Social Skills among Students while Playing Computer Games in Class: A Case Study in Malaysia

هدفت هذه الدراسة إلى التعرف على أثر الاعتماد على بعض الاستراتيجيات (الألعاب والقصص) في تطوير وتنمية المهارات الاجتماعية لدى أطفال الرياض في مركز محافظة نينوى عبر الفرضيتين الآتيتين: 1- لا توجد فروقً ذات دلالة إحصائية في مستوى تنمية المهارات الاجتماعية في الاختبار البعدي بين المجموعتين (التجريبية والضابطة). 2- لا توجد فروق ذات دلالة إحصائية في مستوى تنمية المهارات الاجتماعية بين الاختبارين (القبلي والبعدي) للمجموعة التجريبية. حدود البحث: اقتصر البحث على عيّنة من أطفال الروضة (مرحلة التمهيدي) في مركز مدينة الموصل للعام الدراسي 2020/2021 الذين تقع أعمارهم ما بين (4-5) سنوات، وسوف يطبق عليهم (البرنامج). / العيّنة: تم اختيار روضة الاشبال وروضة النسائم وتم تقسيمهم على مجموعتين ضابطة وتجريبية. وطبق المقياس على المجموعة التجريبية والتي كان عددا (15) طفلا، وبدأ التطبيق الفعلي للتجربة يوم الأحد بتاريخ 1/11/2020 وانتهى يوم الأحد بتاريخ 3/1/2021. أدوات البحث: تم استخدام بعض الاستراتيجيات منها: 1- برنامج علاجي يضم مجموعة من الألعاب والقصص. 2- اتسمت الاداة بالصدق والثبات والموضوعية، ومناسبتها لإعمار الأطفال وصلاحيتها في تنمية المهارات الاجتماعية. الوسائل الاحصائية: 1- استخدام اختبار مربع كاي. 2- الاختبار التائي لعينتين مستقلتين. 3- الاختبار التائي لعينتين مترابطتين. واظهرت النتائج وجود فروق لصالح المجموعة التجريبية، وصالح الاختبار البعدي، وعلى هذا الاساس قدمت العديد من التوصيات والمقترحات.

Children's emotional and social skill development plays a crucial role in their social adjustment and mental health. Studies show that parenting style strongly influences this process, not only directly on the child's behaviour, but also indirectly on their emotional and social skills through emotion regulation. In recent years, scholars have increasingly focused on the mediating role of emotion regulation in parenting styles and children's social skill development, in an attempt to further reveal how parenting styles facilitate or hinder the formation and development of children's social skills by influencing emotion regulation. Therefore, with a particular focus on the mediating role of emotion regulation skills, this study will examine the effects of parenting styles on the development of children's emotional and social skills. Analyzing the effects of various parenting styles on emotion regulation can deepen our understanding of how effective parenting strategies can promote the healthy development of children's emotional and social skills. The study found that authoritative parenting, characterized by warmth and support, positively influenced children's emotional and social skills by enhancing their emotion regulation abilities. On the other hand, authoritarian and neglectful parenting styles were linked to poorer emotion regulation, hindering the development of children's social skills.

Supportive parenting and social and behavioral development: Does classroom emotional support moderate?

This research examined the relationship between barangay sports program involvement, community engagement, and youth social skills development in selected barangays of Pangantucan, Bukidnon, Philippines. Specifically, it aimed to determine whether participation in barangay sports programs and levels of community engagement significantly predict the development of youth social skills. A predictive-correlational research design was employed. Data were collected from youth participants using a structured survey questionnaire. Statistical analyses included weighted mean to describe the levels of the variables, Pearson product–moment correlation to determine relationships, and multiple regression analysis to identify predictors of social skills development. Results indicated that respondents demonstrated a high level of involvement in barangay sports programs, particularly in competitive and organizational/administrative involvement, while recreational involvement also remained high. Community engagement was rated very high, with emotional engagement obtaining the highest mean, followed by physical and cognitive engagement. Youth social skills development was likewise very high, particularly in conflict resolution, teamwork and collaboration, and communication skills. Correlation analysis revealed a significant positive relationship between barangay sports program involvement and youth social skills development. Community engagement was also significantly related to social skills development. Furthermore, multiple regression analysis showed that competitive involvement and organizational/administrative involvement significantly predicted youth social skills development while recreational involvement demonstrated a weaker predictive influence. The findings suggest that barangay sports programs function as effective platforms for promoting youth social interaction, cooperation, leadership, and civic participation. Strengthening and diversifying sports programs at the barangay level may therefore enhance youth empowerment and community engagement.

This research explores the perceptions of undergraduates at a Sino-foreign cooperative university in terms of extracurricular activities (ECAs) and co-curricular activities (CCAs) and their impact on social skills development. Few studies relate engagement in ECAs and CCAs with social skills development, and much less in the context of transnational and/or Sino-foreign higher education. This case study adopts an overarching exploratory research paradigm mobilizing quantitative and qualitative data collection in a concurrent mixed-methods approach. This study proposes an original conceptual framework for curricular, co-curricular and extracurricular activities in the context of a Sino-foreign higher education, such as the University of Nottingham Ningbo China. Suggestions for students to develop social skills through participation in ECAs and CCAs and suggestions for university staff to improve the offer and quality of ECAs and CCAs are investigated. Results of this study provide insights of relevance for both students and staff in the context of Sino-foreign higher education.

