Age-Appropriateness and Safety of a Home Merry-Go-round for Young Children

1986 ◽  
Vol 63 (1) ◽  
pp. 271-278 ◽  
Author(s):  
Marcella V. Ridenour
Keyword(s):  
Social Interaction ◽  
Young Children ◽  
Lower Limbs ◽  
Potential Hazard ◽  
Rotating Platform ◽  
The Public ◽  
Age Range ◽  
Social Interaction Skills ◽  
Interaction Skills ◽  
Impact Injuries

The guidelines for age-labeling of children's toy and playgrounds are summarized. Two different published standards for the design of merry-go-rounds, home and public playground standards, are compared and contrasted. 120 children between the ages of 3 and 6 yr. old participated in the investigation of home merry-go-rounds. It was determined children within this age range had the motor and social interaction skills to operate a two-person home merry-go-round. Although the children are able to rotate the merry-go-round successfully, a potential hazard was identified during the normal use of the merry-go-round. The children's feet and lower legs could contact the stationary base of the merry-go-round after their feet slipped off the footrest during rotation. The home merry-go-round standards permit openings in the rotating platform, and the public merry-go-round standards do not permit openings in the rotating platform. The elimination of such openings prevents contact between the stationary platform and the child's lower limbs. The potential for impact injuries with the stationary base would be eliminated if public playground standards would be applied to home merry-go-rounds.

Social interaction skills and theory of mind in young children.

1999 ◽  
Vol 35 (2) ◽  
pp. 386-391 ◽  
Author(s):  
Anne C. Watson ◽  
Charisse Linkie Nixon ◽  
Amy Wilson ◽  
Laura Capage
Keyword(s):  
Social Interaction ◽  
Theory Of Mind ◽  
Young Children ◽  
Social Interaction Skills ◽  
Interaction Skills

Programmes for the Formation of Elementary Social Interaction Skills in Young Children with Special Needs

2020 ◽  
pp. 82-88
Author(s):  
Anastasia Sass ◽  
Mariya Savitskaya
Keyword(s):  
Social Interaction ◽  
Young Children ◽  
Special Needs ◽  
Educational Institutions ◽  
Children With Special Needs ◽  
The Family ◽  
The Republic ◽  
Social Interaction Skills ◽  
Interaction Skills

Nowadays, in the Republic of Belarus conditions that allow every child with special needs to integrate into society are created. The solution of this problem is directly related to the implementation of the socialising function of the family and educational institutions. We have analysed the existing programmes for providing early comprehensive assistance to children with special needs and summarised the material on the problem of forming elementary skills of social interaction in young children based on the analysis of national and foreign programmes.

Acceptability and Feasibility of Classroom-Based Social Interaction Interventions for Young Children with Disabilities

1993 ◽  
Vol 60 (3) ◽  
pp. 226-236 ◽  
Author(s):  
Samuel L. Odom ◽  
Scott R. McConnell ◽  
Lynette K. Chandler
Keyword(s):  
Social Interaction ◽  
Young Children ◽  
Children With Disabilities ◽  
Teacher Ratings ◽  
Intervention Strategies ◽  
Instructional Materials ◽  
The Social ◽  
Young Children With Disabilities ◽  
Social Interaction Skills ◽  
Interaction Skills

The purpose of this study was to assess teachers' judgments of the acceptability, feasibility, and current use of child specific, peer-mediated, and environmental arrangement intervention strategies for promoting social interaction skills of young children with disabilities. One hundred thirty-one teachers from five geographical areas participated in this study. Using the Social Interaction Program Features Questionnaire, these teachers reported that a high percentage of their students needed to acquire peer social interaction skills and that there was a moderate to great need for curricular or instructional materials. The overall mean ratings for the three types of intervention strategies were generally positive and did not differ significantly, suggesting that teachers found all three types of interventions acceptable and feasible. However, the range of item ratings for specific techniques within the broader classes of interventions suggested that certain procedures were relatively more or less acceptable and feasible than others. Barriers to implementing the program included limited teacher time, resources available to teachers (i.e., space, staff, materials), and access to peers without disabilities. Teacher ratings of feasibility were related more closely to current use of procedures than were ratings of acceptability.

Pretend Play: Opportunities to Teach Social Interaction Skills to Young Children with Developmental Disabilities

1995 ◽  
Vol 20 (4) ◽  
pp. 30-33 ◽  
Author(s):  
Clarissa A. Leister ◽  
Mary Langenbrunner ◽  
David Walker
Keyword(s):  
Social Skills ◽  
Social Interaction ◽  
Developmental Disabilities ◽  
Young Children ◽  
Children With Disabilities ◽  
Skills Training ◽  
Daily Routine ◽  
Social Interaction Skills ◽  
Preschool Setting ◽  
Interaction Skills

While the trend in best practice issues for young children with disabilities is to place children with their typically developing peers (Leister, Koonce, Nesbit, 1993), it is also known that just placing children with disabilities in the vicinity of their peers does not guarantee interaction (Vaughn, 1985). A young child with developmental disabilities who is placed in a regular preschool setting needs multiple opportunities to learn social interaction skills. Since play is an important part of the daily routine within the preschool setting, it can be used as an opportunity to teach social skills. By incorporating social skills training into play activities, children with disabilities have the opportunity to learn skills such as: turn-taking, perspective-taking, self-help skills, establishing friendships, and learning the basic rules for getting along with others (Cook, Tessier & Klein, 1992; Gottman, 1983).

scholarly journals The Extent of Practicing Social Interaction Skills by Jordanian Elementary School Students in accordance with Carl Orff’s Approach to Music Education

2018 ◽  
Vol 12 (3) ◽  
pp. 95
Author(s):  
Tariq William Odeh ◽  
Mohammad Saleem Al Zboon
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Social Interaction ◽  
Music Education ◽  
Elementary School Students ◽  
School Students ◽  
Public And Private ◽  
Private And Public ◽  
Social Interaction Skills ◽  
Interaction Skills

The present study aimed at identifying the extent of practicing social interaction skills by Jordanian elementary school students in accordance with Carl Orff’s approach to music education. The study’s population consists from all the male and female music teachers who teach at primary levels in public and private Jordanian schools (i.e. 350 female and male teachers). In order to collect the required data, the researchers developed a questionnaire that consists from 50 statements.It was concluded that the level of practicing the social interaction skills by Jordanian elementary school students is low from the perspective of the sampled teachers. That is because the total arithmetic mean is 1.80. As for the total standard deviation, it is 0.71. In addition, the means of all the questionnaire statements are within the moderate and low levels. In the light of the study’s results, the researchers recommend the following:Promoting the role of the music education at private and public schools. The researchers also recommend providing all the necessary means and instruments for facilitating and improving the educational processHolding more training courses for teachers regularly by the ministry of education about the music education strategies and methods.

scholarly journals Teaching Social Interaction Skills with Stealthy Training Techniques

2015 ◽  
Vol 3 ◽  
pp. 4036-4043
Author(s):  
Scott Flanagan ◽  
Zachary Horn ◽  
Camilla Knott ◽  
Frederick Diedrich ◽  
Kent Halverson ◽  
...  
Keyword(s):  
Social Interaction ◽  
Training Techniques ◽  
Social Interaction Skills ◽  
Interaction Skills
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