Access to abstract permanently restricted to Ball State community only. / Access to thesis permanently restricted to Ball State community only.

Tyrimo aktualumas: Pastaruoju metu rengiant pedagogus svarbią vietą užima socialinių įgūdžių ugdymas, nes nūdienos situacija kelia naujus reikalavimus būsimajam mokytojui. Ugdymo kryptis orientuojama ne į ugdytoją, o į ugdytinį. Be to, ugdomasis darbas perorganizuojamas orientuojantis į humanistinę psichologiją, kaip labiausiai atitinkančią laikmečio poreikius. Vienas iš būsimojo pedagogo elgesio efektyvumo kriterijų yra socialiniai įgūdžiai. Ugdymo realybėje dažnai susiduriama su per žema bendravimo kultūra ir konfliktais. Ugdytojui reikia didesnės socialinės kompetencijos, atsakomybės ne vien už ugdytinio žinias, bet ir už jo brandą. Nuo sporto pedagogo esminių bei situacinių socialinių įgūdžių, nuo jo parengtumo atlikti socialinius vaidmenis, priklauso jo gebėjimas profesionaliai dirbti, bendrauti ir bendradarbiauti. Tyrimo objektas: Kūno kultūros specialybės studentų situacinių, esminių socialinių įgūdžių, bei parengtumo atlikti socialinius vaidmenis, kaita. Tyrimo tikslas: Išsiaiškinti kūno kultūros specialybės studentų situacinių, esminių socialinių įgūdžių, bei parengtumo atlikti socialinius vaidmenis kaitą. Tyrimo metodologija. Tyrimas atliktas remiantis šiomis teorijomis: socialinio išmokimo teorija bei humanistinio ugdymo nuostatomis. Tyrimo metodai: teorinė analizė ir apibendrinimas; anketinė apklausa; statistinė duomenų analizė. Tyrimo imtis ir organizavimas: Tyrimas buvo atliktas 2011 m. Šiaulių universitete. Jame dalyvavo 142 dieninio studijų skyriaus, Kūno... [toliau žr. visą tekstą] / Relevance of the research: Recently, development of social skills takes an important place in preparation of pedagogues, because today's situation poses new requirements for future teachers. The direction of education is oriented not towards an educator, but towards a learner. In addition, the educational work is being reorganized orienting towards humanistic psychology as the one of the most suitable to the needs of the times. One of the prospective teacher's conduct efficiency criteria is social skills. In educational reality, one often faces with too low communicational culture and conflicts. The educator needs greater social competence, responsibility not only for knowledge of a learner, but also for his/her maturity. The ability of the sports teacher to work professionally, communicate and collaborate depend on his/her fundamental and situational social skills and his/her readiness to perform social roles. The subject of the research: Change of situational, fundamental social skills and readiness to perform social roles of the physical culture speciality students. The aim of the research: To ascertain the change of situational, fundamental social skills and readiness to perform social roles of the physical culture speciality students. Methodology of the research: The research was done on the grounds of the following theories: social learning theory and provisions of humanistic education. Methods of the research: Theoretical analysis and generalization, questionnaire... [to full text]

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No description available.

Sportas užima vis reikšmingesnę vietą visuomenės gyvenime. Dauguma sporto tyrinėtojųlinkę pripažinti ugdomąją sporto funkciją kaip humanistinių vertybių perdavimo priemonę, o sportinę veiklą – kaip socialinį reiškinį, galintį paveikti žmonių elgesį.Šiuolaikiniame sporte neskiriama pakankamai dėmesio harmoningo sportininko asmenybės sklaidai. Todėl ypatingai aktualūs tampa sportininkų socialinių įgūdžių tyrimai, kurie pagrįstų daugelio mokslininkų tyrimus, kad sportas yra priemonė ugdyti ne tik fizines, bet ir psichologines, socialines asmenybės savybes. / Sport takes big part in social pubic life and becoming more important. The majority of the researches agrees that the upbringing sports function are the measure of humanistic values where sport activities are defined as social phenomena which influences an individual’s ski.

This essay is about how the educators can use the play as a tool to develop childrens social skills with eachother. The work is based on a qualitative study using a survey, where the educators can tell how they work within the play. I chose to use five different participants in my essay. All of them work in the same preschool, south of Stockholm. In this essay I have two questions. These two are: What do the educators tell about the importance of play for children's interaction? How do the educators tell how they work with the play to develop the children’s social interaction? Previous research shows that play gives the children opportunity to develop socially, emotionally, intellectually and physically. By adult and children’s interaction the children develops social skills through play. The children learn the consequences of one's behavior and what behavior that is acceptable in the society the children live in. The results of my essay show that educators agree that the play is important for children's development and learning, also that the play is important for the children’s interaction. Educators believe that the play gives children the opportunity to process feelings and experiences, also practice of empathy and finding different solutions to conflicts. It is also clear that it is important that the educator observe and guide the children in their play.

