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Journal articles on the topic 'Helping behavior in children Victoria'

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Published: 10 December 2022

Last updated: 28 January 2023

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1

Dishkova, Maria. "HELPING BEHAVIOR IN PRIMARY SCHOOL CHILDREN." Education and Technologies Journal 11, no. 1 (August 1, 2020): 72–77. http://dx.doi.org/10.26883/2010.201.2188.

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Helping behavior is a phenomenon that largely determines positive communication between people, because it is associated with the skills of empathy, compassion, conflict resolution, communication without aggression. Very interesting from a scientific point of view is the helping behavior in children, how it is formed and in which cases it manifests itself. A survey was conducted among primary school children in order to examine their attitudes to help their classmates. The topic has been a subject of scientific pedagogical interest for several years, but today it is especially relevant in the context of modern requirements for interpersonal communication.The results of the study will be analyzed in the report.

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2

Mareš, Jiří. "Prosocial Behavior Education in Children." Acta Technologica Dubnicae 7, no. 2 (August 28, 2017): 7–16. http://dx.doi.org/10.1515/atd-2017-0009.

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Abstract Introduction: It is paradoxical that more attention is currently paid to negative features in children’s and adolescents’ behavior (aggressive behavior, bullying) than to the positive ones (helping, social support). Purpose: This literature review describes how children’s sensitivity to helping other people develops and how children acquire competences in helping. Methods: The literature search was conducted in databases using keywords “child”, “prosocial development” and “prosocial behavior”. Publications (papers or monographs) published in English or Czech between 1989 and 2016 were retrieved. Conclusions: The study identified the following sources of prosocial behavior: use of fairy-tale motifs in the case of babies (e. g. the motif of good deeds) and targeted family education with the use of direct and indirect procedures. Targeted education of children in preschool was accomplished by experienced teachers. Education in providing help and social support to schoolmates (including the socalled partnership and peer teaching) at elementary school was identified as a special case.

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3

Stanhope, Linda, Richard Q. Bell, and Nina Y. Parker-Cohen. "Temperament and helping behavior in preschool children." Developmental Psychology 23, no. 3 (May 1987): 347–53. http://dx.doi.org/10.1037/0012-1649.23.3.347.

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4

SUTO, KUNIHIKO. "Helping Behavior in Children With Autism Spectrum Disorders :." Japanese Journal of Educational Psychology 59, no. 2 (2011): 206–18. http://dx.doi.org/10.5926/jjep.59.206.

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5

McIntosh, Margaret E. "Helping Children Assess Their OWN Creative Reading Behavior." Gifted Child Today Magazine 11, no. 2 (March 1988): 52–54. http://dx.doi.org/10.1177/107621758801100228.

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6

Fujisawa, Keiko K., Nobuyuki Kutsukake, and Toshikazu Hasegawa. "Reciprocity of prosocial behavior in Japanese preschool children." International Journal of Behavioral Development 32, no. 2 (March 2008): 89–97. http://dx.doi.org/10.1177/0165025407084055.

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This study investigated the reciprocity of prosocial behavior among 3- and 4-year-old Japanese preschool children during free-play time. Matrix correlation tests revealed positive correlations between the frequencies of object offering given and received within dyads and between the frequencies of helping given and received within dyads. These results suggest that young children reciprocate prosocial behavior spontaneously. Positive correlations were also found between the frequencies of object offering and helping behavior exchanged within dyads, suggesting that children exchanged the two types of prosocial behaviors (i.e., “interchanged”). The interchange was independent of both reciprocity within object offering and reciprocity within helping behavior in 4-year-olds. Friends reciprocated object offerings more frequently than non-friends, suggesting that friendship affects the quantitative aspect of reciprocity. These data provide refined evidence of reciprocity among children and also suggest that reciprocity becomes more complicated as children grow older.

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7

Wark, Linda. "Helping Young Children Regulate Their Behavior: Two Fun Interventions." Journal of Family Psychotherapy 20, no. 1 (March 9, 2009): 89–94. http://dx.doi.org/10.1080/08975350802716574.

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8

Richman, Charles L., Carolyn Berry, Monnie Bittle, and Kim Himan. "Factors related to helping behavior in preschool-age children." Journal of Applied Developmental Psychology 9, no. 2 (April 1988): 151–65. http://dx.doi.org/10.1016/0193-3973(88)90020-2.

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9

Noell, George H., Jeanne M. Donaldson, Kristin A. Gansle, Rachel L. Bradley, Aijah K. Goodwin, Emma Larson, Philip R. Richard, et al. "Developing helping behavior in young children through multiple exemplar training." Behavioral Development 24, no. 1 (April 2019): 6–17. http://dx.doi.org/10.1037/bdb0000083.

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10

Sujetaitė-Volungevičienė, Giedrė. "HELPING YOUNG CHILDREN JOIN PLAYWORLD: MICROANALYSIS." Moscow University Psychology Bulletin, no. 4 (2021): 34–71. http://dx.doi.org/10.11621/vsp.2021.04.02.

