Effects of Age, Sex, Systematic Conceptual Learning, Acquisition of Learning Sets, and Programmed Social Interaction on the Intellectual and Conceptual Development of Preschool Children from Poverty Backgrounds

1971 ◽  
Vol 42 (5) ◽  
pp. 1399 ◽  
Author(s):  
Leonard I. Jacobson ◽  
Stephen E. Berger ◽  
Ronald L. Bergman ◽  
Jim Millham ◽  
Larry E. Greeson
Keyword(s):  
Preschool Children ◽  
Social Interaction ◽  
Conceptual Development ◽  
Conceptual Learning ◽  
Learning Sets

Toys and Materials as Setting Events on the Social Interaction of Preschool Children

2001 ◽  
Vol 25 (1-2) ◽  
pp. 49-66
Author(s):  
Mark Carter ◽  
Catherine A. O’Gorman‐Hughes
Keyword(s):  
Preschool Children ◽  
Social Interaction ◽  
Social Interactions ◽  
Children With Disabilities ◽  
Observational Research ◽  
Future Research ◽  
Future Studies ◽  
Setting Events ◽  
Research Designs ◽  
Apply Research

This review examined the effects of toys and materials as setting events on social interactions of preschool children. A total of 11 studies were examined and the findings suggested an association with particular types of toys and materials and increases in social interaction. There are, however, several methodological weaknesses that need to be addressed in future studies. In particular, future studies need to make more extensive use of experimental rather than observational research designs, provide functional descriptions of extant social skills of participants, apply research designs that allow idiosyncratic responses to intervention to be examined and consider the effects of manipulation of effects of toys and materials in relation to age. With regard to studies involving children with special needs, a number of features of existing research, including small group sizes, unusual ratios of children with disabilities compared to typically developing children and atypical play areas, limit conclusions that can be drawn from the present data. Future research will need to address these issues and examine more typical preschool settings in order to clarify the role of toys and materials in encouraging positive social interactions between young children with disabilities and their regular peers.

Effects of Social Integration on Preschool Children with Handicaps

1989 ◽  
Vol 55 (5) ◽  
pp. 420-428 ◽  
Author(s):  
Joseph R. Jenkins ◽  
Samuel L. Odom ◽  
Matthew L. Speltz
Keyword(s):  
Preschool Children ◽  
Social Interaction ◽  
Social Competence ◽  
Language Development ◽  
Social Integration ◽  
Experimental Conditions ◽  
The Social ◽  
Interactive Play ◽  
Lower Performing Students

This study examined the effects of (a) integrating handicapped and nonhandicapped children in preschools and (b) a condition designed to promote social integration. Fifty-six children with mild and moderate handicaps were randomly assigned to four experimental conditions: integrated/social interaction, integrated/child-directed, segregated/social interaction, and segregated/child-directed. Observation revealed a higher proportion of interactive play, as well as higher language development, in the social interaction conditions; and children in the integrated/social interaction condition received significantly higher ratings of social competence. These data suggest that structuring social interaction between higher and lower performing children can result in benefits to the lower performing students.

Social Reciprocity: A Review of Research and Educational Implications

1977 ◽  
Vol 43 (8) ◽  
pp. 526-530 ◽  
Author(s):  
Phillip S. Strain ◽  
Richard E. Shores
Keyword(s):  
Preschool Children ◽  
Social Interaction ◽  
Social Withdrawal ◽  
Educational Strategies ◽  
Social Stimuli ◽  
Social Responses ◽  
Social Reciprocity ◽  
The Social ◽  
Educational Implications ◽  
Positive Social Interaction

This paper analyzes the potential contributions of research on social reciprocity to the assessment and remediation of social withdrawal among educationally handicapped preschool children. The studies reviewed clearly suggest that social reciprocity is a phenomenon that occurs during interaction among adults and normal and exceptional preschool children. It is suggested here that educational strategies designed to increase positive social interaction be based on a reciprocal conceptualization of social behavior. Such a theoretical framework is reflected in the following procedures: (a) the use of observational strategies that are sensitive to who gives what to whom, when, and with what effect; and (b) the development of intervention efforts that rely on the eliciting effect of social stimuli to accelerate the social responses of withdrawn children.

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