Videotape modeling for preschool children with low levels of social interaction and low peer involvement in play

1984 ◽  
Vol 12 (1) ◽  
pp. 95-109 ◽  
Author(s):  
Keith D. Ballard ◽  
Terence J. Crooks
Keyword(s):  
Preschool Children ◽  
Social Interaction ◽  
Peer Involvement ◽  
Videotape Modeling ◽  
Low Levels

Toys and Materials as Setting Events on the Social Interaction of Preschool Children

2001 ◽  
Vol 25 (1-2) ◽  
pp. 49-66
Author(s):  
Mark Carter ◽  
Catherine A. O’Gorman‐Hughes
Keyword(s):  
Preschool Children ◽  
Social Interaction ◽  
Social Interactions ◽  
Children With Disabilities ◽  
Observational Research ◽  
Future Research ◽  
Future Studies ◽  
Setting Events ◽  
Research Designs ◽  
Apply Research

This review examined the effects of toys and materials as setting events on social interactions of preschool children. A total of 11 studies were examined and the findings suggested an association with particular types of toys and materials and increases in social interaction. There are, however, several methodological weaknesses that need to be addressed in future studies. In particular, future studies need to make more extensive use of experimental rather than observational research designs, provide functional descriptions of extant social skills of participants, apply research designs that allow idiosyncratic responses to intervention to be examined and consider the effects of manipulation of effects of toys and materials in relation to age. With regard to studies involving children with special needs, a number of features of existing research, including small group sizes, unusual ratios of children with disabilities compared to typically developing children and atypical play areas, limit conclusions that can be drawn from the present data. Future research will need to address these issues and examine more typical preschool settings in order to clarify the role of toys and materials in encouraging positive social interactions between young children with disabilities and their regular peers.

scholarly journals Patterns of Objectively Measured Moderate-to-Vigorous Physical Activity in Preschool Children

2014 ◽  
Vol 11 (6) ◽  
pp. 1233-1238 ◽  
Author(s):  
Mareesa O’Dwyer ◽  
Stuart J. Fairclough ◽  
Nicola Diane Ridgers ◽  
Zoe Rebecca Knowles ◽  
Lawrence Foweather ◽  
...  
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Young Children ◽  
Vigorous Physical Activity ◽  
After School ◽  
Home Environments ◽  
Low Levels ◽  
Objectively Measured ◽  
Full Day

Background:Identifying periods of the day which are susceptible to varying levels of physical activity (PA) may help identify key times to intervene and potentially change preschool children’s PA behaviors. This study assessed variability of objectively measured moderate-to-vigorous physical activity (MVPA) during weekdays and weekend days among preschool children.Methods:One hundred and eighty-eight children (aged 3 to 5 years; 53.2% boys) from a northwest English city wore uni-axial accelerometers for 7 consecutive days.Results:Higher levels of MVPA were recorded in boys, particularly those who attended preschool for a half day. Children who attended preschool for a full day engaged in 11.1 minutes less MVPA than children who attended for a half day. After-school hours were characterized by a decrease in activity for all groups. Patterns of activity during the weekend were smoother with less variability.Conclusion:This study identified discrete segments of the week, specifically afterschool and during the weekend, when preschoolers engage in low levels of PA. Higher levels of MVPA among children who attended preschool for less time each day suggests that the structured preschool environment is related to decreased activity. Consequently, there is a need for interventions in young children to focus on school and home environments.

Effects of Social Integration on Preschool Children with Handicaps

1989 ◽  
Vol 55 (5) ◽  
pp. 420-428 ◽  
Author(s):  
Joseph R. Jenkins ◽  
Samuel L. Odom ◽  
Matthew L. Speltz
Keyword(s):  
Preschool Children ◽  
Social Interaction ◽  
Social Competence ◽  
Language Development ◽  
Social Integration ◽  
Experimental Conditions ◽  
The Social ◽  
Interactive Play ◽  
Lower Performing Students

This study examined the effects of (a) integrating handicapped and nonhandicapped children in preschools and (b) a condition designed to promote social integration. Fifty-six children with mild and moderate handicaps were randomly assigned to four experimental conditions: integrated/social interaction, integrated/child-directed, segregated/social interaction, and segregated/child-directed. Observation revealed a higher proportion of interactive play, as well as higher language development, in the social interaction conditions; and children in the integrated/social interaction condition received significantly higher ratings of social competence. These data suggest that structuring social interaction between higher and lower performing children can result in benefits to the lower performing students.

