Factors Affecting the Impact of Social Interaction Skills Interventions in Early Childhood Special Education

1993 ◽  
Vol 13 (1) ◽  
pp. 38-56 ◽  
Author(s):  
Carla A. Peterson ◽  
Scott R. McConnell
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Social Interaction ◽  
Early Childhood Special Education ◽  
Factors Affecting ◽  
The Impact ◽  
Social Interaction Skills ◽  
Interaction Skills

scholarly journals Optimlisasi Kemampuan Interaksi Sosial Anak di PAUD Inklusi Ahsanu Amala Yogyakarta

2017 ◽  
Vol 1 (1) ◽  
pp. 17-26
Author(s):  
Nadlifah Nadlifah
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Social Interactions ◽  
Classroom Environment ◽  
School Environment ◽  
Social Process ◽  
Children With Autism ◽  
The Right ◽  
Social Interaction Skills ◽  
Interaction Skills

Education is a social process that can't happen without interaction between individuals Learning is a personal and social proccess when the child is in touch with other children in building understanding and knowledge together. Generally, Early Childhood have a low social interactions skill. This is evidenced by the frequent fights with his friend and selfish. Similarly in general, children who have mental disorders such as children with autism, Down syndrome, the hearing impaired etc, has the low skill ability in social interaction and communication. children who have maximum social interaction skills will be easier to be accepted in the school environment, especially in a classroom environment. Therefore it the children of inclusion is still an early age need to be assisted in improving the ability of social interactions at school, because the period of early childhood is a period of development the right to develop, improve and optimize all the capabilities of a child, even this period is an effective time to train and familiarize children to develop social interaction skills of children.

scholarly journals The Value of Workshops on Psychological Flexibility for Early Childhood Special Education Staff

2011 ◽  
Vol 32 (4) ◽  
pp. 196-210 ◽  
Author(s):  
Anthony Biglan ◽  
Georgia L. Layton ◽  
Laura Backen Jones ◽  
Martin Hankins ◽  
Julie C. Rusby
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Experiential Avoidance ◽  
High Stress ◽  
Influence Factors ◽  
Early Childhood Special Education ◽  
High Turnover ◽  
Factors Affecting ◽  
Staff Members ◽  
Acceptance And Commitment

High stress and burnout are common for early childhood special educators, contributing to high rates of attrition, diminished educational effectiveness, and high turnover. Acceptance and Commitment Therapy (ACT) is a promising approach for the prevention and treatment of a wide variety of problems. Using a randomized wait-list control design, this pilot study evaluated whether ACT workshops delivered to preschool teachers who serve children with developmental disabilities would improve stress-related problems of teachers (i.e., stress, depression, and burnout) and increase collegial support. At pretest, measures of experiential avoidance (EA) and mindful awareness (MA) showed significant relationships to reports of depression, stress, and burnout. The intervention reduced staff members’ EA, increased teachers’ MA and valued living (VL), and improved teachers’ sense of efficacy. This suggests that ACT workshops can help influence factors affecting depression, stress, and burnout in an early childhood special education setting.

scholarly journals Efek Pendidikan Anak Usia Dini (PAUD) Bagi Kemampuan Interaksi Sosial Anak

2020 ◽  
Vol 11 (4) ◽  
pp. 431
Author(s):  
Tri Sakti Widyaningsih ◽  
Tamrin Tamrin
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Early Childhood Education ◽  
P Value ◽  
Chi Square ◽  
Cross Sectional ◽  
Childhood Education ◽  
The Social ◽  
Social Interaction Skills ◽  
Interaction Skills

Background: Given the importance of early childhood education in child growth and development, the role of child caregivers in the school area community needs to conduct research on how management provides good stimulation when children enter pre-school age by providing an overview of the effectiveness of early childhood education (PAUD) on interaction ability Children Social at RA Islamic Tunas Bangsa 4 Semarang City. Methods: This study aims to determine the effectiveness of Early Childhood Education (PAUD) on the Social Interaction Ability of Children in RA Islamic Tunas Bangsa 4 Semarang City. The type of research used was quantitative with non-experimental used a cross-sectional design where the researcher seeks to analyze the effectiveness of children's social interaction skills assessed through the snake and ladder game intervention between groups of children who have attended PAUD and children who do not participate in PAUD in RA Islamic Tunas Bangsa 4 Semarang City by involving all children who fall into the criteria, according to the needs of the researcher. The population in this study were 57 children at kindergarten (TK A) in RA Islamic Tunas Bangsa 4 Semarang City. The sample in this study were members of the population who met the inclusion and exclusion criteria of the study sample, as many as 36 children. Results: The study used the Chi Square analysis test and statistically the p value was 0.001 (<0.05). Conclusion: The conclusion in this study is that H0 is rejected Ha is accepted, there are differences in the social interaction of children who attend PAUD and do not participate in PAUD in RA Islamic Tunas Bangsa 4 Semarang City. Suggestion: So that teachers can be creative in using game tools that function to develop the social interaction skills of students in RA Islamic Tunas Bangsa 4 Semarang City. Keywords: social interaction skills; early childhood education ABSTRAK Latar Belakang: Mengingat pentingnya pendidikan Usia Dini dalam pertumbuhan dan perkembangan anak, maka peran perawat anak di komunitas area sekolah perlu melakukan penelitian bagaimana cara manajemen memberikan stimulasi yang baik ketika anak memasuki usia pra sekolah dengan memberikan gambaran tentang Efektifitas Pendidikan Anak Usia Dini (PAUD) Terhadap Kemampuan Interaksi Sosial Anak Di RA Islamic Tunas Bangsa 4 Kota Semarang. Metode: Penelitian ini bertujuan mengetahui Efektifitas Pendidikan Anak Usia Dini (PAUD) Terhadap Kemampuan Interaksi Sosial Anak Di RA Islamic Tunas Bangsa 4 Kota Semarang. Jenis penelitian yang digunakan adalah kuantitatif dengan metode non eksperimental (observasional) dengan menggunakan rancangan cross sectional dimana peneliti berupaya untuk menganalisis efektifitas kemampuan interaksi sosial anak yang dinilai melalui intervensi permainan ular tangga antara kelompok anak yang sudah pernah mengikuti PAUD dan anak yang tidak mengikuti PAUD di RA Islamic Tunas Bangsa 4 Kota Semarang dengan cara melibatkan semua anak yang masuk dalam kriteria, sesuai kebutuhan peneliti. Populasi dalam penelitian ini adalah anak yang duduk pada usia taman kanak-kanak (TK A) di RA Islamic Tunas Bangsa 4 Kota Semarang sejumlah 57 anak. Sampel dalam penelitian ini adalah anggota populasi yang memenuhi kriteria inklusi dan ekslusi sampel penelitian, sebanyak 36 anak. Hasil: Penelitian menggunakan uji analisis Chi Square dan secara statistik didapatkan nilai p-value = 0,001 (<0,05). Kesimpulan :Kesimpulan dalam penelitian ini adalah H0 ditolak Ha diterima, ada perbedaan interaksi sosial anak yang mengikuti PAUD dan tidak mengikut PAUD di RA Islamic Tunas Bangsa 4 Kota Semarang. Saran: Agar guru dapat berkreasi dalam menggunakan alat permainan yang berfungsi untuk mengembangkan kemampuan interaksi sosial peserta didik di RA Islamic Tunas Bangsa 4 Kota Semarang. Kata Kunci: kemampuan interaksi sosial; pendidikan anak usia dini

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