scholarly journals Social Competence as a Role-Player in the Game between Motor Performance and Organized Sports Participation among School-Age Children

2015 ◽  
Vol 1 (4) ◽  
pp. 118-125 ◽  
Author(s):  
Britney Martin ◽  
◽  
Brent Faught ◽  
Jian Liu ◽  
Miya Narushima ◽  
...  
Keyword(s):  
Social Competence ◽  
Motor Performance ◽  
Sports Participation ◽  
School Age Children ◽  
School Age ◽  
Organized Sports

scholarly journals The Effectiveness of Traditional Games intervention program in the Improvement of Form One School-Age Children’s Motor Skills Related Performance Components

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Md. Alli Gipit @ Charles ◽  
Mohamad Razali Abdullah ◽  
Rabiu Muazu Musa ◽  
Norlaila Azura Kosni ◽  
Ahmad Bisyri Husin Musawi Maliki
Keyword(s):  
Motor Skills ◽  
Motor Performance ◽  
Intervention Program ◽  
Repeated Measure ◽  
School Age Children ◽  
Sufficient Evidence ◽  
School Age ◽  
Motor Abilities ◽  
Post Test ◽  
Age Range

Abstract:As children age, motor performance develops. Motor performance abilities enable children to process information in handling specific task efficiently. Although children develop motor skills in a variety of physical activities, it could be, however, easily achieved when they engage in voluntary activities in conformity with their interests. Traditional games offer the opportunity for children to play and officiate the rules without any constraint. The current study intends to explore the effectiveness of the traditional games intervention program in the improvement of form one school-age children’s motor skills related performance components. A total number of 40 form one Malaysian student [male (n=20) and female (n=20)] with age range of 12-13 selected randomly participated in the study. The quasi-experiment method was applied in the study and experiment group (n=40) went through traditional games intervention which consisted of performing selected traditional games for 60 minutes, three times weekly for eight weeks. The pre-test (before treatment), mid-test (week fourth) and post-test (week eight) data were collected and analysed using MANOVA repeated measure. The results indicate a significant improvement of motor performance through traditional games intervention [F (8, 29) = 1704.16, p < .05]. Follow-up tests also show that the traditional games intervention is a factor [F(12,105) =1.99, p < .05]  to agility [F(3,36) = .50, p >.05], reaction time [F(3,36) = .51, p >.05], speed [F(3,36) = 3.64, p <.05] and balance [F(3,36) = .02, p > .05]. There is sufficient evidence to conclude that Malaysian based traditional games are effective in improving motor abilities of school-age children.

The development of emotional and behavioral self-regulation and social competence among maltreated school-age children

1994 ◽  
Vol 6 (1) ◽  
pp. 57-75 ◽  
Author(s):  
Ann M. Shields ◽  
Dante Cicchetti ◽  
Richard M. Ryan
Keyword(s):  
At Risk ◽  
Social Competence ◽  
Peer Relationships ◽  
Emotional Regulation ◽  
Developmental Psychopathology ◽  
Self Regulation ◽  
School Age Children ◽  
School Age ◽  
Maltreated Children ◽  
Open Question

AbstractBehavioral and emotional self-regulation are important aspects of competence in school-age children. Despite the apparent interrelatedness of behavioral and affective processes, empirical approaches to the development of self-regulation typically have investigated these systems separately. As a result, their relative effects upon social competence remain, for the most part, an open question. This study, working from an organizational and developmental psychopathology perspective, attempted to investigate developmental processes that place maltreated children at risk for impaired peer relationships by assessing the independent and relative influences of behavioral and emotional regulation on social competence in school-age children. Subjects were maltreated children, who are at risk for both attenuated self-regulation and impaired peer relationships, and economically disadvantaged nonmaltreated comparison children. Observations were conducted during a summer day camp, an ecologically valid context in which to study children's social interactions. As predicted, maltreated children were found to be deficient in behavioral and affective regulation, relative to nonmaltreated children.Furthermore, attenuated self-regulation mediated the effects of maltreatment on children's social competence. Results highlighted the unique contributions of both behavior and affect in predicting peer competence, suggesting that a more comprehensive approach to the study of self-regulation is warranted.

scholarly journals Effects of parental empathy and emotion regulation on social competence and emotional/behavioral problems of school‐age children

