The Effects of Social Skills Training on the Peer Interactions of a Nonnative Toddler

Wu, Cheng‐Hsien; Hursh, Daniel E.; Walls, Richard T.; Stack, Samuel F.; Lin, I-An

doi:10.1353/etc.2012.0021

Cited by 5 publications

(8 citation statements)

References 42 publications

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“…Sejalan dengan penelitian yang dilakukan oleh Novitasari, dkk (2017) yang menuliskan bahwa modeling partisipan merupakan strategi yang efektif untuk meningkatkan komunikasi interpersonal siswa. Intervensi yang dibantu dengan teman sebaya lebih efektif meningkatkan interaksi sosial seseorang dengan keterbatasan, interaksi sosial yang diberikan oleh teman sebayanya ini mampu meningkatkan keterampilan sosial seperti memberikan salam, memberi isyarat, meniru serta menawarkan sesuatu kepada teman-temanya (Chan et al,2009;Wu et al, 2012).…”

Section: Pembahasan Pengaruh Modeling Partisipan Teman Sebaya Terhadap Keterampilan Sosialunclassified

Peningkatan Keterampilan Sosial Dan Harga Diri Remaja Retardasi Mental Ringan Melalui Modeling Partisipan Teman Sebaya

Ekayamti

2020

JMK

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Background: Teen Mental Retardation (MR) in the community shows more problems in their social skills. Various kinds of problems can occur in MR youth so social skills are important in overcoming their everyday problems. Inadequate social skills in MR adolescents can lead to low self-esteem problems. Adolescence is an identity search stage so it needs to be trained and educated. During this period, adolescents also need to be prepared to engage in social relations in the community, establish open communication with families, and prepare them to enter the workforce. Method: The type of research used was an experiment with a pre-post control group design, the study was conducted on 52 mild MR teens divided into treatment groups and control groups, where the treatment group was given participant modeling intervention with the help of peers conducted for one month. Results: In the Wilcoxon test for the social skills variable in the intervention group the value was obtained (p = 0,000), the control group (p = 0.015), in the self-esteem variable the treatment group obtained a value (p = 0,000) while the control group (p = 0.005). The Man-Whitney test found scores (p = 0.005) on social skills and (p = 0.019) on self-esteem which meant that there were differences between the intervention and control groups. Conclusion: MR youth can be given participant modeling interventions through model examples from peers to improve their social skills and self-esteem.

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Section: Pembahasan Pengaruh Modeling Partisipan Teman Sebaya Terhadap Keterampilan Sosialunclassified

Peningkatan Keterampilan Sosial Dan Harga Diri Remaja Retardasi Mental Ringan Melalui Modeling Partisipan Teman Sebaya

Ekayamti

2020

JMK

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“…Sistematic observation allows studying interactive behaviors in an objective way and in its natural context (Anguera, 1990;Sánchez-Algarra & Anguera, 2013) and it has been widely used in the educational context (Borges & Rodríguez-Dorta, 2015;Díaz, Borges, Valadez, & Zambrano, 2015;Rodríguez-Naverias & Borges, 2015). Therefore, it represents the perfect procedure to analyze the social relations within a group given that the conduct is close connected and influenced by its context (Lungu & Debas, 2013;Wu, Hursh, Walls, Stack, & Lin, 2012) and also for program's evaluation (Portell, Anguera, Chacón-Moscoso, & Sanduvete-Chaves, 2015;Rodríguez-Naveiras & Borges, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Assessment of Change in Social Interaction through Observation

Cadenas-Borges

Borges-Del-Rosal

2017

Accion psicol.

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The study of social interaction within the classroom is an important task because of the the influence that early social relationships have in the social and personal development of a person. In this paper we present a study where a specific intervention is implemented to improve the social interaction of one participant in an outside school enrichment program. A single-case design AB is used with this propose. The measurement of the changes is done through observation, using the Observational Protocol for Social Interaction within the Classroom (OPINTEC, v. 4). Three sessions are observed during the program in order to analyze the individual progress of the participant during the intervention. Lag Sequential Analysis with the program SDIS-GSEQ (Bakeman & Quera, 1996) is used for the assessment of the behavioral patterns. Results indicate an improvement in the relations between the participant and his peers in those interactions related with academic topics.

