The effect of group affection activities on the interaction of socially isolate children

Twardosz, Sandra; Nordquist, Vey M.; Simon, Robert R.; Botkin, Darla

doi:10.1016/0270-4684(83)90004-6

Cited by 38 publications

(28 citation statements)

References 25 publications

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“…This strategy increases interaction by allowing all children to make contact and exchange friendly behaviors through non-threatening and fun activities. (Twardosz, Nordquist, Simon, & Botkin, 1983). Group affection activities can easily be employed to enhance use of interpersonal skills such as expressing affection, making friendly contact with others, and maintaining friendly relationships.…”

Section: Group Affection Activitiesmentioning

confidence: 99%

Components of Social Competence and Strategies of Support: Considering What to Teach and How

Han

Kemple

2006

Early Childhood Educ J

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Section: Group Affection Activitiesmentioning

confidence: 99%

Components of Social Competence and Strategies of Support: Considering What to Teach and How

Han

Kemple

2006

Early Childhood Educ J

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“…Buysse and colleagues further noted that practitioners' lack of inclusive peer-based strategies was associated with a focus on individual children when these children expressed unease by being excluded. There are only a few examples in the early education literature that show that planned programmes of group activities can help children to expand their social networks (Twardosz et al, 1983;Brown et al, 1988), increasing their confidence in communicating/working with peers and school-based attainment (Kutnick et al, in press). …”

Section: Introductionmentioning

confidence: 97%

The role and practice of interpersonal relationships in European early education settings: sites for enhancing social inclusion, personal growth and learning?¹

Kutnick

Brighi

Avgitidou

et al. 2007

European Early Childhood Education Research Journal

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This study sought to identify and compare the characteristics of the social pedagogic context of cognitive activities in a sample of early education settings in six European countries (England, Finland, Greece, Italy, Spain and Sweden). Previous research concerning the social context within which cognitive/learning activities take place has focused on practitioner-child relations; yet, children undertaking these activities spend the majority of their time with peers and away from the presence of practitioners. Data were collected in two early education settings in each of the countries, using as research tools: descriptive narrative contextual information (concerning structure, size, curriculum framework), mapping of interpersonal activity, reflective rating scales (concerning nature of cognitive tasks and support for children's interactions) and practitioner interviews (concerning children's interactions for learning and development). Results identified some variation in frameworks, activity and practice between the partner countries but noted more generally that children are found in distinct pedagogic 'worlds' when acting/interacting with practitioners Downloaded by [University of Cambridge] at 16:24 08 October 2014 380 P. Kutnick et al. and peers. These pedagogic worlds were separated by size and composition of grouping, activities and communication. The pedagogic worlds also related to task and interpersonal support for learning and development within settings. Interviews with practitioners showed a concern to promote children's social development but a consistent focus on individual children's development (rather than a social focus on all children). Conclusions identify that the distinctive pedagogic 'worlds' may be the source of social exclusion (especially among peers) and question how practitioners may more fully integrate/support a socio-constructive basis of cognitive activities into peer-based interactions.Cette étude cherche à identifier et comparer les caractéristiques du contexte socio-pédagogique des activités cognitives dans un ensemble de services de la petite enfance de six pays européens (Angleterre, Finlande, Grèce, Italie, Espagne et Suède). Les recherches antérieures sur le contexte social dans lequel les activités cognitives/d'apprentissage prennent place sont centrées sur les relations praticien-enfant; pourtant les enfants qui entreprennent ces activités passent la majorité de leur temps avec leurs pairs et hors de la présence des praticiens. Les données ont été recueillies dans deux services de la petite enfance dans chacun des pays, à l'aide des instruments de recherche suivants: description du contexte (structure, taille, cadre curriculaire), caractérisation de l'activité interpersonnelle, échelles d'évaluation réflectives (nature des tâches cognitives et soutien des interactions des enfants) et entretiens avec les praticiens (interactions des enfants pour se developper et apprendre). Les résultats indiquent quelques variations dans les cadres, les activités et les pratiques entre le...

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“…Cooperative learning is an approach that promotes children working together to accomplish tasks (Johnson & Johnson, 1984;Morris, 2002). Cooperative learning capitalizes on evidence that shows children who rely on their peers are more likely to develop supportive friendships (Luckner, Schauermann, & Allen, 1994 (Cooper & McEvoy, 1996;Twardoz, Nordquist, Simon, & Botkin, 1983) that require the children to practice simple social exchanges with their neighbors (e.g., shaking hands or giving a pat) during music and/or play activities. For example, familiar songs such as, &dquo;If you're happy and you know it&dquo; can be modified to direct children to &dquo;hug your neighbor&dquo; or &dquo;give a high five&dquo; rather than &dquo;clap your hands.&dquo; These types of activities can help children learn about desirable characteristics of what it means to be a friend, begin to understand everyone's need for friendships, and practice social skills that can be used to build friendships.…”

Section: Interactionsmentioning

confidence: 99%

Social Skills Interventions

Taylor

Peterson

McMurray-Schwarz

et al. 2002

Young Exceptional Children

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The effect of group affection activities on the interaction of socially isolate children

Cited by 38 publications

References 25 publications

Components of Social Competence and Strategies of Support: Considering What to Teach and How

Components of Social Competence and Strategies of Support: Considering What to Teach and How

The role and practice of interpersonal relationships in European early education settings: sites for enhancing social inclusion, personal growth and learning?¹

Social Skills Interventions

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The effect of group affection activities on the interaction of socially isolate children

Cited by 38 publications

References 25 publications

Components of Social Competence and Strategies of Support: Considering What to Teach and How

Components of Social Competence and Strategies of Support: Considering What to Teach and How

The role and practice of interpersonal relationships in European early education settings: sites for enhancing social inclusion, personal growth and learning?1

Social Skills Interventions

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Product

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The role and practice of interpersonal relationships in European early education settings: sites for enhancing social inclusion, personal growth and learning?¹