L'approche démocratique des CPE est reconnue pour favoriser les compétences sociales des enfants. Or, bien que les hommes ne représentent que 4 % du personnel éducateur, des études relatent que leurs approches diffèrent de celles des femmes, et que cette complémentarité peut contribuer au développement positif des enfants. La présente étude a pour objectifs: 1) d'évaluer le lien entre trois aspects des conduites éducatives démocratiques des éducateurs et des éducatrices (la qualité des consignes, le partage du contrôle et les échanges affectifs) et les compétences sociales des enfants; 2) vérifier s'il existe des différences entre les éducatrices et les éducateurs sur ces trois aspects des conduites éducatives. Les données ont été recueillies à partir de l'observation directe de 17 éducateurs et de 19 éducatrices en situation de jeu dyadique avec un garçon et une fille (62 observations au total). Les conduites éducatives sont évaluées à partir d'une grille de fréquence et les compétences sociales par le Profil Socio-Affectif (Dumas et coll., 1995).

The primary aim of this study was to investigate whether the joint action of the parasympathetic (PNS) and sympathetic nervous system (SNS) influenced three distinct indicators of child adjustment. Although evidence suggests that patterns of reactivity in the PNS and SNS each contribute to adjustment in youth, a paucity of work has examined the interaction between the two systems. Moreover, much of the research on children's autonomic reactivity has overly relied on variable-centered analytic approaches, which aim to predict variance and assume homogeneity in the relations between predictors and outcome. This project also incorporated a person-centered approach to systematically identify individual differences in the interrelation between PNS and SNS reactivity and to classify children into homogeneous autonomic reactivity groups. The person-centered results were then applied to variable-centered analyses to examine how adjustment varied across homogeneous autonomic reactivity groups. Thus, the goal of this study was to apply both variable-centered and person-centered analyses to investigate whether children's autonomic reactivity was related to child adjustment. Children (N = 64, 8-10 years, M = 9.06, SD = 0.81) and one parent completed a psychophysiological laboratory assessment at Wave 1 during which each child's respiratory sinus arrhythmia reactivity (RSAR; an index of PNS reactivity) and skin conductance level reactivity (SCLR; an index of SNS reactivity) was assessed in response to a mirror tracing challenge task. At both Wave 1 and Wave 2, each parent reported on their child's internalizing symptoms, externalizing symptoms, and social competence. The variable-centered analyses revealed that, consistent with hypotheses, the two-way RSAR x SCLR interaction was significant predicting internalizing symptoms at Time 1 and at Time 2. In both cases, RSA withdrawal was associated with fewer internalizing symptoms when coupled with low SCLR. When coupled with high SCLR, RSA withdrawal was associated with more internalizing symptoms at Time 1; however, RSAR was unrelated to Time 2 internalizing when coupled with high SCLR. In addition, SCLR was associated with more social competence and (marginally) fewer externalizing problems over time. The person-centered analyses (i.e., a model-based cluster analysis) identified two distinct clusters based on children's RSAR and SCLR. Children in Cluster 1 showed slight RSA withdrawal combined with SCL activation (modest reciprocal SNS activation) and exhibited marginally more internalizing and less social competence, as compared to children in Cluster 2 who, as a group, showed heightened RSAR (either withdrawal or augmentation) and SNS activation. When a 3-cluster model was examined, results indicated that children who showed modest reciprocal SNS activation (Cluster 1) showed marginally more internalizing symptoms then children who showed strong reciprocal SNS activation (Cluster 2A) and marginally less social competence then children who showed coactivation (Cluster 2B). This study offers important evidence that person-centered analyses can identify differences in autonomic reactivity that are relevant to children's adjustment. Cluster analysis identified only two (i.e., reciprocal SNS activation, coactivation) of the four autonomic profiles assumed to be represented in simple slope analyses in previous work. Thus, incorporating person-centered techniques in future research is an important and likely fruitful approach to investigating how autonomic reactivity contributes to child development.