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“…According to Blandon and Scrimgeour (2015) and Williamson, Donohue and Tully (2013), the infant and toddler years are crucial for the development of prosocial behavior such as sharing, helping, comforting and cooperation. Wu, Hursh, Walls, Stack and Lin (2012), Hay (1994) and Hogan, Scott and Bauer (1992) similarly stated that prosocial behaviour for toddlers includes: joining other children for play; following rules; helpfulness; empathy; turn-taking and sharing toys, which can all contribute to the development of social competence (Rose-Krasnor, 1997). In other words, when children have opportunities to interact with peers, they learn social skills, which are crucial for their social development (Blandon & Scrimgeour, 2015).…”

Section: Sharing Resourcesmentioning

confidence: 99%

“…While developing empathy among peers is seen as beneficial to children's friendship development, the practitioners in this study also believed that when children make friends at childcare centres, they develop social competence which can help them be ready for school later on in their lives. According to Wu et al (2012), social competence is connected with school readiness and academic success. Children who are socially competent are in good position to develop positive attitudes, adjust to school, get better grades, and achieve more in school in the future.…”

Section: Preparation For Schoolmentioning

confidence: 99%

“…According to Denham, Wyatt, Bassett, Echeverria and Knox (2009), Spence (2003) and Galejs and Stockdale (1982), children who are socially competent demonstrate more positive school behaviours than children who lack social competence. Moreover, socially competent children are believed to be in a good position to adjust well to school and be academically successful (Ladd, Birch & Buhs, 1999;Wu et al, 2012;Blair, 2002;Van Hecke et al, 2007).…”

Section: Preparation For Schoolmentioning

confidence: 99%

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Peer interactions among under three years old children in Malaysian childcare centres: A case study approach

Yunus¹

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<p>Research on infants’ and toddlers’ peer interactions in childcare centres shows many benefits for children’s social competence. With increasing participation of under-three year olds in group-based early childhood services worldwide, there is also growing interest in the role played by childcare adults in supporting children’s social competence. In the Malaysian context, where the number of childcare settings is growing rapidly, early childhood research remains limited and is non-existent within the field of understanding the complexity of infants’ and toddlers’ peer interactions. At the same time there has been a mounting discourse by Malaysian economists promoting the benefits of non-cognitive skills to a country, thus focussing attention on social skills, of which peer interactions are a form. This study opens up this under-researched field in Malaysia through three qualitative case studies – one in each of three childcare centres in the state of Selangor. Each case study involved individual semi-structured interviews with the childcare practitioners, video-recorded observations of the children’s peer interactions, and video-stimulated recall interviews. A focus group discussion was conducted too with all of the practitioners after that. The aim of the study was to examine how practitioners perceived peer interactions among children under three years old in their childcare centres, and the kinds of peer interactions that occurred among the children. Drawing on constructs from a range of social constructivist theoretical perspectives, the findings revealed that at the start of the study, the practitioners saw themselves as promoting peer interactions by facilitating group activities and managing interactions between children by responding to their conflicts. The observations of children’s peer interactions revealed complex negotiations by the children who were actively creating a sense of belonging and togetherness at their childcare centres like embracing the centre’s routines, and responding to the needs of others including through humour and laughter. In the process of these interactions, children exercised their agency and learned the skills of becoming socially competent participants in their centre. Through video-stimulated recall interviews and focus group discussion, the practitioners deepened their thoughts on children’s peer interactions and saw peer interactions to be linked with learning around three main themes: learning through play; learning through gaining familiarity with others; and learning about having friends. My findings provide a picture of how the children’s peer interactions were understood by largely untrained practitioners, and how the complexity of children’s lived experiences remained hidden to the practitioners until they took part in the video-stimulated recall interviews; the latter opened up and deepened the practitioners thoughts about children’s peer interactions. This study differs from earlier studies in that it is based in Malaysia where the provision of group-based early childhood care and education services is still a relatively new social and educational endeavour staffed by largely unqualified practitioners. This has implications for future childcare training initiatives in Malaysia.</p>

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The Effects of Social Skills Training on the Peer Interactions of a Nonnative Toddler

Cited by 5 publications

References 42 publications

Peningkatan Keterampilan Sosial Dan Harga Diri Remaja Retardasi Mental Ringan Melalui Modeling Partisipan Teman Sebaya

Peningkatan Keterampilan Sosial Dan Harga Diri Remaja Retardasi Mental Ringan Melalui Modeling Partisipan Teman Sebaya

The Assessment of Change in Social Interaction through Observation

Peer interactions among under three years old children in Malaysian childcare centres: A case study approach

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