Using Play to Build the Social Competence of Young Children with Language Delays: Practical Guidelines for Teachers

Dennis, Lindsay R.; Stockall, Nancy

doi:10.1007/s10643-014-0638-5

Cited by 14 publications

(9 citation statements)

References 31 publications

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“…In addition to inducing learning motivation and reinforcing learning effect with entertainment, it could enhance the recreational meaning of games. Dennis & Stockall (2015) pointed out motivation as the requirement for long-term, effective, and meaningful learning. Learning motivation is a kind of motivation.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Empirical Study on the Effect of Digital Game-Based Instruction on Students’ Learning Motivation and Achievement

Chen¹

2017

EURASIA J MATH SCI T

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As pupils are largely increased the opportunities to contact digital games, the effect of digital games has been broadly discussed and studied. Digital games no longer play the function of entertainment, but could assist students in more active learning and deeper and broader learning, when being applied to instruction. It is limited to learn in classes that combining courses with situated digital games presents the immersive feeling. This study therefore intends to discuss the effect of digital game-based instruction on students' learning motivation and achievement. Three universities in Taiwan, which are listed on top universities in Taiwan province, are selected as the research subjects in this study. With experimental research, total 326 students of two classes each from the three universities are preceded the experimental teaching for 3 hours per week for 16 weeks (total 48 hours). The research results are summarized as below. 1. Game-based instruction would affect learning motivation. 2. Game-based instruction would influence learning achievement. 3. Learning motivation presents significantly positive effects on learning effect in learning achievement. 4. Learning motivation shows remarkably positive effects on learning harvest in learning achievement. Aiming at the research results, it is expected to propose suggestions for education studies and talent cultivation.

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Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Empirical Study on the Effect of Digital Game-Based Instruction on Students’ Learning Motivation and Achievement

Chen¹

2017

EURASIA J MATH SCI T

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“…Pengalaman-pengalaman ini membangun kompetensi sosial anak-anak yang diperlukan untuk menjalin rasa persahabatan dan hubungan baru dengan teman sebaya, serta mengekspos mereka kepada beragam anak, orang dewasa, struktur keluarga, dan budaya yang beragam. Kompetensi sosial membantu membuka jalan bagi anak-anak untuk menjalin antar sahabat dan hubungan dengan anak-anak lain (Dennis & Stockall, 2015). Penelitian yang membahas penyesuaian anak-anak muda ke situasi sekolah baru menunjukkan bahwa anak-anak yang dapat melakukan transisi dengan lancar berbagi beberapa kemampuan penting mereka mampu 1) berinteraksi bersama teman sebaya dengan positif dan berkelompok, 2) terlibat dalam permainan khayalan yang melibatkan peran kooperatif, 3) berhasil memasuki permainan anak-anak lain, 4) berbicara dengan teman sebaya secara langsung, 5) memusatkan perhatian mereka pada orang lain dalam situasi kelompok, dan 6) menanggapi inisiasi orang lain (O'Kane, 2016).…”

Section: Peran Orang Tuaunclassified

Profil Peran Orang Tua dan Guru dalam Penyiapan Masa Transisi Anak ke Sekolah Dasar

et al. 2021

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The purpose of this study is to describe the role of teachers (SD and TK) and parents in preparing for the transition period of children to elementary school in Kecamatan Air Sugihan. This research uses descriptive quantitative research with a survei method. Respondents in this study were 7 first grade elementary school teachers, 11 kindergarten teachers, and 89 parents of students. The study results indicate that child development is not optimal and environmental changes are the main problems in the transition period of children so that the roles of teachers (SD and TK) and parents play an essential role in the transition period of children to produce optimal school readiness. This role is in the form of responsibility for children's school readiness, as a motivator for children, as a role model, as a supervisor and as a place to ask children so that all the needs of children's school readiness are met. Tujuan penelitian ini untuk menggambarkan peran guru (SD dan TK) dan orangtua dalam penyiapan masa transisi anak ke sekolah dasar di kecamatan Air Sugihan. Penelitian menggunakan penelitian kuantitatif deskriptif dengan metode survei. Responden dalam penelitian ini 7 orang guru kelas I SD, 11 orang guru TK, dan 89 orangtua siswa. Hasil dari penelitian menunjukkan bahwa perkembangan anak yang belum optimal dan perubahan lingkungan merupakan masalah utama dalam masa transisi anak sehingga peran guru (SD dan TK) dan orangtua sangat berperan penting dalam hal masa transisi anak agar menghasilkan kesiapan bersekolah yang optimal. Peran tersebut berupa tanggung jawab terhadap kesiapan sekolah anak, motivator bagi anak, sebagai panutan, sebagai pengawas dan sebagai tempat bertanya anak sehingga semua kebutuhan dalam kesiapan sekolah anak terpenuhi.

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“…Social competence is the ability to integrate cognitive, affective, and behavioral conditions in a social context. The opinion above implies that individuals who have social competence can integrate social, emotional, and cognitive abilities to bring up skills in adapting to the social environment [2]. Social competence is a complex multidimensional concept, social, emotional (influencing regulation), cognitive (skills to process or acquisition, perspective taking) and behavioral skills, prosocial skills, and motivation and expectations (moral development, selfefficacy) is needed for successful social adaptation.…”

Section: A Social Competencementioning

confidence: 99%

“…Social competence is the ability of individuals to adjust the expression of social behavior in accordance with perceived social conditions, so that they are optimal in social interaction [10]. Individuals who have social competence can easily learn strategies to interact comfortably and positively with others, armed with their experiences of social interaction when at home or at school [2].…”

Section: A Social Competencementioning

confidence: 99%

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Improving the Social Competence of the Students of SMK Muhammadiyah 1 Sleman through Social Skill Training

Aliim¹,

Ayriza²

2019

Joint Proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International C

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The research aims to improve the social competence of the students of SMK Muhammadiyah 1 Sleman through social skill training. The method used in this research was quantitative with the action research format. The model referred to Kemmis and Taggart model. The research subjects were the tenth-grade students who had low social competence. The data collection methods used in this research were scale observation and interview. The Instruments used were social competence observation guide and interview guide. The data analysis technique was quantitative descriptive technique with percentage. The research result showed that social competence could be improved through social skill training consisting of six steps: defining the target skill, modeling, role playing, giving feedback, positive strengthening and homework. This could be seen from each participant`s social competence before treatment to social competence level after the first cycle treatment and the second cycle treatment. After the first cycle treatment was conducted, as 31% of the students reached high social competence. And when the second cycle treatment was conducted, 100% of the students reached high social competence and already reached the research target, each student having minimum social competence 75%.Generally, when the students were in the classroom, they dared to express their opinion and gave responses to their classmates. The students were able to manage their shyness, and when did not understand in the lesson, when they were brave to ask.

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Using Play to Build the Social Competence of Young Children with Language Delays: Practical Guidelines for Teachers

Cited by 14 publications

References 31 publications

Empirical Study on the Effect of Digital Game-Based Instruction on Students’ Learning Motivation and Achievement

Empirical Study on the Effect of Digital Game-Based Instruction on Students’ Learning Motivation and Achievement

Profil Peran Orang Tua dan Guru dalam Penyiapan Masa Transisi Anak ke Sekolah Dasar

Improving the Social Competence of the Students of SMK Muhammadiyah 1 Sleman through Social Skill Training

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