Created in 1965, Head Start is the longest running national school readiness program in the United States. Head Start was developed to improve children's social and academic readiness for kindergarten and to reduce the academic achievement gap between impoverished and more affluent children. However, questions about the effectiveness of Head Start have trouble the program since its inception. Head Start children often experience considerably more sociocontextual risk, specifically in the form of more economic disadvantage, maternal psychological distress, and dangerous neighborhoods. The goal of the present study was to evaluate the extent to which attending Head Start buffers children from some of the harmful effects of sociocontextual risk on their acquisition of academic and social school readiness skills. Socio-contextual risk factors were largely unrelated to the school readiness skills. Only mothers' reports of anxiety were significantly associated with slower rates of increase in children's PPVT scores, suggesting that mothers who are more anxious have children who are not developing receptive vocabulary scores as quickly as children whose mothers have fewer anxiety symptoms. Head Start did not buffer the impact of socio-contextual risk on children's attainment of school readiness skills. A secondary goal of the present study was to validate mothers' reports of neighborhood danger with interviewer impressions of neighborhood safety and objective crime reports. Interviewer impressions correlated significantly with mothers' reports of neighborhood danger and official crime statistics. Interestingly, official crime statistics were not correlated with mothers' reports of neighborhood danger, but were correlated with interviewer impressions. Interviewers may provide a valuable objective perspective of characteristics of the neighborhood. This sample was not intended to explore the effects of natural disasters on household structures, maternal psychopathology, or children's academic development. However, results clearly highlighted the need to empirically consider the specific challenges associated with lowincome families after a natural disaster. Study implications and promising directions for future research are discussed.

This thesis examines the efficacy of a social communication intervention in increasing the emotion word productions in school-aged children with language impairment (LI). The study had a multiple baseline single subject design in which 5 children between the ages of 6 and 11 received 20 intervention sessions, each lasting 20 minutes. Intervention activities included reading and discussing children's books, enacting the stories using toys, and journal writing to reflect on experiences in each session. Emotion word productions during intervention sessions were coded for total productions within the categories of happiness, anger, sadness, fear, surprise, and disgust. Productions were also coded for type (spontaneous, in response to a question, cued, or imitated) and valence agreement. The percentage of non-overlapping data (PND) was calculated (measuring the overall percentage of sessions in which the participants produced more emotion words than they did in the baseline session with the most emotion word productions) in order to show efficacy of the intervention for each participant. According to PND calculations, the intervention was generally effective for 3 of the 5 children and was effective in at least one emotion category for each participant. Participants demonstrated no difficulties with valence agreement. Data regarding types of production indicated that the majority of emotion word productions during the intervention were elicited in some way rather than spontaneous. These results suggest that children with LI increased the number of emotion word productions during the intervention, but were still dependent upon the scaffolding provided by the intervention.

The term social skills has been specifically defined as learned behaviors that allow an individual to engage in socially acceptable interactions with other individuals such that the interactions lead to positive responses from others and aid in the avoidance of negative responses (Elliott & Gresham, 1993). The current study investigated the ability of six adolescent females between the ages of 13 and 16 years to acquire a set of social skills through training. Participants' acquisition of the skills before and after training was assessed through role-play assessments and was experimentally demonstrated using a multiple-baseline across skills design. Secondary survey information (Child Behavior Checklist and adapted Ansell Casey Life Skills Assessment) was collected from participants and their parents to attempt to index effects of training on other behaviors of the youth. All of the participants acquired the skills taught and demonstrated them with increased or variable levels of accuracy post-training. Minimal changes in scores were documented on both secondary survey measures.

