Creation of prosocial play experiences inspired by Noddings’s ideas of centers of care

2016 ◽  
Vol 33 (2) ◽  
pp. 66-75
Author(s):  
Krystyna Nowak-Fabrykowski ◽  
Ranay Gursky ◽  
Stephanie Keck-Warren
Keyword(s):  
Social Development ◽  
Prosocial Behavior ◽  
Grocery Store ◽  
Community Of Learners ◽  
Caring Community ◽  
The Social ◽  
Block Center

This paper describes the implementation of Noddings’s ideas of creating centers as a platform for developing in children caring, prosocial behavior. Different centers such as a veterinary center, grocery store, house, baby center, woodworking center, hairdressing, block center, and composting and recycling activities based on play, provide opportunities for stimulating the social development of children and create a caring community of learners based on sharing, helping each other, working as a team and caring for others’ wellbeing.

scholarly journals Peer Group Cohesion and Prosocial Behavior

2017 ◽  
Author(s):  
Wouter van den Bos ◽  
Eveline Crone ◽  
Berna Güroğlu
Keyword(s):  
Social Development ◽  
Prosocial Behavior ◽  
Relational Aggression ◽  
School Environment ◽  
Peer Group ◽  
Generalized Trust ◽  
School Class ◽  
Network Analyses ◽  
The Social ◽  
The Relationship

Adolescence is a key period of social development at the end of which individuals are expected to take on adult social roles. The school class, as the most salient peer group, becomes the prime environment that impacts social development during adolescence. Using social network analyses, we investigated how individual and group level features are related to prosocial and social captial (generalized trust). We mapped the social networks within 22 classrooms (N=611) of adolescents aged between 12 and 18 years, and collected data on social behaviors towards peers. Our results indicate that individuals with high centrality show both higher levels of prosocial behavior and relational aggression. Importantly, greater social cohesion was associated with (1) reduced levels of antisocial behavior towards peers and (2) increased generalized trust. These results provide novel insights in the relationship between social structure and social behavior, and stress the importance of the school environment in the development of not only intellectual but also social capital.

What Does It Mean to Be Social? Defining the Social Landscape for Children With Childhood Apraxia of Speech

2020 ◽  
Vol 5 (4) ◽  
pp. 843-852 ◽  
Author(s):  
Nancy Tarshis ◽  
Michelle Garcia Winner ◽  
Pamela Crooke
Keyword(s):  
Social Development ◽  
Social Goals ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Social Competencies ◽  
The Social ◽  
Social Landscape ◽  
Communication Challenges ◽  
Primary Focus ◽  
Speech Motor

Purpose What does it mean to be social? In addition, how is that different from behaving socially appropriately? The purpose of this clinical focus article is to tackle these two questions along with taking a deeper look into how communication challenges in childhood apraxia of speech impact social competencies for young children. Through the lens of early social development and social competency, this clinical focus article will explore how speech motor challenges can impact social development and what happens when young learners miss early opportunities to grow socially. While not the primary focus, the clinical focus article will touch upon lingering issues for individuals diagnosed with childhood apraxia of speech as they enter the school-aged years. Conclusion Finally, it will address some foundational aspects of intervention and offer ideas and suggestions for structuring therapy to address both speech and social goals.

A Process Model of Social Development Supervision in Social Work

2019 ◽  
Vol 31 (2) ◽  
Author(s):  
Mpumelelo Ncube
Keyword(s):  
Social Work ◽  
Social Development ◽  
Process Model ◽  
Work Practice ◽  
Social Work Practice ◽  
Supervision Practice ◽  
The Social ◽  
Practice Approach ◽  
Dialectical Relationship ◽  
Development Approach

Supervision practice in social work is understood as the mainstay of the profession. However, various studies have pointed to the inadequacies of supervision to facilitate quality service provision. Previous studies have reflected a general misalignment between the approach to supervision practice and the approach to social work practice as one inadequacy leading to the failure of supervision practice. Although there are numerous supervision models in the profession, some of which are aligned with certain practice approaches, none is directly identifiable with the social development approach, which should be at the core of social work orientation in South Africa. Thus, this article provides a process model of supervision in social work that aims to establish a dialectical relationship between supervision and the social development practice approach. The study was underpinned by Thomas’ research and design process, which was used to design and develop a social work supervision model mirroring a social development approach. The paper concludes with recommendations related to the use of the developed model.

PERILAKU ASUH ORANGTUA OVER PROTECTIVE TERHADAP PERKEMBANGAN SOSIAL ANAK DI TK ISLAM KHAIRA UMMAH IKUR KOTO KECAMATAN KOTO TANGAH KOTA PADANG

Generasi Emas ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 21
Author(s):  
Fifi Febiola ◽  
Izzati Izzati
Keyword(s):  
Data Analysis ◽  
Social Development ◽  
Descriptive Study ◽  
Qualitative Approach ◽  
Study Methods ◽  
The Social ◽  
Protective Parenting

This study aims to describe the symptoms of over protective foster behsvior towards the social development of children in islamic kindergartens Khaira Ummah Ikur Koto Kecamatan Koto Tangah Kota Padang. This study uses a qualitative approach with descriptive study methods. The researcher uses parents and teachers as informants. How to use the date used by researchers is observasi, interviews, and documentation. Based one the descriptive and data analysis, it can be concluded that the research shows that parents provide parenting patterns that tend to be over protective of their children. This is indicated by the form of protective provided by parents to their children, and does not provide an opportunity for children to be able to do it themselves. The over protective parenting has an impact on children’s social development, namely children are difficult to adapt to the new environment, prefer to play alone, and result in children not being independent.

OPTIMALISASI PENGELOLAAN PERKEMBANGAN SOSIAL EMOSI ANAK USIA DINI

Edupedia ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 59-66
Author(s):  
Khulusinniyah ◽  
Farhatin Masruroh
Keyword(s):  
Early Childhood ◽  
Social Development ◽  
Social Relationships ◽  
Emotional Development ◽  
Emotional Reactions ◽  
Early Age ◽  
Important Thing ◽  
Emotion Development ◽  
Social Emotion ◽  
The Social

The social-emotionaldevelopment of children is important to be developed from an early age. The emotionaldevelopment in early childhood, takes place simultaneously with their social development. Even there is claim that their emotional development is influenced by their social development. Itcaused by the emotional reactions displayed by early childhood as a response to the social relationships that they live with other people. The emotional development of early childhood can also affect the sustainability of social relationships. Stimulation is an important thing to give by early childhood educators and parents so they can optimize their social emotion development. With this treatment, they can grow into the life ready person in facing the complex future.

The Social Development Model

2018 ◽  
pp. 223-247 ◽  
Author(s):  
Christopher Cambron ◽  
Richard F. Catalano ◽  
J. David Hawkins
Keyword(s):  
General Theory ◽  
Social Development ◽  
Human Behavior ◽  
Explanatory Power ◽  
Development Model ◽  
Antisocial Behaviors ◽  
Future Directions ◽  
Social Development Model ◽  
The Social ◽  
Empirical Tests

This chapter presents an overview of the social development model (SDM)—a general theory of human behavior that integrates research on risk and protective factors into a coherent model. The goal of this synthesis is to provide more explanatory power than its component theories. This chapter first specifies the model constructs and their hypothesized relationships to prosocial and antisocial behaviors. It then provides a synthesis of what has been learned from empirical tests of social development hypotheses for predicting pro- and antisocial behaviors. This chapter also highlights interventions derived from the SDM and summarizes their impact on pro- and antisocial behaviors. Finally, the chapter concludes by presenting future directions for SDM-based research.

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