Purpose: The aim of the study was to analyze the comparative study of indoor vs. outdoor sports on social skills development in children in Australia. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: A comparative study on the impact of indoor versus outdoor sports on social skills development in children in Australia revealed notable differences. Outdoor sports, such as soccer and cricket, were found to foster better teamwork, communication, and conflict resolution skills due to their collaborative and dynamic nature in larger team settings. Indoor sports, like basketball and table tennis, also contributed to social skills development but were more associated with enhancing individual communication and strategy-sharing in smaller groups. Unique Contribution to Theory, Practice and Policy: Social learning theory, ecological systems theory & self-determination theory may be used to anchor future studies on the comparative study of indoor vs. outdoor sports on social skills development in children in Australia. Sport organizations, schools, and recreational centers should design programs that combine both indoor and outdoor sports to maximize the benefits of each environment. Policymakers should create and support initiatives that encourage outdoor sports participation for children, recognizing the broader social and developmental benefits of outdoor play.

This study provided workshops for parents on either early literacy or socio-emotional learning to examine the impact on their children’s reading and social skills development (n = 576 parents; n = 584 children). Parents of kindergartners were offered interactive workshops designed to help them identify everyday opportunities to support reading skills or social skills development. Families were randomly assigned by school to workshops on one of three topics: (1) traditional text reading, (2) traditional text reading with computer-assisted learning opportunities, and (3) social-emotional learning. As expected, academic performance improved over time across all conditions. Additional gains were detected on specific language and literacy measures among children in both reading conditions whose parents attended the workshops in comparison to children of parents who did not attend. Gains were observed on academic measures for children in the socio-emotional condition relative to children in the reading conditions. Findings suggest that parental involvement in instructional workshops on early literacy and social development may have significant effects for children’s academic success. This study provides evidence for the potential of involving parents in their children’s educational interventions as a valuable addition to or alternative to traditional child-directed intervention programs to increase positive outcomes, reduce costs, and enhance parental efficacy.

Understanding the factors that influence young children's social skills development is critical for fostering their long-term success. Recent studies have identified a positive association between parental labor education and children's social skills. However, few longitudinal studies have examined the underlying mechanisms of this relationship. To address this gap, we conducted a 6-month longitudinal study involving 247 preschool-aged children ( M = 60.59 months, SD = 5.97). After controlling for children's age, only-child status, and family socioeconomic status, the results demonstrated that parental labor education attitudes at Time 1 (T1) not only directly predicted children's social skills at Time 2 (T2) but also indirectly influenced them through the chain mediation of parental labor education behaviors (T1) and children's housework participation (T1). However, neither parental labor education behaviors (T1) nor children's housework participation (T1) alone significantly mediated the relationship between parental labor education attitudes (T1) and children's social skills (T2). These findings highlight the importance of cultivating positive parental attitudes and behaviors toward labor education. Additionally, actively engaging children in housework may further enhance their social skills development.

Fish bowl is a collaborative learning technique applied in classrooms where group dynamics (team performance, leadership style, and the interdependence between group members) are important. This technique allows its members for a more profound discussion of any given topic. Group learning (fishbowl activity) also aids in the development of social skills such as communication, presentation, problem-solving, leadership, delegation and organization Therefore this study was aimed at investigating the effect of collaborative learning approach on the social skills development of secondary school students. For this purpose six sub-scales of social skills were selected and a case-study approach (design) was used to study the development of social skills of the learners. Two main objectives of the study were; (i) To explore the effects of collaborative learning approach (fishbowl) on the social skills development; (ii) To investigate which sub-scale of social skills is more affected through collaborative learning technique (fishbowl). The 281284 secondary school students in Khyber Pukhtunkhwa (a province of Pakistan) constituted the population of this case study. Thirty two students of 9th class of Government High School No.1 Nowshera Kalan were taken as sample of the study. The sample students were given treatment as collaborative learning. Data was collected through an observation log. Then the qualitative data was analyzed qualitatively in the form of descriptions. The major finding was; Collaborative learning activity (fishbowl) developed social skills of the students.