2020 ◽  
Vol 4 (2) ◽  
pp. 91-98
Author(s):  
Kun Meng ◽  
Yizhe Yuan ◽  
Yali Wang ◽  
Jianning Liang ◽  
Lijun Wang ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Social Competence ◽  
Behavioral Problems ◽  
School Age Children ◽  
School Age ◽  
Parental Empathy

Language Skill and the Development of Social Competence in School-Age Children

1993 ◽  
Vol 24 (4) ◽  
pp. 199-205 ◽  
Author(s):  
Tanya M. Gallagher
Keyword(s):  
High School ◽  
Social Competence ◽  
Language Skills ◽  
Language Skill ◽  
School Age Children ◽  
School Age ◽  
Friendship Development ◽  
Interpersonal Understanding ◽  
Children's Development ◽  
Children’S Development

The normal course of children's development of social competence from preschool through high school levels is reviewed, and its relationship with developing language skills is discussed. Peer aspects of developing social competence, particularly those relating to friendship development and the development of interpersonal understanding, are highlighted.

scholarly journals Pembelajaran Pendidikan Agama Islam (PAI) di Sekolah Dasar

2021 ◽  
Vol 9 (1) ◽  
pp. 63
Author(s):  
Asep Abdul Aziz ◽  
Ajat Syarif Hidayatullah ◽  
Uus Ruswandi ◽  
Bambang Samsul Arifin
Keyword(s):  
Elementary School ◽  
Social Competence ◽  
Cultural History ◽  
Religious Education ◽  
School Age Children ◽  
Educational Goals ◽  
School Age ◽  
Library Research ◽  
Islamic Civilization ◽  
Primary School Age

This article aims to reveal the concept of Islamic religious education learning in elementary schools.In the development of primary school age children have their own characteristics, the ability to think of elementary school age children develop gradually. It needs to be understood wisely to be able to deliver successful educational goals. This research adopts a descriptive qualitative approach with library research methods. The results showed that Islamic religious education in elementary school is quite unique, if in the past the mind of the child is still imaginative and egocentric then at this time the child's mind develops towards concrete, rational and objective thinking. The scope of islamic religious education study is the Qur'an, religion, morals, fiqh /worship, and islamic cultural history. The method of education that can be applied refers to the Qurani method namely amstal method, qishah method, ibrah mauidzah method, hiwar jadali method, uswah hasanah method, and targhib tarhib method. Meanwhile, Islamic education can be carried out verbally or non verbally, writing or non-writing aimed at measuring intellectual komptensi, social competence, social competence and spiritual competence. Thus, Islamic religious education is expected to produce people who always strive to perfect faith, piety, and morality, and actively build Islamic civilization.

The Relationship Between Twin Language, Twins’ Close Ties, and Social Competence

2013 ◽  
Vol 17 (1) ◽  
pp. 27-37 ◽  
Author(s):  
Chisato Hayashi ◽  
Hiroshi Mikami ◽  
Reiko Nishihara ◽  
Chiho Maeda ◽  
Kazuo Hayakawa
Keyword(s):  
Social Competence ◽  
Missing Values ◽  
School Age Children ◽  
School Age ◽  
Prospective Longitudinal Study ◽  
Preschool Attendance ◽  
Prospective Longitudinal ◽  
The Relationship ◽  
Older Sibling

This study investigated the relationship between twin language, twins’ close ties, and social competence in a prospective longitudinal study. We hypothesized that twins whose tie is close would be more likely to develop a twin language, and these twins would be less likely to develop social competence. In addition, we hypothesize that some environmental factors, such as having an older sibling, preschool attendance, zygosity, and sex are also related to twin language, twins’ close ties, and social competence. At baseline in 1999 a mailed questionnaire survey was conducted, and a follow-up questionnaire was distributed in 2004 among 958 mothers. As a result, 516 respondents returned the questionnaire (53.9%). In this study, we used 261 twin pairs aged from 6 to 12 years (school-age children) for analysis, excluding those with missing values. In the present study, we found that zygosity and sex were associated with twins’ close ties. Having an older sibling and preschool attendance did not affect the twins’ close tie, twin language, or social competence. One of the most important findings was that social competence was not affected directly by twins’ close tie, but was affected when a twin language was found.

Sign in / Sign up

Export Citation Format

Share Document