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Relevance. Self-regulation is a key skill that predicts successful life-long learning and fi ne career opportunities (John, Gross, 2004; Blair, Diamond, 2008; Cole, Deater-Dechard, 2009). Playworld as the space of self-regulation development, has been in the spotlight theoretically and practically in educational research for a while (Hakkarainen, et al., 2015; Fleer, Veresov, Walker, 2020; Colliver, Veraksa, 2021). Goal. However, the pedagogical adult play strategies that help young children join collective make-believe play based on emotional self-regulation are still in question. Th is study is grounded in a cultural-historical perspective and places joint emotional regulation at the heart of the collective play process in the early years. Methods. Th is study uses qualitative single case study design and video microanalysis to capture important changes in adult and child behavior during the critical entry to the playworld. Results reveal the micro-steps and strategies to help young players join and actively participate in the playworld. Th e fi ndings outline that participation in play, as a cultural practice, is the key mediating activity that helps children develop their emotional self-regulation. However, young children need support; actively playing adult as a model of emotional regulation strategies in early childhood educational settings because the peer culture of neighbourhoods is in decline.

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11

Hall, Barry L. "The Role of Adult Children in Helping Chronically Ill Hospitalized Parents." Canadian Journal on Aging / La Revue canadienne du vieillissement 8, no. 1 (1989): 68–78. http://dx.doi.org/10.1017/s071498080001120x.

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ABSTRACTThe study identified the types of help provided by 27 adult children to their hospitalized chronically ill parents. The investigation further examined the child's helping behavior in relation to stress and strain, as well as dependence of the parent on the child. The results demonstrated that despite profound stress and strain felt by children, they still provided a range of helping behaviors within the formal caregiving structures of the acute care hospital. Dependence was a weak indicator of the adult child's helping behavior, while stress was a stronger indicator.

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12

Reeve, Sharon A., Kenneth F. Reeve, Dawn Buffington Townsend, and Claire L. Poulson. "ESTABLISHING A GENERALIZED REPERTOIRE OF HELPING BEHAVIOR IN CHILDREN WITH AUTISM." Journal of Applied Behavior Analysis 40, no. 1 (March 2007): 123–36. http://dx.doi.org/10.1901/jaba.2007.11-05.

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13

No authorship indicated. "Review of Good Kids, Bad Behavior: Helping Children Learn Self- Discipline." Contemporary Psychology: A Journal of Reviews 37, no. 11 (November 1992): 1225. http://dx.doi.org/10.1037/031663.

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14

Siposova, Barbora, Sebastian Grueneisen, Katharina Helming, Michael Tomasello, and Malinda Carpenter. "Common knowledge that help is needed increases helping behavior in children." Journal of Experimental Child Psychology 201 (January 2021): 104973. http://dx.doi.org/10.1016/j.jecp.2020.104973.

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15

Kochukhova, Olga, Yulia Dyagileva, Anna Mikhailova, Lilia Orekhova, Sergei Makhin, and Vladimir Pavlenko. "Better Language — Faster Helper: The Relation Between Spontaneous Instrumental Helping Action and Language Ability in Family-Reared and Institutionalized Toddlers." Psychology in Russia: State of the Art 14, no. 4 (2021): 78–93. http://dx.doi.org/10.11621/pir.2021.0406.

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Background. Prosocial behavior is the key component of social and interpersonal relations. One of the elements of prosociality is helping behavior, which emerges already in early childhood. Researchers have identified several domains of helping behavior: instrumental helping, comforting another person, and sharing resources with others. The development of helping behavior can depend on a number of factors: children’s age, the social situation of development, communication skills, and the ability to understand the feelings and needs of another person. Objective. In Study 1, the main goal was to determine the effects of age and cognitive, language, and motor development on instrumental helping skills in early childhood. The goal of Study 2 was to estimate the effects of rearing in an adverse social environment by comparing the capacity for instrumental helping in family-raised and institutionalized children. Design. The authors examined toddlers’ (N=198) ability to initiate spontaneous helping and the factors that may influence it. Cognitive, language, and fine motor skills were measured by the Bayley Scales of Infant and Child Development, 3rd edition. Children’s instrumental helping behavior was assessed according to the procedure presented by Warneken and Tomasello, with a few modifications. Results. Study 1 demonstrated that children’s ability to initiate helping was dependent on their age: the non-helpers were significantly younger than the helpers. Children’s language skills also played a significant role in their helping behavior. The children with higher language skills helped the adult more often and more quickly. Study 2 demonstrated that institutional placement per se was not related to toddlers’ ability to initiate helping. Language ability was associated with helping behavior both in institution- and family-reared toddlers. Conclusion. Instrumental helping in early childhood is related to children’s age, language skills, and rearing conditions.

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16

Dahl, Audun, and Celia A. Brownell. "The Social Origins of Human Prosociality." Current Directions in Psychological Science 28, no. 3 (March 27, 2019): 274–79. http://dx.doi.org/10.1177/0963721419830386.

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From early in life, children help, comfort, and share with other people. Recent research has deepened scientific understanding of the development of prosociality—efforts to promote the welfare of others. In this article, we discuss two key insights about the emergence and early development of prosocial behavior, focusing on the development of helping. First, children’s motivations and capabilities for helping change in quality as well as quantity over the opening years of life. Specifically, helping begins in participatory activities without prosocial intent in the first year of life, becoming increasingly autonomous and motivated by prosocial intent over the second year. Second, helping emerges through bidirectional social interactions starting at birth: Caregivers and other individuals support the development of helping in a variety of ways, and young children play active roles that often influence caregiver behavior. The question now is not whether but how social interactions contribute to the development of prosocial behavior. Recent methodological and theoretical advances provide exciting avenues for future research on the social and emotional origins of human prosociality.

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17

Giner Torréns, Marta, and Joscha Kärtner. "The Influence of Socialization on Early Helping From a Cross-Cultural Perspective." Journal of Cross-Cultural Psychology 48, no. 3 (February 12, 2017): 353–68. http://dx.doi.org/10.1177/0022022117690451.

