Analysis on Effect Size and Research Trend of Program Improving Young Children’s Social Skills

2020 ◽  
Vol 20 (4) ◽  
pp. 217-247
Author(s):  
Seo Young Song ◽  
Kay-Heoung Heo
Keyword(s):  
Social Skills ◽  
Effect Size ◽  
Research Trend ◽  
Children's Social Skills

Children's Social-Skills Group Training: Integrating Research and Clinical Practice

2010 ◽  
Author(s):  
Melissa L. Greene ◽  
Andrew L. Robins ◽  
Barbara L. Flye ◽  
Jo R. Hariton
Keyword(s):  
Clinical Practice ◽  
Social Skills ◽  
Group Training ◽  
Social Skills Group ◽  
Children's Social Skills ◽  
Skills Group

Children's Social Skills and Their Relation to Prosocial Lie-Telling

2010 ◽  
Author(s):  
Christine Saykaly ◽  
Victoria Talwar ◽  
Shobhita Soor
Keyword(s):  
Social Skills ◽  
Children's Social Skills

scholarly journals Interaction Rating Scale (IRS) as an Evidence-Based Practical Index of Children's Social Skills and Parenting

2010 ◽  
Vol 20 (Supplement_II) ◽  
pp. S419-S426 ◽  
Author(s):  
Tokie Anme ◽  
Ryoji Shinohara ◽  
Yuka Sugisawa ◽  
Lian Tong ◽  
Emiko Tanaka ◽  
...  
Keyword(s):  
Social Skills ◽  
Rating Scale ◽  
Evidence Based ◽  
Children's Social Skills

Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia

2021 ◽  
Author(s):  
Stephen Bayley ◽  
Darge Wole Meshesha ◽  
Paul Ramchandani ◽  
Pauline Rose ◽  
Tassew Woldehanna ◽  
...  
Keyword(s):  
Mental Health ◽  
Social Skills ◽  
Emotional Regulation ◽  
Current Knowledge ◽  
Strong Relationship ◽  
Academic Learning ◽  
School Closures ◽  
Health And Wellbeing ◽  
Before And After ◽  
Children's Social Skills

This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.

A comparison of two analogue strategies for assessing children's social skills.

1982 ◽  
Vol 50 (4) ◽  
pp. 596-597 ◽  
Author(s):  
Steven Beck ◽  
Rex Forehand ◽  
Ronald Neeper ◽  
Cathy Haas Baskin
Keyword(s):  
Social Skills ◽  
Children's Social Skills
Sign in / Sign up

Export Citation Format

Share Document