Maintaining relationships and interacting socially are essential aspects of children’s occupational performance. Social participation occurs during many childhood occupations such as play and school work. Rather than assessing social skills deficits in isolation, occupational therapists are well placed to assess and treat children with difficulties in social participation during their daily childhood occupations. The existing models of social competence fail to consider or describe the social skills required during learning-related tasks. Therefore, a comprehensive model is needed to guide occupational therapists in understanding social competence during both interpersonal and learning-related social tasks and in specific contexts (e.g., early childhood settings) (Lim & Rodger, 2008). Background and Research Aims: “Social participation” falls within the occupational therapy domain of concern according to the Occupational Therapy Practice Framework (2nd edition) (American Occupational Therapy Association [AOTA], 2008), However, surveys conducted in the United Kingdom, Australia and Canada indicate that there has been limited provision of services for children with poor social skills compared to areas such as sensory processing, motor skill development and visual perceptual skills training (Brown, Rodger, Brown, & Roever, 2005; Howard, 2002; Rodger, Brown, & Brown, 2005). Factors such as a limited knowledge of available tools and limited access to social skills models have hampered occupational therapists’ accurate assessment of social skills (Doble, Bonnell, & Magill-Evans, 1991). This study was conducted in Singapore, where generally there has been limited occupational therapy research, and even less in specific early childhood and school environments. High levels of proficiency in pre-literacy and mathematic skills are expected of young Singaporean children (Ko, 1992; Tan, 2007). With the emphasis on gaining academic skills to be ready for primary education from as early as 3 to 4 years of age, Singaporean children are also expected to demonstrate compliance and ability to sit still while attending to a lesson (Tan, 2007). Hence, it is important to conduct research on specific cultural contexts such as early childhood environments in Singapore. The early childhood literature has begun to differentiate between interpersonal social skills (IPS) and learning-related social skills (LRSS). IPS is needed for maintaining friendships and engaging in play, while LRSS is required for positive classroom behaviours (e.g., staying on task) (McClelland & Morrison, 2003). This research aimed to investigate the validity of the Proposed Model of Social Competence relevant to occupational therapists working with children in early childhood settings. First, this study aimed to investigate whether LRSS and IPS exist as separate unidimensional constructs as suggested in the Proposed Model of Social Competence and second, how these constructs contribute towards young children’s social competence. This research also intended to identify reliable and valid instruments that can be used for the comprehensive assessment of children’s social competence by therapists and educators in early childhood settings. Methodology and Study Findings First, a preliminary content validity study with Singaporean and Australian experts was conducted to investigate whether LRSS and IPS were represented by items from two pre-existing behaviour rating questionnaires (Lim, Rodger & Brown, 2010b). Next, in the main study, 117 young children (aged 3 to 6 years) were assessed using a combination of naturalistic observational tools and behaviour rating questionnaires. The children were observed during free play and school work tasks and their teachers completed two behaviour rating questionnaires regarding the children’s social skills. Rasch analysis and confirmatory factor analysis (CFA) were employed in this study to analyse the data. Results from the content validity study indicated that the two behaviour rating questionnaires selected for inclusion in this study contained items representing IPS and LRSS. In addition, the experts found it clinically useful to consider IPS and LRSS as two separate constructs exhibited by young children. In the main study, IPS and LRSS were found to exist as separate unidimensional constructs, in addition to two other constructs named Compliance and Group Social Interaction which were found to also exist. Scales with acceptable measurement properties were found within the existing social skills assessment tools to measure these constructs. Furthermore, the CFA revealed Social Competence as an underlying multidimensional factor that was composed of the four indicator variables IPS, LRSS, Compliance, and Group Social Interaction. As a result of this study, the Proposed Model of Social Competence was revised. Conclusions and Recommendations Different social skills constructs that contributed to social competence in young children were identified and validated in the study. As Social Competence is a multi-dimensional factor, it is insufficient to assess only children’s interpersonal social skills. The Model of Social Competence-Revised aims to guide occupational therapists and other professionals to consider different types of social skills and elements that may contribute to poor social competence. Depending on the different presenting concerns, practitioners can select specific instruments to assess the different types of social skills identified in this research. Instead of designing new assessment tools that measure newly hypothesised constructs, this study demonstrated a novel approach to extend the validity of existing instruments to measure new constructs (Lim, Rodger & Brown, 2010a). This thesis has extended the extant body of literature by presenting the development, testing, and revision of a proposed theoretical model to assess young children’s social competence within early childhood contexts. This thesis has also contributed by identifying and validating existing assessment tools that can be used to evaluate the different social skills constructs observed in young children within early childhood environments.