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This cross-cultural study examines, first, whether 18-month-olds’ helping behavior differs between cultures and, second, the way in which caregivers’ socialization goals and practices are associated with toddlers’ helping behavior. Helping behavior was assessed in three out-of-reach tasks with increasing motivational demands. We found that Delhi toddlers ( n = 32) helped more than Münster toddlers ( n = 60). Regarding socialization practices (SPs), Delhi mothers, compared with Münster mothers, reported to provide more opportunities to help in the family context and to praise less when fostering toddlers’ prosocial behavior. Furthermore, Delhi mothers reported to use more punitive practices after their children did not follow a helping request. On an intra-cultural level, we found that helping was positively associated with punitive practices in the Delhi sample, whereas helping was negatively related with punitive practices and providing opportunities to help in Münster. On the basis of these results, we first propose that culture affects toddlers’ helping behavior from the time of emergence during the second year. Second, we propose that the culture-specific conceptions of prosocial behavior influence which SPs parents use, which, in turn, may influence children’s motivation underlying early prosocial behavior.

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18

Kirkham, Natasha Z., Loren Cruess, and Adele Diamond. "Helping children apply their knowledge to their behavior on a dimension-switching task." Developmental Science 6, no. 5 (November 2003): 449–67. http://dx.doi.org/10.1111/1467-7687.00300.

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19

Tyler, Forrest B., and Meera Varma. "Help-seeking and helping behavior in children as a function of psychosocial competence." Journal of Applied Developmental Psychology 9, no. 2 (April 1988): 219–31. http://dx.doi.org/10.1016/0193-3973(88)90025-1.

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20

Bischof-Köhler, Doris. "Author reply: Empathy and Self-Recognition in Phylogenetic and Ontogenetic Perspective: Author Response to Commentaries of Kärtner and Keller and Klann-Delius." Emotion Review 4, no. 1 (January 2012): 53–54. http://dx.doi.org/10.1177/1754073911421393.

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Self–other distinction, as documented by mirror self-recognition (MSR), allows for empathy which offers a motivational base for helping a person in need. Kärtner and Keller propose a different, culture-related, possibility of helping based on shared intentional relations and emotional contagion which could explain helping behavior in Indian children not yet capable of MSR. Due to the experimental setting, however, other releasers of children’s sadness and helping behavior have to be considered. An alternative setting is proposed. With respect to MSR, the question of false negatives is discussed. The issues mentioned by Klann-Delius address fundamental theoretical questions that cannot be answered briefly.

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21

Dwi Kencana Wulan, Fitri Lestari Issom, and Vinna Ramadhany Sy. "Implementation of the “Aku Suka Menolong” Program for Improving Children Prosocial Behavior in Kalisapu Village Tegal." Jurnal Pemberdayaan Masyarakat Madani (JPMM) 4, no. 1 (June 22, 2020): 399–407. http://dx.doi.org/10.21009/jpmm.004.1.08.

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“Aku Suka Menolong” is a community service program that focuses on improving the prosocial behavior children in school age at Desa Kalisapu Slawi, Tegal Central Java. This program has 3 fun activities, first acitivity is the movie session with the main theme is about helping each other, then second activity is a puppet show which tells the story about helping then the third is giving the reward for the responden who practices prosocial behavior in everyday life. As an evaluation of effectiveness of the program, we gave a quationaire to gathered data about the prosocial behavior of the respondents, as the result we know that 80,65% respondent is classified to high score and 19,35% classified to low in prosocial behavior

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22

Neel, Richard S., and K. Kay Cessna. "Replacement Behaviors: A Strategy for Teaching Social Skills to Children with Behavior Problems." Rural Special Education Quarterly 12, no. 1 (March 1993): 33–35. http://dx.doi.org/10.1177/875687059301200106.

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Children with behavior problems are frustrating to teachers. Most programs for controlling behavior focus on reducing or eliminating behaviors. Instead, teaching appropriate behaviors can become part of the instructional component. Teachers can do this by evaluating the Intent of behavior and helping children achieve their intent In socially acceptable ways. The authors list steps for analyzing behavioral outcomes in order to develop teaching strategies for behavior problems.

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23

Tarkhanova, Irina, Olga Koryakovtseva, Lyudmila Zhedunova, and Irena Upeniece. "THE SPECIFICITY OF EMOTIONAL LABOR OF SOCIAL WORKERS HELPING CHILDREN." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 355. http://dx.doi.org/10.17770/sie2020vol4.5025.

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The article presents the results of the study of the emotional perception of clients conducted among Russian social workers who help children. The research is based on the concept of the role of emotional labor in professional activities. At the same time, we proceed from the understanding that the content and volume of emotional labor depends on the type of clients of social workers: its specificity when working with children will not be the same as when working with adults. The results of the research show that social workers who help children have difficulties in regulating emotions when interacting with clients, and therefore in assessing children's actions and behavior. The results of the study show that the effectiveness of emotional labor of social workers helping children depends on the level of knowledge of the age characteristics of children and the pedagogical mechanisms of communicating with them. We conclude that we should pay more attention to the role of emotional labor in everyday social work with children.

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24

Mikhailova, A. A., L. S. Orekhova, Y. O. Dyagileva, A. A. Tyshko, and V. B. Pavlenko. "EEG THETA RHYTHM REACTIVITY IN EARLY CHILDHOOD WITH DIFFERENT LEVEL OF HELPING BEHAVIOR." Scientific Notes of V.I. Vernadsky Crimean Federal University. Biology. Chemistry 6(72), no. 3 (2021): 117–26. http://dx.doi.org/10.37279/2413-1725-2020-6-3-117-126.