Social Reciprocity: A Review of Research and Educational Implications

1977 ◽  
Vol 43 (8) ◽  
pp. 526-530 ◽  
Author(s):  
Phillip S. Strain ◽  
Richard E. Shores
Keyword(s):  
Preschool Children ◽  
Social Interaction ◽  
Social Withdrawal ◽  
Educational Strategies ◽  
Social Stimuli ◽  
Social Responses ◽  
Social Reciprocity ◽  
The Social ◽  
Educational Implications ◽  
Positive Social Interaction

This paper analyzes the potential contributions of research on social reciprocity to the assessment and remediation of social withdrawal among educationally handicapped preschool children. The studies reviewed clearly suggest that social reciprocity is a phenomenon that occurs during interaction among adults and normal and exceptional preschool children. It is suggested here that educational strategies designed to increase positive social interaction be based on a reciprocal conceptualization of social behavior. Such a theoretical framework is reflected in the following procedures: (a) the use of observational strategies that are sensitive to who gives what to whom, when, and with what effect; and (b) the development of intervention efforts that rely on the eliciting effect of social stimuli to accelerate the social responses of withdrawn children.

scholarly journals BEHAVIORAL PROFILES OF DIFFERENT TYPES OF SOCIAL STATUS IN PRESCHOOL CHILDREN: AN OBSERVATIONAL APPROACH

2007 ◽  
Vol 35 (2) ◽  
pp. 195-212 ◽  
Author(s):  
Francisco Braza ◽  
Paloma Braza ◽  
M. Rosario Carreras ◽  
José Manuel Muñoz ◽  
José R. Sánchez-Martín ◽  
...  
Keyword(s):  
Preschool Children ◽  
Social Status ◽  
Social Acceptance ◽  
Time Budget ◽  
Free Play ◽  
Observational Method ◽  
Behavioral Profiles ◽  
Different Types ◽  
Aggression Subtypes ◽  
Low Levels

The aim of this study was to explore the behavioral profiles of children of various types of social status, in a sample of 54 preschool children (15 boys, 39 girls; mean age = 5.15 years), using an observational method. Popular, rejected, neglected and controversial types of social status were defined by direct observation of the behaviors received by each child from their peers. Behavioral profiles were obtained from the time budget of activities exhibited by each subject during free play time. Popular children showed high levels of hierarchical play and sociability and low levels of all aggression subtypes; rejected children showed high levels in person-directed and seizing object aggressions and did not engage in hierarchical play; neglected children displayed low levels of hierarchical play and sociability and higher than average levels only in seizing object aggression; and controversial children showed high levels of sociability and low levels of hierarchical play. The results highlight the relevance of hierarchical play in social acceptance and its possible effectiveness as an intervention tool.

Noise and Social Interaction as Simultaneous Stressors

1976 ◽  
Vol 42 (3_suppl) ◽  
pp. 1123-1129 ◽  
Author(s):  
Richard D. Edsell
Keyword(s):  
Social Interaction ◽  
Group Behavior ◽  
Sound Level ◽  
Simulation Game ◽  
Simple Task ◽  
Self Evaluation ◽  
Ambient Sound ◽  
Low Levels ◽  
And Performance ◽  
Different Levels

This study investigated some of the combined effects of noise and stress of social interaction on group behavior and performance. Three independent groups of college students participated in the simulation game Starpower while exposed to different levels of noise. Intermittent white noise at 61 dB (A) and 75 dB (A) was used for the Noisy and Very Noisy conditions, respectively, and the ambient sound level of 51 dB (A) was used for Quiet. Tests were administered to each group several days prior to playing the game and again immediately after the game; changes in subject's scores were then calculated. The Self-evaluation Scale of Group Behavior, used as a measure of behavioral change, indicated that significant change had resulted from superimposing relatively low levels of noise on social interaction. Subjects in groups subjected to noisier environments perceived the behavior of others as more disagreeable, disorganized, and threatening. The combined stressors failed to produce decremental performance on the Digit Symbol test, which suggests, according to the Yerkes-Dodson Law (1908), that the stress level for optimum performance had not been exceeded in this relatively simple task.

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