The holistic approach to developing volleyball skills that incorporates social skills is essential in shaping the character and life skills of young athletes. Social skills such as cooperation, communication, and trust not only impact performance on the field but also shape the morals and values of participants beyond sports. The roles of coaches, teachers, and educators are crucial in guiding students in the world of sports. This study utilized the Quasi Experimental Design "The Matching Only Pretest Posttest Control Group," comparing the treatment group receiving volleyball training integrated with social skills against the control group receiving conventional training. The research aimed to evaluate the impact of integrating sports values on participants' understanding of these values in the context of sports. The research findings indicate that volleyball training integrated with social skills significantly positively impacted the participants' social skill development. Practical recommendations include strengthening cooperation through regular exercises and evaluations, enhancing verbal and nonverbal communication skills, promoting empathy and appreciation for differences, focusing on collaboration within the team, and providing specific training to build trust among team members. Integrating these aspects into sports training programs not only enhances athletes' performance but also equips them with profound social skills. Coaches must take a proactive role as role models, creating youths who are not only skilled in sports but also possess strong social skills. This approach provides a solid foundation for the development of successful athletes and valuable individuals in society.

The article reveals the essence of self-education and its importance in the development of social skills in future social workers. We interpret the «soft skills» of the future social worker as his universal, super-professional skills (general competences), which provide him with harmonious adaptation in society and successful career growth. It was determined that the development of the «soft skills» of the future social worker involves an integrative qualitative change in the following components: social-communicative and cognitive skills, personality traits and qualities, and his emotional intelligence.We consider the self-education of the future social worker as an educational activity managed by him, the final result of which is the qualitative transformation of his personality, which involves the acquisition of a new system of knowledge and the development of his abilities in the spectrum of achieving professional and social competence.It has been proven that the way to the systematic and planned development of «soft skills» in future social workers lies in the plane of their continuous self-education. It was concluded that self-education is correlated with the development of social skills «soft skills» in future social workers. The more active self-education, the more effective social skills. At the same time, well-developed social skills are an important condition for effective self-education. An important task of the institution of higher education is to help the future social worker learn to independently develop an individual plan of his own self-education and at the same time construct a personal portfolio of social skills development.

Autism spectrum disorders children with (ASD), having core problems associated with social deficits, have recently attracted significant attention because the number of ASD is increasing in these days. Clarifying the difference between ASD and typically developing (TD) children in earlier developmental stages is difficult. The core difficulties of ASD are mainly manifest in social interaction and social skills development, verbal and nonverbal communication, and behavioral issues (e.g., stereotyped behaviors). Studies show that social skills development strongly involves learning to execute complex movements. One part of this chapter emphasizes the importance of sensory and motor development and their role to enhance social skills development in individuals with ASD. The more physical (motor learning and motor skills) and social interaction is used during the early years of development, the more fundamental social skills (e.g., eye gaze, joint attention, imitation, gestures, etc.) can be developed and encouraged.

Peer interaction occurs during a critical period in the social and emotional development of children, especially within the primary school level, where simple social behaviors are formed. The relationship between peer interaction and social skills development among primary school students is explored in this paper. For this purpose, peer interaction was conceptualized based on frequency of interaction, quality of peer interaction, peer acceptance and sense of belonging, and conflict resolution, while the measurement of social skills development was through communication skills, cooperation, self-control, and empathy. A quantitative correlation research design was adopted. Data were gathered from students at public primary schools using a structured questionnaire. Descriptive statistical analysis indicated a moderate to high rating for both peer interaction and social skill levels among students. The findings showed a positive association between peer interaction and social skills development. The study identified that the fostering of positive environments among peers within primary schools promotes the social competence and emotional well-being of children.

IntroductionMusic has been recognized as a therapeutic tool in auditory rehabilitation, promoting essential social and behavioral development in children with cochlear implants (CIs), as identified by the World Health Organization (WHO). Additionally, there is a lack of studies on the development of these skills in this context.ObjectiveTo investigate the effect of music training on the development of social, behavioral, and academic skills in children with CIs from the schoolteacher's perspective.MethodsThe present is an experimental study involving 10 children with CIs, aged between 6 and 10 years, who composed the experimental group. They had a semester of music training and were assessed through the Social Skills Rating System (SSRS) questionnaire at 4 different moments: 2 months before the beginning of the music training, at the beginning of the music training (first week of class), during the music training (3 months after the beginning), and at the end of the music training (6 months after the beginning). To compare the multiple SSRS assessments, we used the repeated measures analysis of variance (ANOVA) test and the Tukey test (p≤ 0.05).ResultsThe results showed a statistically significant improvement in social skills in terms of assertiveness, social resourcefulness, self-control, affectivity, cooperation, externalizing behavior problems, and academic competence.ConclusionFrom the schoolteacher's perspective CI-using children who had music training experienced an improvement in their social and academic skills and behavioral problems.

Failure to promote preschoolers’ social competence can lead to significant difficulties in social skills development, school readiness, and academic success.  While early childhood professionals play a critical role in developing children’s social and emotional skills, there is limited research available about the value teachers place on social skill instruction and the instructional strategies they use. Surveys and interviews were used to investigate the practices used by five Head Start (HS) programs to promote childrens’ social and emotional skills. Results indicated that  respondents: (a) identified peer interaction and friendship skills most often as important social skills to teach; (b) described using classwide and naturalistic social skill instruction strategies most frequently; and (c) described challenges to addressing children’s social skill needs. Implications of these findings for preschool programs are discussed in terms of professional development to support teachers to implement evidence-based social skill methods.