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The article discusses the methodology for assessing instrumental helping behavior in early childhood. The study involved 56 children aged 16 to 42 months. The average age was 31 ± 0.8 months. The level of instrumental helping behavior (LHB) was assessed using the Warneken and Tomasello test, in which the child needed to provide simple instrumental assistance to the experimenter who could not reach the fallen spoon. Points from 0 to 9 (0 – if the child did not give the item, 9 – if the item was given quickly) were assigned based on the time it took the child to provide assistance: 9p – the spoon is returned in 0.1–5.9 s; 8p. – 6.0–12.9 s, 7p. – 13.0–19.9 s, 6p. – 20.0–26.9 s, 5p. – 27.0–33.9s, 4p. – 34.0–40.9 s, 3 p. – 41.0–47.9 s, 2 p – 48.0–54.9 s, 1p. – 55.0–60.0 s. The group of children with low LHB included 18 people, the group with high LHB – 38. EEG was recorded in the following situations: the eye-opened resting state (the child watched a rotating colored ball on the monitor screen); as well as the child’s observation of the experimenter’ social action prior to helping him. The frequency range of the theta rhythm was determined individually, based on the frequency boundaries of the child’s individual mu rhythm. ANOVA was used for further statistical analysis of the reactivity of the theta rhythm amplitude in eye-opened resting state and observation of social action. Statistical analysis showed that children with low LHB showed lesser changes in theta rhythm during observation of social action in comparison with baseline values, i.e. the interaction of the SITUATION × LOCUS factors was observed, as well as a significant influence of the LOCUS factor. Post hoc test showed that the changes were correct for the Pz locus (p = 0.04). In children with high LHB, an increase in the amplitude of theta rhythm was found in loci Fp1 (p = 0.03), Fp2 (p = 0.01), P4 (p = 0.007), O1 (p = 0.02), O2 (p = 0.001). We assume that a larger activation of the theta rhythm may indicate the processing of observed emotionally significant information by children, as well as the processes of memory consolidation (children may have tried to recall their previous experience in a similar situation in the past). Consequently, the less time it took for the child to provide simple instrumental help, the more effectively they were involved in the observed situation and the better they understood the need for help from another person.

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25

HASHIMOTO, Satoru, and Harumitsu MUROHASHI. "Consideration of the influence of closeness when the children with autism show helping behavior." Proceedings of the Annual Convention of the Japanese Psychological Association 75 (September 15, 2011): 2EV048. http://dx.doi.org/10.4992/pacjpa.75.0_2ev048.

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26

Lonnecker, Cecilia, Michael P. Brady, Robert Mcpherson, and Jacqueline Hawkins. "Video Self-Modeling and Cooperative Classroom Behavior in Children with Learning and Behavior Problems: Training and Generalization Effects." Behavioral Disorders 20, no. 1 (November 1994): 24–34. http://dx.doi.org/10.1177/019874299402000103.

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This study investigated the effects of an instructional package incorporating videotaped self-assessment, self-modeling, discrimination training, and behavioral rehearsal on the cooperative classroom behavior of two second-grade children with learning and behavior problems. Observations were made of selected classroom behaviors in three different classes each day. Results indicate that the intervention was effective in helping young children acquire cooperative classroom behaviors, generalize these behaviors to settings not a part of the training environment, and maintain these behaviors in both the training and generalization settings. The video intervention package also was effective in reducing inappropriate behaviors in the training and generalization settings. Further, there was a marked reduction in variability of behavior for both children. The results suggest that video-based modeling, coupled with discrimination training and rehearsal, is an effective and efficient intervention for early elementary school children with learning and behavior problems.

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27

Engelmann, Jan M., Lou M. Haux, and Esther Herrmann. "Helping in young children and chimpanzees shows partiality towards friends." Evolution and Human Behavior 40, no. 3 (May 2019): 292–300. http://dx.doi.org/10.1016/j.evolhumbehav.2019.01.003.

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28

Lamy, Lubomir, Jacques Fischer-Lokou, and Nicolas Guéguen. "Priming emotion concepts and helping behavior: How unlived emotions can influence action." Social Behavior and Personality: an international journal 40, no. 1 (February 1, 2012): 55–61. http://dx.doi.org/10.2224/sbp.2012.40.1.55.

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In a field setting, participants (N = 227) were primed with 1 of 3 concepts: love (positive valence), distress (negative valence), or solidarity (positive valence). Participants were then asked to give money to help hospitalized children. Results indicated that the inducing of love triggered more helpfulness than the inducing of solidarity or of distress. This finding is explained in light of the emotion schemas theory (Izard, 2007), the gender role theory of helping (Eagly & Crowley, 2006), and affective influences on information-processing strategies (Berkowitz, 2000).

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29

Costa, Débora Lisboa, Lília Iêda Chaves Cavalcante, and Bianca Reis Fonseca. "Profile of prosocial behaviors of institutionalized children at a school yard." Interpersona: An International Journal on Personal Relationships 10, supp1 (November 15, 2016): 34–46. http://dx.doi.org/10.5964/ijpr.v10isupp1.242.