THE PURPOSE OF THE PRESENT STUDY IS TO INVESTIGATE THE EFFECTS OF PARENT EDUCATION ONTHIRD GRADE CHILDREN&#039 / S SOCIAL SKILLS. THE SAMPLE OF THE STUDY COMPOSED OF 29 THIRD GRADE STUDENTS&#039 / PARENTS. THE 3X3 EXPERIMENTAL DESIGN WITH TWO TRAINING GROUPS AND ONE CONTROL GROUP AND THREE MEASUREMENTS (PRE, POST AND FOLLOW-UP) WERE USED. THE EXPERIMENTAL GROUPS RECEIVED A 10 WEEK PARENT EDUCATION WHICH WAS DEVELOPED BY THE RESEARCHER WHILE THE CONTROL GROUP DID NOT RECEIVE ANY TRAINING. IN ORDER TO ASSESS SOCIAL SKILLS OF CHILDREN THE SOCIAL SKILLS RATING SYSTEM-PARENT FORM (SSRS-P) WERE USED. THE RESULTS REVEALED THAT PARENT EDUCATION WHICH INVOLVED FATHERS HAD A SIGNIFICANT EFFECT ON CHILDREN&#039 / S SELF-CONTROL DIMENSION AND TOTAL SOCIAL SKILLS SCORES IN TERMS OF PARENT PERCEPTION. HOWEVER, CONTRARY OF THE EXPECTATION THE GAIN WAS NOT MAINTAINED AFTER THREE MONTHS FOLLOW-UP. IN ADDITION, FATHER INVOLVED GROUP IMPROVED IN SELF-CONTROL AND RESPONSIBILITY DIMENSION AND FATHER UNINVOLVED GROUP IMPREOVED IN SELF-CONTROL DIMENSION AND TOTAL SCORE OF SOCIAL SKILLS AND THE IMPROVEMENTS MAINTAINED AFTER THREE MONTHS FOLLOW-UP.

国立情報学研究所で電子化したコンテンツを使用している。

Thesis (Ph. D.)--University of Hawaii at Manoa, 1991. / Includes bibliographical references (leaves 153-175) / Microfiche. / ix, 175 leaves, bound 29 cm

Recent research has shown that children under two years demonstrate some early social understanding. Previous research has also demonstrated that mother talk about mental states is a factor in older preschoolers� later theory of mind understanding. In order to learn more about the predictive nature of mother mental state talk to very young children, this study examined the relation between mother talk about mental states at 15 and 24 months and their later mental state language and emotion understanding at 24 and 33 months. At all three time points, 71 mothers and 3 fathers (N=74) described pictures to their infants and mother talk was coded for mental and non-mental state language at 15, 24 and 33 months. In addition, at all three time points, children�s mental and non-mental state vocabulary levels were obtained via parental report. At the second and third time points the children were administered an emotion situation and a body emotion task. The mothers� ability to interpret emotion faces was also assessed. The results showed that mother use of desire language was more prevalent at 15 months, with references to thinking and knowledge increasing at 24 months. Partial correlations demonstrated that mother use of desire language with 15-month old children uniquely predicted a child�s mental state language and emotion situation task performance at 24 months, even after accounting for earlier child language, mother socioeconomic status, mothers� own emotion understanding, and other types of mother non-mental state language. Similarly, at 24 months of age, after accounting for potentially confounding variables, such as child language, mother use of think/know language as well as desire language were both predictors of children�s mental state language and emotion task performance at 33 months. The results further demonstrated that mothers� tendency to refer to the child�s (versus others�) desires at 15 months was the more consistent correlate of children�s mental state language and emotion understanding at 24 months. At 24 months a different pattern emerged with both references to the child�s and others� thoughts and knowledge correlating with child mental state language and emotion task performance at 33 months. It is proposed that Vygotsky�s zone of proximal development provides a framework within which maternal talk about specific mental states scaffolds the development of children�s later social understanding. I also suggest that such scaffolding motivates mothers to talk more about the child�s mental states when they are younger, before introducing talk that focuses on others� mental states.