• Title/Summary/Keyword: social competence groups

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Analysis of Peer Interaction by Social Competence Groups Working on Cooperative Art Activities (조형활동을 통한 협동학습에서 사회적 능력별 집단구성에 따른 또래 상호작용 분석)

  • Seo, Young Sun;Ohm, Jung Ae
    • Korean Journal of Child Studies
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    • v.27 no.3
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    • pp.207-223
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    • 2006
  • Classroom teachers measured children's social competence(SC). Thirty-two children were observed while they participated in cooperative art activities in homogeneous(high SC with high SC, or low SC with low SC) and heterogeneous(mixed SC) groups. Results showed that positive peer interaction was the most frequent type of interaction. Children with lower levels of social competence worked alone rather than in peer interaction. Children with higher levels of social competence showed more positive peer interaction. 'Imitating', a sub-item of dependent peer interaction, was most frequent in children with lower levels of social competence. Higher SC children maintained high SC regardless of grouping, but lower SC children showed significant differences in peer interaction between homogeneous and heterogeneous groups.

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The Effect of Children's Peer-Relationship and Teacher-Child Relationship on Social Competence (유아의 또래관계 및 교사와의 관계가 사회적 능력에 미치는 영향)

  • Jeon, Kyung-Ah;Lee, Jin-Sook
    • Korean Journal of Human Ecology
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    • v.12 no.5
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    • pp.659-668
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    • 2003
  • The purpose of this study was to investigate the effect of children's peer-relationship and teacher-child relationship on the social competence. The subject of this study consisted of 115 children aged $4{\sim}5$ attending child care centers in Jeon-ju. Peer-relationship was assessed by the peer nomination measure. The teacher-child relationship and the social competence were evaluated by teacher's questionnaire. The results of this study were as follows : There were significant differences according to sex in teacher-child relationship and social competence. Social competences differed among popular, rejected and neglected children's groups. Teacher-child relationship significantly related with the social competence : The intimacy was positively and the conflict negatively related with the social competence. Intimacy, conflict, anxiety of teacher-child relationship accounted for 58% of the social competence variance. Intimacy of teacher-child relationship appeared to be the most important variable.

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Effects of Social-Emotional Competence Program Utilizing Group Play Therapy for Young Children on Prosociality, Teacher-Child Relation and Peer Competence (집단놀이치료를 활용한 유아 사회정서적 유능감 프로그램이 친사회성, 유아-교사관계 및 또래유능감에 미치는 효과)

  • Ha, Young-Rye
    • Korean Journal of Child Studies
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    • v.30 no.5
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    • pp.57-72
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    • 2009
  • The purpose of the present investigation was to analyze the effects of a social-emotional competence program utilizing group play therapy in promoting young children's prosociality, teacher-child relations and peer competence. The subjects were 90 five-year-old kindergarten children. The experimental treatment was performed in 14 sessions for 7 weeks. Instruments were the Prosocial Behavior Scale for Young Children (2003), Student-Teacher Relationship Scale (2004), and Iowa Social Competence Scales (1997). Data was analyzed by ANCOVA. Results were that the experiment group showed significantly higher social competence scores than the comparison and control groups. Conclusions were that a social-emotional competence program utilizing group play therapy can be effective in enhancing young children's improvement of prosociality, teacher-child relations, and peer competence.

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Factors Affecting Social Competence in School-aged Children according to Alcohol Consumption by Parents' (부모 음주문제정도에 따른 학령기 아동의 사회적 능력과 영향요인)