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Prosocial behavior refers to actions directed to the welfare of the others and it is influenced by physical and social aspects of the environment. This study objected to investigate chiefly the occurrences of care behavior among institutionalized children. Four boys and one girl took part in this study, with ages between four and six years old, who were observed in the yard of the school. A total of ten sessions of twenty-five-minute were recorded for each focal subject, summing 250 minutes of recordings. At total, 26 behavioral events which denoted care with the others were identified and organized into the following categories: Helping, Care-taking playing, Establishing affectionate contact, and Entertaining. The results indicate that while participants are at the school yard, the most demonstrated behavior subcategory involves cooperation attitudes (Helping subcategory). The data also show that male focal subjects who were older than five years old and were at school for less than 15 months would emit more care behaviors. Concerning receivers, it was found that the girls who were studying at school, younger children and the ones who had less time in the institution received more prosocial behavior. It is expected that the results of this study may contribute to future researches while investigating prosocial behavior in educational settings, especially when they involve special populations, such as children who live in shelter institutions. Similarly, studies like this can encourage the development of (pedagogic-political and other) projects in institutions for children in order to stimulate prosocial behavior among peers.

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30

Musselman, Robert J. "Considerations in Behavior Management of the Pediatric Dental Patient: Helping Children Cope with Dental Treatment." Pediatric Clinics of North America 38, no. 5 (October 1991): 1309–24. http://dx.doi.org/10.1016/s0031-3955(16)38199-8.

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31

Augimeri, Leena K., Margaret Walsh, Adam Donato, Andrea Blackman, and Alex R. Piquero. "SNAP (Stop Now And Plan): Helping children improve their self-control and externalizing behavior problems." Journal of Criminal Justice 56 (May 2018): 43–49. http://dx.doi.org/10.1016/j.jcrimjus.2017.08.010.

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32

Freeman, Stephanny F. N., Kristen Hayashida, Tanya Paparella, Gazi Azad, Cyndi D. Flowers, and Allease Glamore. "“You Still Have to Try It!”: Helping Picky Eaters in Classroom Groups." Beyond Behavior 28, no. 3 (September 11, 2019): 142–53. http://dx.doi.org/10.1177/1074295619871039.

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Many teachers struggle with implementing self-help eating goals for children with autism spectrum disorder (ASD). No group programs exist to target this important problem. We used findings from applied behavior analysis research and adapted single-subject interventions into a group-based eating program. In describing the program using two vignettes, children in two preschool special education classrooms are introduced to a character called “Esther the Eater” and then taught to expand their eating choices. The program is designed to be routine, fun, and classroom-friendly to help children with ASD try new foods.

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33

Husin Husin, Santi, and Abdul Rashid bin Abdul Aziz. "THE ROLE OF DIGITAL IN EARLY CHILDHOOD ISLAMIC EDUCATION." Proceeding of The International Conference on Economics and Business 1, no. 1 (November 22, 2022): 195–207. http://dx.doi.org/10.55606/iceb.v1i1.155.

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We are currently in an era where almost everyone is familiar with technology and everything is completely connected. With the advancement of digital technology now, every parent needs to keep updating information and learning how to educate their children, especially Islamic religious knowledge in today's digital era. Children must be instilled with Islamic religious values so that they can get used to doing good, taking action and making decisions in their lives based on Islamic religious values which serve as guidelines until adulthood. In order to avoid the negative effects of the internet, the role of parents is very important in accompanying children to learn, especially when they are playing and learning to use gadgets. Therefore, This study aims to find out how today's parents provide Islamic education by utilizing digital technology. This research is a library research using the mass media method. Research results have found the large role of digital in helping provide Islamic education to early childhood. In early childhood education, the inculcation of religious values is intended so that children can know God, imitate worship movements, say prayers, recognize good and bad behavior, and get used to good behavior. By utilizing digital tools in the learning process, parents will find it easier to provide understanding to children and can make children more enthusiastic, active and creative. This research is a library research using the mass media method. Research results have found the large role of digital in helping provide Islamic education to early childhood. In early childhood education, the inculcation of religious values is intended so that children can know God, imitate worship movements, say prayers, recognize good and bad behavior, and get used to good behavior. By utilizing digital tools in the learning process, parents will find it easier to provide understanding to children and can make children more enthusiastic, active and creative. This research is a library research using the mass media method. Research results have found the large role of digital in helping provide Islamic education to early childhood. In early childhood education, the inculcation of religious values is intended so that children can know God, imitate worship movements, say prayers, recognize good and bad behavior, and get used to good behavior. By utilizing digital tools in the learning process, parents will find it easier to provide understanding to children and can make children more enthusiastic, active and creative. Instilling religious values is intended so that children can know God, imitate worship movements, say prayers, recognize good and bad behavior, and get used to good behavior. By utilizing digital tools in the learning process, parents will find it easier to provide understanding to children and can make children more enthusiastic, active and creative. Instilling religious values is intended so that children can know God, imitate worship movements, say prayers, recognize good and bad behavior, and get used to good behavior. By utilizing digital tools in the learning process, parents will find it easier to provide understanding to children and can make children more enthusiastic, active and creative.

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34

Yamauchi, Hirotsugu. "Developmental Study of Moral Judgments by Japanese Children." Psychological Reports 68, no. 3_suppl (June 1991): 1131–36. http://dx.doi.org/10.2466/pr0.1991.68.3c.1131.

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The purpose of this study was to examine the determinants of causal attribution in the contexts of moral judgment and the developmental shifts of the determinants. Subjects were children in Grades 2, 4, and 6 ( ns = 83, 122, and 84). Moral judgments were measured by asking subjects to provide “evaluative feedback” to an hypothetical child's helping behavior. The method of dual scaling was applied to the frequency data of moral judgments. Two-dimensional solutions show that subjects judged whether the hypothetical child should be rewarded or punished and what amount of reward or punishment was given to the hypothetical child. Developmental shifts were found for moral judgment.

