RELATIONSHIP BETWEEN MOTOR SKILLS AND SOCIAL SKILLS IN PRESCHOOL CHILDREN

<p>This study aimed to examine the relationship between motor skills and social skills of preschool children regarding to age, gender, and body mass indexes. A total of 160 typically developing preschool children from the 5 – 6 age groups participated in the study. The families of the children gave consent forms to participate in the study. The Test of Gross Motor Development, 3rd Edition tool (TGMD-III), and Preschool Social Skills Assessment Tool (PSSAT) were used in the study. We performed frequency and percentage analysis for descriptive statistics on the demographic characteristics of the participants. The researchers estimated the minimum, maximum, mean, and standard deviation values of the scales used in the study and the sub-dimensions of these scales. Skewness and kurtosis values for normality and applied Shapiro-Wilk (Normal Fit Test) were examined. We also calculated Cronbach's alpha values for the validity-reliability analysis of the Preschool Social Skills Assessment Tool. The data were analyzed using descriptive statistics and t-tests for gender and age comparisons, and Kruskal-Wallis analyses were employed to examine body mass indexes. We performed Pearson Correlation analysis to determine the relationship between motor skills and social skills. The result of the research showed that the motor skills of preschool children showed a significant difference according to the gender of the children (p&lt;0.05). Preschool children were exposed to a significant difference according to children's ages in terms of locomotor skills and total motor skills (p&lt;0.01). The social skills of these children revealed a statistically significant difference in line with their gender (p&lt;0.01). On the other hand, there was no statistically significant difference according to the age of the children (p&gt;0.05). The body mass index of preschool children's ground motor and social skills did not show a statistically significant difference according to their Body Mass Index (BMI) levels (p&gt;0.05). Our study could not identify a meaningful relationship between motor skills and the children's social skills (p&gt;0.05).</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0862/a.php" alt="Hit counter" /></p>

PENGEMBANGAN INSTRUMEN PENILAIAN KETERAMPILAN SOSIAL MAHASISWA PADA MATA KULIAH MIKRO TEACHING PAI

The PAI micro teaching course contains competencies that enable students to empower and implement teacher competencies, including personal, social, pedagogical and professional competencies. This research focuses on developing social skills assessment instruments because: first, the values ​​of social skills are one of the main assets for Islamic Education teacher candidates to interact with the social environment, the second teacher is someone who gives empathy and cares for students. This research aims to describe the steps for developing a social skills assessment instrument and testing the content validity. The research method used the Borg and Gall development model. The process of content validity qualitatively uses peer assessments from PAI lecturers. The process of content validity quantitatively uses the Aikens Index, and the reliability between raters uses the intraclass correlations coefficient. The results of the research describe: first the process and results of content validity qualitatively include suggestions from validators, the second is content validity quantitatively, include the validity and reliability scores.The results of the research are expected: social skills instruments are one of the tools to empower and develop social skills of PAI teacher candidates in learning activities and daily life.

Protocol for a prospective, school-based standardisation study of a digital social skills assessment tool for children: The Paediatric Evaluation of Emotions, Relationships, and Socialisation (PEERS) study

BackgroundHumans are by nature a social species, with much of human experience spent in social interaction. Unsurprisingly, social functioning is crucial to well-being and quality of life across the lifespan. While early intervention for social problems appears promising, our ability to identify the specific impairments underlying their social problems (eg, social communication) is restricted by a dearth of accurate, ecologically valid and comprehensive child-direct assessment tools. Current tools are largely limited to parent and teacher ratings scales, which may identify social dysfunction, but not its underlying cause, or adult-based experimental tools, which lack age-appropriate norms. The present study describes the development and standardisation of Paediatric Evaluation of Emotions, Relationships, and Socialisation(PEERS®), an iPad-based social skills assessment tool.MethodsThe PEERS project is a cross-sectional study involving two groups: (1) a normative group, recruited from early childhood, primary and secondary schools across metropolitan and regional Victoria, Australia; and (2) a clinical group, ascertained from outpatient services at The Royal Children’s Hospital Melbourne (RCH). The project aims to establish normative data for PEERS®, a novel and comprehensive app-delivered child-direct measure of social skills for children and youth. The project involves recruiting and assessing 1000 children aged 4.0–17.11 years. Assessments consist of an intellectual screen, PEERS® subtests, and PEERS-Q, a self-report questionnaire of social skills. Parents and teachers also complete questionnaires relating to participants’ social skills. Main analyses will comprise regression-based continuous norming, factor analysis and psychometric analysis of PEERS® and PEERS-Q.Ethics and disseminationEthics approval has been obtained through the RCH Human Research Ethics Committee (34046), the Victorian Government Department of Education and Early Childhood Development (002318), and Catholic Education Melbourne (2166). Findings will be disseminated through international conferences and peer-reviewed journals. Following standardisation of PEERS®, the tool will be made commercially available.