<p>This study is about how to develop younger teens problem solving ability and their social competence. The study carried through by using a qualitative method, two observations and ten interviews. The observations where preparatory for the structured interviews. The respondents where pupils in a class were it is an ongoing project which purpose is to develop childrens problem solving ability and social skills with cognitive training and an empowerment based reasoning model that is called rahyab. Rahyab is a Persian word and it means path- finding. Focus has been on the pupils experiences of working with the model and the school project. The studies approach is to examine how younger teens problem solving ability can be developed by cognitive training and social pedagogics? Other questions that we’ve been trying to answer are: what have the younger teens learned from rahyab and it’s steps? How has the younger teens experienced working with rahyab? and do the younger teens feel that they have and will have use of rahyab?</p><p>The results and analysis shows that the younger teens can develop their analytic thinking and thereby also their problem solving ability. They feel that they now have a better understanding for how other people think. This means that they appears to have experienced a development in their social competence. The results shows, with the support of prior knowledge, that younger teens problem solving ability can be developed by cognitive training and social pedagogics. </p> / <p>Denna studie handlar om hur man kan utveckla yngre tonåringars problemlösningsförmåga och därigenom deras sociala kompetens. Studien genomfördes med kvalitativ metod i form av två observationer och tio intervjuer. Observationerna var öppna och förberedande inför de strukturerade intervjuerna. Respondenterna var elever i en klass där det pågår ett projekt som syftar till att utveckla barns problemlösningsförmåga och sociala kompetens utifrån kognitiv träning och en empowerment baserad resoneringsmodell, som kallas rahyab. Rahyab är ett persiskt ord som betyder väg- sökning. Fokus har varit på elevernas upplevelser av arbetet med modellen och skolprojektet. Studiens syfte är att undersöka hur yngre tonåringars problemlösningsförmåga kan utvecklas av kognitiv träning och socialpedagogik? Andra frågeställningar som vi har sökt att besvara är: vad har de yngre tonåringarna lärt sig av rahyab och dess olika steg? Hur har de yngre tonåringarna upplevt att arbeta med rahyab? och upplever de yngre tonåringarna att de har och kommer ha användning av rahyab?</p><p>I resultat och analys framkommer att de yngre tonåringarna kan utveckla sitt analytiska tänkande och därmed också deras problemlösningsförmåga. De upplever att de nu bättre förstår hur andra tänker. De förefaller ha utvecklat sin sociala kompetens. Resultaten visar med stöd av tidigare kunskap att yngre tonåringars problemlösningsförmåga kan utvecklas av kognitiv träning och social pedagogik.</p>

This study is about how to develop younger teens problem solving ability and their social competence. The study carried through by using a qualitative method, two observations and ten interviews. The observations where preparatory for the structured interviews. The respondents where pupils in a class were it is an ongoing project which purpose is to develop childrens problem solving ability and social skills with cognitive training and an empowerment based reasoning model that is called rahyab. Rahyab is a Persian word and it means path- finding. Focus has been on the pupils experiences of working with the model and the school project. The studies approach is to examine how younger teens problem solving ability can be developed by cognitive training and social pedagogics? Other questions that we’ve been trying to answer are: what have the younger teens learned from rahyab and it’s steps? How has the younger teens experienced working with rahyab? and do the younger teens feel that they have and will have use of rahyab? The results and analysis shows that the younger teens can develop their analytic thinking and thereby also their problem solving ability. They feel that they now have a better understanding for how other people think. This means that they appears to have experienced a development in their social competence. The results shows, with the support of prior knowledge, that younger teens problem solving ability can be developed by cognitive training and social pedagogics. / Denna studie handlar om hur man kan utveckla yngre tonåringars problemlösningsförmåga och därigenom deras sociala kompetens. Studien genomfördes med kvalitativ metod i form av två observationer och tio intervjuer. Observationerna var öppna och förberedande inför de strukturerade intervjuerna. Respondenterna var elever i en klass där det pågår ett projekt som syftar till att utveckla barns problemlösningsförmåga och sociala kompetens utifrån kognitiv träning och en empowerment baserad resoneringsmodell, som kallas rahyab. Rahyab är ett persiskt ord som betyder väg- sökning. Fokus har varit på elevernas upplevelser av arbetet med modellen och skolprojektet. Studiens syfte är att undersöka hur yngre tonåringars problemlösningsförmåga kan utvecklas av kognitiv träning och socialpedagogik? Andra frågeställningar som vi har sökt att besvara är: vad har de yngre tonåringarna lärt sig av rahyab och dess olika steg? Hur har de yngre tonåringarna upplevt att arbeta med rahyab? och upplever de yngre tonåringarna att de har och kommer ha användning av rahyab? I resultat och analys framkommer att de yngre tonåringarna kan utveckla sitt analytiska tänkande och därmed också deras problemlösningsförmåga. De upplever att de nu bättre förstår hur andra tänker. De förefaller ha utvecklat sin sociala kompetens. Resultaten visar med stöd av tidigare kunskap att yngre tonåringars problemlösningsförmåga kan utvecklas av kognitiv träning och social pedagogik.