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Mendes, Camila Guimarães, Adriana F. Drummond, Débora M. Miranda, Danielle S. Costa, and Marisa C. Mancini. "Household task demands for quiet and focused behavior facilitate performance by ADHD youth." Arquivos de Neuro-Psiquiatria 74, no. 7 (July 2016): 524–29. http://dx.doi.org/10.1590/0004-282x20160081.

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ABSTRACT This study evaluated the associations among symptoms of attention-deficit/hyperactivity disorder (ADHD) and of oppositional defiant disorder (ODD) in children and adolescents’ performance in household tasks and assistance provided by caregivers. Parents of children from 6 to 14 years old with ADHD (n = 67) were interviewed with the Children Helping Out: Responsibilities, Expectations, and Supports (CHORES) instrument. Significant correlations were found between symptoms of ODD and assistance in self-care tasks (r = −0.31; p = 0.01); symptoms of hyperactivity correlated with assistance in self-care (r = −0.30, p = 0.01); and family-care (r = −0.25, p = 0.04) tasks. Age was directly associated with the number of tasks performed by children and inversely related to the assistance provided by caregivers. A greater number of ODD symptoms resulted in more household assistance from caregivers. Characteristics of ODD symptoms, such as disobedience and hostility in the face of authority, may limit these children in accessing household tasks by their own initiative, requiring assistance from caregivers.

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Rohana, Margareth Yolanda Uli, and Padmono Wibowo. "Bimbingan Sosial Individu dalam Upaya Perubahan Perilaku Anak di Lembaga Pembinaan Khusus Anak Kelas I Tangerang." JSHP : Jurnal Sosial Humaniora dan Pendidikan 6, no. 1 (December 14, 2021): 30–40. http://dx.doi.org/10.32487/jshp.v6i1.1271.

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Children are an inseparable part of the sustainability of human life and the sustainability of a nation and state, In this study, researchers focused on providing appropriate social guidance to children who are serving a sentence at the Tangerang Children Special Development Institution (LPKA Class 1 Tangerang). In this study, the researchers focused on providing appropriate social guidance to children who were serving a criminal period at the Tangerang Children's Special Guidance Institute (LPKA Class 1 Tangerang). In this study, researchers used a descriptive interview method using a qualitative approach. The purpose of this study was to find out changes in children's behavior with guidance aimed at helping children face their social problems in LPKA as well as knowing the right guidance program for children and helping children so that later they can be well received in the Children's Special Guidance Institution and the environment where they live. Children who can well accept the guidance program provided will certainly experience changes for the better in the future and children are expected to be able to be independent and be able to make the best decisions in dealing with any problems encountered both in LPKA and in the environment later.

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Rasmani, Upik Elok Endang, Siti Wahyuningsih, and Yuanita Kristiani Wahyu Widiastuti. "PENINGKATAN PERILAKU PROSOSIAL ANAK MELALUI SIMULASI KEBAKARAN." JP2KG AUD (Jurnal Pendidikan, Pengasuhan, Kesehatan dan Gizi Anak Usia Dini) 1, no. 2 (December 1, 2020): 89–96. http://dx.doi.org/10.26740/jp2kgaud.2020.1.2.89-96.

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Prosocial behavior is an action that aims to benefit others both materially and non-materially. This behavior really needs to be instilled in children from an early age so that when they grow up they will have a sense of helping each other, especially when that person experiences a disaster. Seeing that currently, the children's prosocial behavior is still low, the researchers invited the Kindergarten Dirasatul Aulad Jamaatul Ikhwan Surakarta as one of the research subjects to improve children's prosocial behavior through fire simulations. This research was conducted using quantitative methods with data collection methods in the form of socialization and interviews conducted with teachers or class B students in the kindergarten. Through this research, it can be seen that fire simulations can improve children's prosocial behavior, especially helping friends who experience fire disasters and providing information related to how to deal with fires or prevent them from occurring so that they do not cause casualties.

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Wiguna, Tjhin, and Myron L. Belfer. "Awareness, understanding, and help seeking for behaviour problems by parents of primary school age children in Central Jakarta: A qualitative study." Paediatrica Indonesiana 50, no. 1 (August 15, 2016): 18. http://dx.doi.org/10.14238/pi50.1.2010.18-25.

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Background Understanding children’s behaviour and emotional conditions will allow parents to help them cope with the tasks of growing up. The accuracy of parents to identify their children as needing mental health services, and the factor that might influence parental perceptions is important.Objectives To explore parents’ recognition and help-seeking patterns for behavior and emotional problems of school age children; To identify parents’ perceived needs and barriers in achieving access to appropriate mental health services.Methods We involved six parents who had primary school children with behavior and/or emotional problems identified by their class teacher. Parents were interviewed by using a semistructured clinical interview, some were adapted from the Arthur Kleinman’s explanatory model of illness. Data were presented in descriptive and interpretative accounts.Results In general, parents were aware that their children had behavioural and emotional problems but assumed it was part of their normal development. Four parents did not take their children to seek any professional help, assuming they would be able to overcome this situation with the helping hand from the school class teachers. Parents perceived that they were weak in parenting their child.Conclusion This study emphasizes the need to increase parents’ awareness and understanding and helping agencies so they can recognize the problems accurately and overcome the barriers appropriately. [Paediatr Indones. 2010;50:18-25].

