkileyen değişkenlerin belirlenmesi amaçlanmaktadır. Araştırma, nicel araştırma yöntemlerinden tarama deseni ile gerçekleştirilmiştir. Araştırmanın çalışma grubunu 628 öğretmen adayı oluşturmaktadır. Veri toplama aracı olarak, araştırmacılar tarafından hazırlanan kişisel bilgi formu ve Koydemir (2006) tarafından uyarlanan Sosyal Beceri Envanteri-Kısa Formu kullanılmıştır. Verilerin analizinde bağımsız örneklem t testi, tek yönlü varyans analizi (ANOVA) teknikleri kullanılmıştır. Çalışmanın ortaya çıkardığı bulgulara göre, öğretmen adaylarının sosyal beceri düzeylerinin; cinsiyet, bölüm, sınıf, aile geliri, anne-baba birlikteliği değişkenlerine göre anlamlı bir farklılık gösterdiği belirlenmiştir. Öğretmen adaylarının sosyal beceri düzeylerinin; kardeş sayısı, doğum sırası, anne-baba yaşam durumu, anne-baba öz-üvey olma, anne-baba eğitim düzeyi değişkenlerine göre bir farklılık göstermediği sonucuna varılmıştır. Yapılacak benzer çalışmalarda araştırmacılara, öğretmen ve öğretmen adaylarının sosyal beceri konusundaki bilgi düzeylerinin belirlenmesi önerilebilir.

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“…Today, a sustainable focus on the development of inclusive education is one of the most promising vectors for the transformation of traditional educational theory and practice, in the light of which the new school appears as a space of complex interactions that take place in conditions of diversity (Indenbaum, Korobeinikov, & Babkina, 2019). The way the modern school works with different children determines its socio-educational potential, which opens up in the category of education quality (Malofeyev & Shmatko, 2016;Vayrynen, 2016).…”

Section: Introductionmentioning

confidence: 99%

Co-Education Of Future Teachers And Psychologists Of Inclusive Education

Kuzmicheva¹

2019

The European Proceedings of Social and Behavioural Sciences

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The author has elaborated and presented a new integrative approach to HEI training in "Pedagogical Education" (2015) and "Special (Defectological) Education" (2015). The aim of coeducation of students from different programs is to provide efficient interaction of future specialists in the process of psychological and pedagogical support for junior school-children with development delay (DD) who study in inclusive education. The general education teacher became more aware of real problems of DD children which proves the efficiency of co-teaching students to technology of monitoring individual development of junior school-children with DD. In conditions of inclusive education the future teacher acquires productive cooperation with the psychologist who has special training in the sphere of correctional psychology because the aims and content of work of both specialists cross in practice. Monitoring of individual development of DD children is the central part of individualization in the process of inclusive education of school-children and its efficiency is provided with professional interaction of primary education teachers and special psychologists. The author's approach to teaching monitoring of individual development of junior school-children with DD to future primary general education teachers and special psychologists is described by the example of joint practice of students from different programs which allowed to define the content and ways of professional interaction in the sphere of psychological and pedagogical support for junior school-children with DD.

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Finnish and Russian teachers supporting the development of social skills

Cited by 15 publications

References 17 publications

Perkembangan Keterampilan Sosial Anak Usia Dini

Perkembangan Keterampilan Sosial Anak Usia Dini

Investigation of the Preservice Teachers' Social Skills in Terms of Some Variables

Co-Education Of Future Teachers And Psychologists Of Inclusive Education

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