Impact of a Social-emotional Skills-Building Program (Pisotón) on Early Development of Children in Colombia: A Pilot Effectiveness Study

Cosso, Jimena; Sánchez, Ana Rita Russo de; Hein, Sascha; Silvera, Liceth Paola Reales; Ramirez-Varela, Lucero; Ponguta, Liliana Angélica

doi:10.1016/j.ijer.2021.101898

Cited by 12 publications

(10 citation statements)

References 48 publications

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“…In social skills training, children can learn to exchange and respect their friends' opinions, invite friends to join groups, and not discriminate between friends and want to share. Learning social skills training is the ability to behave socially towards someone, thus enabling that person to interact well with a certain environment, so that the ability to interact becomes an experience for children to have good relationships with peers (Alfianti et al, 2019;Cosso et al, 2022). Some of the advantages of social skills training, namely social skills training can develop the ability to communicate and interact effectively in the peer environment, can explain in detail the elements of social skills and the treatment needed, and can improve the development of verbal behavior skills, paralinguistic behavior, and nonverbal behavior, able to develop the ability to pay attention and interpret cues given by other people (interpersonal), develop social behavior in information processing, motivation, and environmental constraints, and practice skills needed in special situations, such as the skills to get along with people around and take attitudes from an incident (Bellack, 2004).…”

Section: Discussionmentioning

confidence: 99%

The Impact Of Social Skills Training On The Ability To Cooperate In Early Childhood

Fikri

Tegeh

2022

IVCEJ

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The problem is that children's cooperative abilities are still low because teachers tend to give individual assignments and rarely give group assignments that allow children to work with their friends. This study analyzes social skill training on the ability to cooperate in group B Kindergarten children. This research is quasi-experimental research using a non-equivalent pretest-posttest control group design. The research population was 69 students—the sample with cluster random sampling technique. The sample of this study amounted to 33 students. The data on the results of the ability to work together was collected using observational techniques, which were analyzed using descriptive statistical analysis techniques and inferential statistics with a t-test. The results of the analysis obtained tcount = 23,425 while at the 5% significance level with dk = 31 the value of ttable = 2,039 so that tcount = 23,425 > ttable = 2,039. Based on the test, then H0 is rejected, which means that the HA hypothesis is accepted, which states that there is a significant effect between the group of children who receive social skills training and children who do not receive social skills training on children's cooperative abilities. The results showed a significant effect on cooperative skills between groups of children who received social skills training and those who did not receive social skills training on cooperative skills in Kindergarten.

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Section: Discussionmentioning

confidence: 99%

The Impact Of Social Skills Training On The Ability To Cooperate In Early Childhood

Fikri

Tegeh

2022

IVCEJ

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“…Esto implica, que los roles queden mejor establecidos y pueden fortalecerse los lazos familiares, y con ello, niñas y niños tener mejores posibilidades, desarrollo socioemocional y resolución tanto para sus conflictos internos como para su desenvolvimiento social y comunitario. Estos resultados son consistentes con los estudios que demuestran que las intervenciones que involucran a niñas, niños, la familia y el entorno educativo, promueven el desarrollo y fortalecimiento de habilidades socioemocionales (McClelland et al, 2017;Manrique et al, 2018;Zinke et al, 2016;Cosso et al, 2022).…”

Section: Discussionunclassified

“…Los resultados muestran que el Programa podría estar generando movilizaciones positivas en el manejo de la angustia sexual, relación fraterna, agresión, deseos y temores, miedo, y grados de compartir (Aristizabal et al, 2021). Además, se asocia con puntajes más altos de desarrollo socioemocional de niñas y niños en comparación con quienes no participaron en el programa (Cosso et al, 2022). Estos resultados son consistentes con los estudios que demuestran que las intervenciones que involucran a niñas, niños, la familia y el entorno educativo, promueven el desarrollo y fortalecimiento de habilidades socioemocionales (McClelland et al, 2017), interpersonales y sociales, al igual que la resolución problemas (Brackett et al, 2010;Gómez et al, 2014).…”

Section: Educación Emocional Salud Mental Prevención De La Violencia ...unclassified

Programa de educación emocional: “Aventurémonos en familia”

Sánchez¹,

Silvera²,

Molinares³

2022

revHUMAN

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Programa Aventurémonos en Familia, busca generar un espacio para el reconocimiento, la regulación y la recuperación emocional de los niños, niñas, jóvenes y sus familias en medio de la crisis presentada por la Covid-19, y que se encuentran inmersos en contextos de violencia. Es un Programa de educación emocional, orientado a promover la salud mental y la funcionalidad familiar. En el marco de su implementación se desarrolló una investigación mixta con 159 cuidadores y 139 niñas y niñas de los departamentos de Córdoba, Atlántico y Sucre. Los resultados muestran mejoras en la funcionalidad familiar y habilidades emocionales de sus integrantes.

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“…The next component is emotional student involvement which refers to a sense of ownership in schools, interests, perceptions of learning values, positive and negative reactions to teachers, friends and school activities (Cosso et al, 2022;Poerwati & Cahaya, 2018). Emotional engagement describes students' positive emotions in the learning process and assignments given.…”

Section: Disccussionmentioning

confidence: 99%

Upper Class Elementary School Student Engagement in Math Subject Merdeka Curricula: Post Covid Study Case in Jakarta Province Indonesia

Bagaskorowati

Tresnani

Alita

et al. 2023

International j.of Elementary Education

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The Merdeka Curriculum is a new paradigm curriculum launched in 2020 by the Minister of Education of the Republic of Indonesia. The study aimed to measure post-covid 19 high school students in mathematics in Jakarta Province, Indonesia. This study examined the four dimensions of the student engagement instrument (SEI) and was validated using confirmatory factor analysis/CFA through a structural equation model (SEM). This type of research is quantitative. The quantitative method used is proportional sampling, with 503 samples spread over 5 (five) regions. The data collection method uses a survey. The instrument used in collecting data is a questionnaire. Data analysis techniques using qualitative and quantitative descriptive analysis. The study's results, namely the predictive validity of the results on the four dimensions of student engagement, were assigned a score of 0.709 for CE (cognitive engagement). 0.837 for BE (behavioral engagement). 640 for EE (emotional involvement). 0.412 for SE (social engagement). We estimated Cronbach's alpha as the overall reliability of student engagement (SEI) on the four SE dimensions with moderate height at 0.74 for CE (cognitive engagement). 0.82 for BE (behavioral engagement). .89 for EE (emotional involvement). 0.73 for SE (social engagement). The benefits of student engagement are helpful for school teachers to measure the effectiveness of student learning activities, and the teacher-student relationship will be warmer and more profound.

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Impact of a Social-emotional Skills-Building Program (Pisotón) on Early Development of Children in Colombia: A Pilot Effectiveness Study

Cited by 12 publications

References 48 publications

The Impact Of Social Skills Training On The Ability To Cooperate In Early Childhood

The Impact Of Social Skills Training On The Ability To Cooperate In Early Childhood

Programa de educación emocional: “Aventurémonos en familia”

Upper Class Elementary School Student Engagement in Math Subject Merdeka Curricula: Post Covid Study Case in Jakarta Province Indonesia

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