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Perilli, Viviana, Fabrizio Stasolla, and Adele Boccasini. "Technological Solutions for Helping Adaptive Responding of Children with Severe to Profound Developmental Disabilities." International Journal of Computers in Clinical Practice 4, no. 1 (January 2019): 9–21. http://dx.doi.org/10.4018/ijccp.2019010102.

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This article provides the reader with a literature overview of the newest empirical evidences available on the use of assistive technology-based programs for teaching and improving adaptive responding of children with severe to profound developmental disabilities. Four main categories of studies were selected, regarding (a) the technology for promoting independent access to positive stimulation, (b) the combination between microswitch and VOCA aimed at asking for social contact with a caregiver, (c) the cluster technology for increasing an adaptive response, and simultaneously reducing a challenging behavior, (d) the technology for requesting and choosing desired item or the access to the literacy. Overall, 26 studies were reviewed, and 75 participants were involved. The outcomes were largely positive, although few failures occurred. Psychological and Rehabilitative implications of the findings for both research and clinical practices were critically discussed

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Quelly, Susan B. "Helping With Meal Preparation and Children’s Dietary Intake: A Literature Review." Journal of School Nursing 35, no. 1 (June 12, 2018): 51–60. http://dx.doi.org/10.1177/1059840518781235.

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Most children and adolescents do not meet dietary recommendations that may result in poor diets contributing to obesity. This systematic literature review was conducted to examine associations between helping with meal preparation at home and dietary quality, intake of specific foods, and/or dietary-related perceptions among youth. A search of databases using key terms was conducted for studies meeting criteria. This literature review included 15 studies using a cross-sectional descriptive design, with two studies also including a longitudinal design. Data were self-reported (or parent-reported) using various surveys and/or interviews. Study findings supported positive associations between youth involvement in home meal preparation and improvement in overall dietary quality, increased consumption of fruits and vegetables, greater preference for vegetables, and higher self-efficacy for cooking and choosing healthy foods. Further research is needed to develop efficacious meal preparation interventions involving parents and their children to promote this mealtime behavior with many potential health benefits.

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Nowak-Fabrykowski, Krystyna, Ranay Gursky, and Stephanie Keck-Warren. "Creation of prosocial play experiences inspired by Noddings’s ideas of centers of care." Problemy Wczesnej Edukacji 33, no. 2 (June 30, 2016): 66–75. http://dx.doi.org/10.5604/01.3001.0009.4825.

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This paper describes the implementation of Noddings’s ideas of creating centers as a platform for developing in children caring, prosocial behavior. Different centers such as a veterinary center, grocery store, house, baby center, woodworking center, hairdressing, block center, and composting and recycling activities based on play, provide opportunities for stimulating the social development of children and create a caring community of learners based on sharing, helping each other, working as a team and caring for others’ wellbeing.

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Brown, Sarah D., Greg Brack, and Frances Y. Mullis. "Traumatic Symptoms in Sexually Abused Children: Implications for School Counselors." Professional School Counseling 11, no. 6 (August 2008): 2156759X0801100. http://dx.doi.org/10.1177/2156759x0801100603.

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School counselors have a duty to formulate strategies that aid in the detection and prevention of child sexual abuse (American School Counselor Association, 2003). School counselors are charged with helping sexually abused children by recognizing sexual abuse indicators based on a child's symptomotology and/or behavior, and understanding how this trauma may affect children in the school setting. Mandated reporting issues, talking with children and adolescents about sexual abuse suspicions, and understanding trauma symptoms and their contribution to the difficulties that sexually abused children have in school are highlighted. In addition, how school counselors can collaborate with clinicians treating sexually abused children through role-appropriate advocacy, intervention, and aftercare strategies is described.

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Han, Ji-Young, Jung-Min Kim, and Jae-Jung Kim. "The Mediating Role of Gratitude in the Influence of Children' and Adolescents' Empathy and Guilt on Helping Behavior." Journal of Korean Home Management Association 30, no. 6 (December 31, 2012): 69–84. http://dx.doi.org/10.7466/jkhma.2012.30.6.069.

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Billsberry, Jon, Claudia Escobar Vega, and John Molineux. "Think of the children: Leader development at the edge of tomorrow." Journal of Management & Organization 25, no. 03 (March 22, 2019): 378–81. http://dx.doi.org/10.1017/jmo.2019.10.

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AbstractLeader development has traditionally focused on adults. However, evidence suggests that these efforts are limited to developing and refining skills, encouraging some reflection, and helping the learners plan for the future. The underlying problem is that these are people whose brains are fully developed and relatively set. Hence, adult leader development works with what is already there. In this controversial essay, we argue that leader development activities should instead be directed towards children. Their brains are forming and leader development work will create and shape the leaders of tomorrow. We draw the important caveat that relatively little is known about influencing leadership in young brains making this a fertile and exciting, if challenging, area for leader development research.

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Hikmat. "The Role of Community Learning Activity Centers (PKBM) in the Context of Changing the Social Behavior of Street Children." International Journal of Science and Society 4, no. 1 (January 17, 2022): 50–57. http://dx.doi.org/10.54783/ijsoc.v4i1.415.