  • Lee, Jin-A;Kweon, Young-Ran
    • Journal of Korean Academy of Nursing
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    • v.44 no.5
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    • pp.495-503
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    • 2014
  • Purpose: The purpose of this study was to identify factors affecting the social competence of school-aged children according alcohol consumption by their parents. Methods: The participants were 558 5th grade elementary school students. Data were collected using structured questionnaires from September 17 to October 2 2013, and analyzed using descriptive statistics, ${\chi}^2$-test, t-test, ANOVA, Pearson correlation coefficients, and Stepwise multiple regression analysis with the SPSS PC+ 21.0 program. Results: Participants were classified into three groups according to alcohol use; Non-use parent group (52.7%), social use parent group (31.0%), and problem use parent group (16.3%). Participants whose parents were problem users had significantly lower scores on emotional awareness and expression (F=14.45, p<.001), social support (F=5.82, p=.003), and social competence (F=16.33, p<.001) compared to students in the other two groups. In school-aged children with parents who were alcohol abusers, the variables that predicted social competence was friend support (66.0%). Conclusion: These results emphasize the importance of focusing on the crucial role of peer support in the development of social competence in school-aged children of parents who abuse alcohol. Further, for these children, interventions aimed at improving social support and children's emotional awareness and expression may be most beneficial.

The Relationship Between Social Competence and Behaviour Problems of Children with Mental Retardation (정신지체아동의 사회적 유능성과 문제행동 간의 관계)

  • Lee, Mi-A;Kang, Young-Sim;Ko, Min-Jung
    • Journal of Fisheries and Marine Sciences Education
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    • v.19 no.2
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    • pp.256-268
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    • 2007
  • The present research investigated the relationship between social competence and behaviour problems of children with mental retardation. Participants were 73 from both regular and special education schools. Social competence and behaviour problems were measured using the Teacher-Child Rating Scale. An important findings of this study described as the following. First, there were no significant differences in social competence and behaviour problems between boys and girls. Second, there were moderate significant differences in social competence between lower and higher grade children with mental retardation. Children who are higher grade had a significantly more social competence when compared with children who are lower grade. But there are no significant differences in behaviour problems between lower and higher grade. Third, there were moderate significant differences in social competence between lower and higher IQ children with mental retardation. Children who are higher IQ had a significantly higher level of social competence and significantly lower level of behaviour problems, when compared with children who are lower IQ. Forth, there were moderate significant differences in social competence between the regular schools and special education groups. Children who attended special education schools had a significantly higher level of social competence and significantly lower level of behaviour problems, when compared with children who attended regular schools. Fifth, social competence of children with mental retardation was negatively related to behaviour problems. These findings suggest that characteristics of social competence and behaviour problems of students with mental retardation should be considered in order to successfully implement social competence interventions of students with mental retardation.

The Effects of Psychomotorik Program with Voluntary Movement Activity on the Development of Physical Exercise Ability and Social Competence in Children with Intellectual Disability (자발적 움직임 활동 심리운동이 지적장애 아동의 신체 운동성과 사회적 능력에 미치는 영향)

  • Lee, Eun-jung;Kwon, Hae-Yeon
    • Journal of The Korean Society of Integrative Medicine
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    • v.9 no.4
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    • pp.129-138
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    • 2021
  • Purpose : The purpose of this study has been performed to find the effect of psychomotorik program with voluntary movement activity on the development of social competence and physical exercise ability improvement in children with intellectual disability. Methods : This study was conducted with a similar group comparison study design to examine applicative effects of voluntary movement group psychomotor activities on body locomotion skills and social competence of intellectually disabled children. This study included 12 children with intellectual disability aged between 7 and 10 years. Experimental group was performed 50 minutes psychomotorik program for once a week during 12 weeks. Physical Exercise ability (TGMD-2) and changes in social competence were measured before and after the intervention program. Results : There were positive changes in social competence and physical exercise ability in the experimental and control groups before and after the intervention program. Only the experimental group showed significant difference in the pre and post measurement. There was a significant difference between the two groups before and after the intervention. Conclusion : Psychomotorik program with voluntary movement activity has a positive effect on the improvement of activity on the development of social competence and physical exercise ability improvement in children with intellectual disability. Accordingly, voluntary movement psychomotor activities programs can be utilized as a useful intervention method to improve the body locomotion skills of intellectually disabled children in the clinical and educational fields in the future.

