scholarly journals The Ability of Early Childhood Social Interaction Based on Gadget Giving by Parents in Sukorejo Village, Gunungpati District of Semarang City

2018 ◽  
Author(s):  
Laely Hidayati ◽  
Diana Diana
Keyword(s):  
Early Childhood ◽  
Social Interaction

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.

Sharing Books with Children

1995 ◽  
Vol 20 (1) ◽  
pp. 12-16 ◽  
Author(s):  
Sandra Lennox
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Young Child ◽  
Early Childhood Teachers ◽  
Descriptive Study ◽  
Expository Texts ◽  
Story Reading ◽  
Video Recordings ◽  
The Social ◽  
Key Factor

A descriptive study was undertaken to look at the interactions, goals and purposes of four mothers as they shared two narrative and two expository texts with their preschoolers over a six-month period. The study was based within the framework of Vygotsky's (1978) theory of literacy and learning. A key factor in Vygotsky's theory is the social interaction between the literate adult and the young child. Informal observations of literacy in the home, discussions with mothers, and analysis of video recordings of story reading sessions revealed differences in the way literacy was constructed. Despite these differences there were also some similarities. Each mother in her own way was a successful teacher of her child and there was some support for Vygotsky's theory; through verbally mediated assisted performance the children were learning and were taught about literacy. However, there were some areas where mothers did not increase the challenge for their children as might be expected with the Vygotskian model. These findings prompted me to reflect on my practice and that of other early childhood teachers when sharing books with young children.

Asperger's syndrome: a clinical account

1981 ◽  
Vol 11 (1) ◽  
pp. 115-129 ◽  
Author(s):  
Lorna Wing
Keyword(s):  
Early Childhood ◽  
Differential Diagnosis ◽  
Social Interaction ◽  
Clinical Features ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Childhood Autism ◽  
Diagnosis And Management ◽  
Early Childhood Autism

SYNOPSISThe clinical features, course, aetiology, epidemiology, differential diagnosis and management of Asperger's syndrome are described. Classification is discussed and reasons are given for including the syndrome, together with early childhood autism, in a wider group of conditions which have, in common, impairment of development of social interaction, communication and imagination.

scholarly journals The Power of Belonging: Interactions and Values in Children’s Group Play in Early Childhood Programs

2021 ◽  
Author(s):  
Gunnar Magnus Eidsvåg ◽  
Yngve Rosell
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Social Experiences ◽  
Video Observation ◽  
Early Childhood Programs ◽  
Structural Power ◽  
Childhood Education ◽  
Social Opportunities ◽  
Education And Care ◽  
Group Play

AbstractThis article explores belonging as social interaction in relation to power and values. Power has both positive and negative aspects. We view children as active agents with the power to include or exclude others, create space for each other or set boundaries. The article shows how children’s powers are limited by education staff’s structural power and discusses the ethical and pedagogical implications of children’s and staff’s use of power. We find that well-considered use of power may widen children’s horizons and provide them with social opportunities that they would otherwise miss. The data consist of video observation and interviews with children and teachers in three Early Childhood Education and Care settings in Norway. The article uses a lifeworld hermeneutical approach to study children’s belonging as a complex and sometimes ambiguous phenomenon. The article shows that children’s possibilities to position themselves and belong are made possible and limited by their social group via relational and structural power. By becoming aware of these contradictory tendencies, teachers can provide children with a variety of social experiences that promote belonging, which requires knowledge of how groups are formed by dynamic power relations that condition different social experiences.

scholarly journals MEMBANGUN BAHASA KOMUNIKATIF UNTUK ANAK USIA DINI

NIZHAMIYAH ◽  
2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Rina Devianty
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Language Development ◽  
Positive Impact ◽  
Language Skills ◽  
Effective Communication ◽  
Communication Tool ◽  
Children And Parents ◽  
Language Mastery

<em>Language is the most effective communication tool in social interaction. When communicating, communicative language skills are certainly needed by anyone, including children and parents. Parents have a very important role to play in improving communicative language mastery for early childhood. By using communicative language, it is expected to have a positive impact on children's language development. So, children are not only passive language users, but also become active language users.</em>

scholarly journals MENINGKATKAN PERKEMBANGAN BAHASA ANAK USIA DINI DENGAN METODE BERCERITA

2019 ◽  
Author(s):  
Eka Rizki Amalia
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Language Development ◽  
Emotional Development ◽  
Early Education ◽  
Intellectual Ability ◽  
Effective Learning ◽  
Children’S Learning ◽  
Learning Patterns ◽  
Children's Learning

Children's language develops from easy to complex. The development of children's language is a combination of social interaction, emotional development, intellectual ability, and physical and motoric development. Early education has an important role in developing children's potential. The teacher must use methods that are in accordance with the children's learning patterns. Every child has their own needs and effective learning patterns. The needs and patterns of children's learning are a priority that must be fulfilled optimally. Therefore, teachers must be able to sort out what methods are effective for developing language in children. This paper discusses language development in early childhood with the storytelling method.

scholarly journals Examination of social interactions by problem behaviours (13 years of longitudinal research)

2020 ◽  
Vol 7 (1) ◽  
pp. 126-133
Author(s):  
Serdal Seven ◽  
Zeynep Deniz Seven ◽  
Ismail Isik
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Social Interactions ◽  
Social Relationships ◽  
Social Skill ◽  
Longitudinal Research ◽  
Early Adulthood ◽  
Rating System ◽  
Problem Behaviours

In this study, social interaction situations of adolescents who were identified as having either high or low problem behaviours (LPB) were investigated. Previously, the Teacher Form of Social Skill Rating System scale was applied to 110 children when they were 6 years old. Accordingly, among these participants, there were 26 adolescents who were 19-year old and were available to become participants of this study. In this study, eight adolescents were interviewed in order to investigate their social interactions based on the previous examination of problem behaviours at the highest or lowest level. Results show that the degree of problem behaviours determined at the age of six was the determinant in the current social interactions of these participants. It was observed that children who were defined with high problem behaviours experienced social breaks, insecurities and problems, whereas those with LPB showed better developed social relationships, such as being successful in coping with problems and having the feelings of trust and competence. Keywords: Problem behaviours, externalising, internalising, early childhood, early adulthood.

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