I denna studie har vi undersökt tre förskollärares uppfattning av förändringar i detsocioemotionella samspelet efter ett målinriktat arbete med EQ-aktiviteter på förskolan.Vi har i studien särskilt inriktat oss på följande aspekter av barnens socioemotionellaintelligens och kompetens; empati, prosociala färdigheter, relationsfärdigheter,kommunikationsfärdigheter, samarbetsfärdigheter, problemlösningsfärdigheter, självhävdelseoch självkontroll. De teoretiska begrepp som analyseras i studien är sociokulturellteori, Honneths erkännandeteori, socioemotionell intelligens och kompetens,prosocialt beteende, och socialt samspel. Datainsamlingsmetoden är kvalitativ ochbestår av semistrukturerade intervjuer. Resultatet visar att de intervjuade förskollärarnaanser att arbetet med EQ-aktiviteter på förskolan har förändrat det sociala klimatet ibarngruppen i en positiv riktning samt att barnens socioemotionella intelligens ochförmåga har utvecklats. Denna utveckling visar sig främst genom att barnen i högreutsträckning än tidigare visar benägenhet att agera på ett mer genomtänkt ochprosocialt sätt gentemot varandra i olika sociala sammanhang. I diskussionen behandlarvi kritisk reflektion, den verbala förmågans betydelse för den socioemotionellautvecklingen, samt förutsättningar för, och aspekter av ett målinriktat arbete med EQ–verksamhet på förskolan.

<p>I denna studie har vi undersökt tre förskollärares uppfattning av förändringar i detsocioemotionella samspelet efter ett målinriktat arbete med EQ-aktiviteter på förskolan.Vi har i studien särskilt inriktat oss på följande aspekter av barnens socioemotionellaintelligens och kompetens; empati, prosociala färdigheter, relationsfärdigheter,kommunikationsfärdigheter, samarbetsfärdigheter, problemlösningsfärdigheter, självhävdelseoch självkontroll. De teoretiska begrepp som analyseras i studien är sociokulturellteori, Honneths erkännandeteori, socioemotionell intelligens och kompetens,prosocialt beteende, och socialt samspel. Datainsamlingsmetoden är kvalitativ ochbestår av semistrukturerade intervjuer. Resultatet visar att de intervjuade förskollärarnaanser att arbetet med EQ-aktiviteter på förskolan har förändrat det sociala klimatet ibarngruppen i en positiv riktning samt att barnens socioemotionella intelligens ochförmåga har utvecklats. Denna utveckling visar sig främst genom att barnen i högreutsträckning än tidigare visar benägenhet att agera på ett mer genomtänkt ochprosocialt sätt gentemot varandra i olika sociala sammanhang. I diskussionen behandlarvi kritisk reflektion, den verbala förmågans betydelse för den socioemotionellautvecklingen, samt förutsättningar för, och aspekter av ett målinriktat arbete med EQ–verksamhet på förskolan.</p>