Effectiveness of Creative Drama in Promoting Social Competence in Peer Abused/At-Risk Children (교육연극을 적용한 사회적 유능성 중재 프로그램의 집단따돌림/위험 아동의 사회적 유능성 증진 효과 연구)

  • Chung, Kai Sook
    • Korean Journal of Child Studies
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    • v.23 no.4
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    • pp.171-183
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    • 2002
  • This study examined the applicability of creative drama to a social competence program for poorly accepted(socially at-risk) elementary school children. The subjects were 40 $2^{nd}$(n=20) and $5^{th}$(n=20) grade children. The experimental group(n=20) participated in a social competence program that included 18 sessions of the creative drama activities during winter vacation. The Peer Rating Scale, the Peer Competence Scale, and the Quality of Friendship Scale were administered as pre- and post-test. Covariance analyses showed no differences between experimental and control groups on peer competence and quality of friendship, but the children who participated in the program showed some differences in total scores and sub-areas on quality of friendship by grade and level of peer pre-acceptance.

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Emotional Intelligence, Social Competence and School Life Satisfaction Among Institutionalized and Home Reared Children (시설보호 아동과 일반가정 아동의 정서지능, 사회적 능력, 학교생활만족도와의 관계)

  • Park, Mi-Kyeong;Moon, Hyuk-Jun
    • Journal of the Korean Home Economics Association
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    • v.47 no.2
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    • pp.1-13
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    • 2009
  • The purpose of this study was to examine differences in emotional intelligence, social competence and school life satisfaction between institutionalized and home reared children. In total, 584 grade 4, 5, and 6 students were used for this study, 305 of which were institutionalized and 279 home reared. Collected data were subjected to descriptive and comparative statistical analysis. Significant differences were found in emotional intelligence, social competence and school life satisfaction between institutionalized and home reared children. Positive correlations were established among emotional intelligence, social competence and school life satisfaction for both groups of children.

A study on the path that the linguistic competence of Marriage migrants affects to the quality of life (결혼이주민의 언어능력이 삶의 질에 영향을 미치는 경로에 관한 연구)

  • Lee, Yong-Kyu;Moon, Hyung-Ran
    • Journal of Digital Convergence
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    • v.13 no.3
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    • pp.37-47
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    • 2015
  • This study intends to investigate the path that their language competence impacts on the quality of life through family relationships and social relationships. We conducted a questionnaire survey of marriage immigrants, living in metropolitan areas of Korea. The results are summarized as follows: First, including linguistic competence paths directly and indirectly through family relationships and social relationships, all paths that affect the quality of life has been noted. Secondly, in highly educated, high-income and spontaneous-marriage-immigrants population groups, relationships among linguistic competence, family relationships, social relationships and the quality of life were turned out to be relatively high than comparative groups. third, every groups investigated in this study have different paths that the linguistic competence influence the quality of life, but family relationship has a stronger effect on the quality of life than any other variables including linguistic competence.

A Study on the Antecedent Factors Affecting Helping Professions' Cultural Competence - Focusing on Social Workers, Teachers, Nurses, and Social Work Civil Servants - (원조전문직의 문화적 역량 선행요인에 관한 연구 - 사회복지사, 교사, 간호사, 사회복지공무원을 중심으로 -)

  • Choi, So-Yun
    • Korean Journal of Social Welfare
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    • v.64 no.2
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    • pp.5-29
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    • 2012
  • This study examines the present conditions and antecedent factors affecting helping professions' cultural competence, focusing on such groups as social workers, teachers, nurses, and social work civil servants. The analysis of data shows that teachers' cultural competence is the highest, social workers, social work civil servants, and nurses are descending order. The study also found significant antecedent factors: (1)individual antecedent factors are age, education, and foreign language skill; (2)work-related antecedent factors are multicultural working hours and working duration; (3)organizational antecedent factors are education/training and organizational support. Finally, the study suggests policy directions and practical implications for enhancing cultural competence.

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