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This study aims to determine the role of the Community Learning Activity Center (PKBM) in changing the social behavior of street children. The learning model carried out in this study is about handling, the approach process action, and the form of socialization carried out by the Management and Experts at the Community Learning Activity Center for street children on the streets. It is hoped that with the guidance of street children in PKBM, it is expected that changes in the attitudes and social behavior of street children can be seen. The method used by the author in this study is qualitative. The data collection techniques used in this research are interview, observation, and literature study, including documentation. The results showed that the role of the Learning Activity Center in helping to change the social behavior of street children was perfect. However, here and there, there were still some shortcomings such as lack of discipline, self-confidence, and lack of care for the surrounding environment. The empowerment carried out by PKBM includes the development of life skills, academic activities, and religious activities.

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Costa Martins, Mariana, Carolina Santos, Marília Fernandes, and Manuela Veríssimo. "Attachment and the Development of Prosocial Behavior in Children and Adolescents: A Systematic Review." Children 9, no. 6 (June 12, 2022): 874. http://dx.doi.org/10.3390/children9060874.

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(1) Background: One key assumption of attachment theory is the relationship between security and the development of prosocial behavior. A secure child is more likely to feel and show concern for another individual, resulting in higher levels of prosocial behaviors (defined as voluntary behavior intended to benefit others—e.g., helping, sharing, comforting). (2) Method: Using a systematic review of the literature (PROSPERO: CRD42022290706), 703 articles were identified (EBSCO databases), from which 16 were considered eligible by the first two authors (inter-reviewer agreement: 85.714%). The criteria for an article’s exclusion were as follows: samples of children/teens not living in natural contexts; studies on psychopathologies; intervention programs; qualitative designs; studies on development or the validation of measures; studies that did not reliably measure the variables studied. (3) Results and Discussion: The eligible studies revealed incongruous results about the potential associations between attachment security to mothers and fathers and prosocial behavior. More consistent and significant relationships were found between the quality of attachment and empathy, while the associations between attachment and prosocial behavior were inconsistent (e.g., nine articles revealed significant associations; seven did not). In six studies, empathy was revealed to play an important role as the mediator between attachment security and prosocial behavior. The limitations and future recommendations were discussed.

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Gorshkova, E. V. "Psychological and Pedagogical Helping to Preschoolers Using the Methods of Psychotechnics Based on the Movements." Вестник практической психологии образования 17, no. 1 (2020): 21–31. http://dx.doi.org/10.17759/bppe.2020170103.

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The article describes the conditions for the active development of psychological and pedagogical assistance to children 3–7 years old in Russian preschool institutions, the beginning of the using of movement-based psychotechnics in working with preschool children. The problem is formulated as the need to search and develop methods of psychological and pedagogical assistance to preschool children, which use motor tasks that “work” to identify and overcome difficulties in developing communication, arbitrariness, the emotional sphere, etc. A literature review of domestic scientific and practical research is given, which describe the possibilities of different technologies based on movement: emotional and motor psychotechnics (E.V. Gorshkova, E.V. Chernigina, Yu.V. Antipova, E.G. Zhabina), the technique of creating a spatial image of oneself in children on the age from 1,5 to 4 (E.O. Smirnova, E.A. Abdulaeva), the technique of “educational kinesiology” (A.L. Diterikhs). The research results showed the effectiveness of these techniques in the development and correction of emotional-personal sphere and behavior among preschoolers, however, these researches do not cover the whole range of psychological and pedagogical problems encountered in preschoolers of different ages. This review allows us to outline the problems of future research.

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Vycherov, Dmitriy, and Alexander Prischepa. "School staff during the Great Patriotic War (based on the materials of Tyumen)." OOO "Zhurnal "Voprosy Istorii" 2021, no. 02 (February 1, 2021): 94–103. http://dx.doi.org/10.31166/voprosyistorii202102statyi11.

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In the article the author studies some aspects of the school staff’s daily routine in the Soviet rear city, such as participation of schoolchildren in helping the army, the interaction of a child with their classmates and teachers and delinquent behavior of some children. With this end in view, records from the Tyumen archives were used as well as the memories that had been received during the interview.

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Vazquez, Salvador R., Bradley A. Ermeling, and Gerardo Ramirez. "Parental Beliefs on the Efficacy of Productive Struggle and Their Relation to Homework-Helping Behavior." Journal for Research in Mathematics Education 51, no. 2 (March 2020): 179–203. http://dx.doi.org/10.5951/jresematheduc-2020-0019.

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Productive struggle—expending effort to make sense of something beyond one’s current level of understanding—aids in learning mathematics concepts and procedures. In this study, we surveyed 197 parents with children in the 1st to the 5th grade on their beliefs about productive struggle. Beliefs were assessed via questionnaire and rating of a recorded lesson involving productive struggle. Parents also reported how often they helped with math homework and their child’s ability in math. The results show that parents had diverse beliefs about the efficacy of productive struggle, with fathers favoring it more than mothers. A significant relation was found between parents’ beliefs about productive struggle and reports of their child’s ability in math. The findings of this study suggest that for productive struggle to be effective, parents must intentionally facilitate experiences through student-centered approaches. Programs for parents should emphasize specific evidence-based behaviors rather than broad generalizations about increased involvement with homework. Schools and educators should also provide guidance for parents to explain the potential harmful effects of gender stereotypes and parents’ own math anxiety and to teach methods for limiting homework interaction while students grapple with difficult problems.

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Krause, David W. "SCIENCE WITH A SOCIAL CONSCIENCE: DIGGING FOR DINOSAURS AND HELPING CHILDREN IN THE LAND THAT TIME FORGOT." Annals of the Missouri Botanical Garden 93, no. 2 (August 23, 2006): 367–68. http://dx.doi.org/10.3417/0026-6493(2006)93[367:swascd]2.0.co;2.

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