Relevant bibliographies by topics / Social skills in children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Social skills in children'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Social skills in children"

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Kaur, Manpreet. "Social Problem-Solving Skills In Children: an Exploratory Study." Journal of Advances and Scholarly Researches in Allied Education 15, no. 8 (September 1, 2018): 21–29. http://dx.doi.org/10.29070/15/57863.

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McKeiver, Sharon, and Alison Kneen. "Teaching Social Skills to Children." Curriculum Inquiry 22, no. 4 (1992): 363. http://dx.doi.org/10.2307/1180204.

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Elliott, Stephen N., and Frank M. Gresham. "Social Skills Interventions for Children." Behavior Modification 17, no. 3 (July 1993): 287–313. http://dx.doi.org/10.1177/01454455930173004.

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Mckeiver, Sharon, and Alison Kneen. "Teaching Social Skills to Children." Curriculum Inquiry 22, no. 4 (December 1992): 363–82. http://dx.doi.org/10.1080/03626784.1992.11075413.

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Marlower, Herbert A. "Social Skills Training with Children." Journal of Primary Prevention 7, no. 1 (September 1986): 49–53. http://dx.doi.org/10.1007/bf01325224.

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França-Freitas, Maria Luiza Pontes de, Almir Del Prette, and Zilda Aparecida Pereira Del Prette. "Social skills of gifted and talented children." Estudos de Psicologia (Natal) 19, no. 4 (December 2014): 288–95. http://dx.doi.org/10.1590/s1413-294x2014000400006.

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There is a clear lack of empirical studies about the socio-emotional characteristics of gifted and talented children, especially in the context of social skills. This study aimed to characterize the social skills of such children, identifying similarities and differences in the skill repertoire in comparison with non-gifted children. The sample contained 394 children from 8 to 12 years old, of which 269 children were identified as gifted. All participants answered the Social Skills Rating System and Socio-demographic Questionnaire. The results indicate a more elaborate social skills repertoire for gifted children in all categories with the exception of empathic skills. The implications of these results for the planning of educational programs are discussed and future research directions are identified.
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Bălaș-Baconschi, Cristina, and Andrada Bărbulescu. "Reducing Inappropriate Behaviors and Enhancing Social Skills in Children with ASD Through Social Stories." Educatia 21, no. 23 (December 21, 2022): 92–103. http://dx.doi.org/10.24193/ed21.2022.23.10.

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Teaching social skills is a challenging process due to the fact that each skill is difficult to motivate and reward and to the sheer number of skills that can be considered social skills and the infinite ways in which changes in the environment affect the perception of each skill. The most important step in the development of the social skills repertoire in children diagnosed with ASD consists in the occurrence of social desire. Therefore, the social environment must be implemented in a way that is attractive to the child. Many social skills are learned automatically in typical ABA/VB programs. Children with autism spectrum disorder (ASD) seem to lack a desire to search for deeper causal links in their understanding of the world. Instead, they remember predictable routines (for example, brushing their teeth) and processing information at the surface level. This leads to a fragmented and superficial understanding of the environment, although they can remember much about it. Children with ASD face difficulties in achieving social contexts in the sense of other people's behavior, because it relies on understanding their intentions. The aim of this study was to evaluate the effects of a Social Story as an intervention used to reduce maladaptive behavior and to enhance social skills in 3 children diagnosed with ASD.
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Diana, Lady, Dinar Sugiana Fitrayadi, and Ria Yuni Lestari. "PERAN DINAS SOSIAL DALAM MEMBENTUK LIFE SKILL ANAK JALANAN DI KOTA SERANG." Pro Patria: Jurnal Pendidikan, Kewarganegaraan, Hukum, Sosial, dan Politik 3, no. 2 (August 31, 2020): 124–40. http://dx.doi.org/10.47080/propatria.v3i2.981.

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The purpose of this study: 1) to determine the Role of the Social Service in Shaping the Life Skill of Street Children in Serang City 2) to find out the Activities carried out by the Social Service in Shaping the Life Skill of street children in the City of Serang 3) to find out the Obstacles experienced by the Social Service in forming Life Skill of street children in Serang City. The method used: descriptive method with a qualitative approach. The instruments used: observation, interviews, and documentation. Research subjects: Serang City Social Service and Street Children in Serang City. The results of this study indicate that the Role of Social Services in Shaping the Life Skill of Street Children in Serang City through self-knowledge, rational thinking skills, social skills, academic skills, and vocational skills provided by social services in training program activities aimed at street children have the skills or abilities, able, and skilled to maintain the survival and development in the future. Activities undertaken by the Social Service in Forming Life Skills of street children: hindering activities and leadership training activities. Barriers experienced by the Social Service in forming Life Skills of street children: internal and external barriers which include internal obstacles in the submission of programs and target participants, external barriers include barriers to screening / blocking street children, it is difficult to change the mindset of street children and parents who are blocking follow-up process in handling street children.
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Bermúdez, Karina, Valeria Aviña, Roberto Chiquet, Sarahí Olivas, and Francisco Sánchez. "Efecto del Entrenamiento en Habilidades Conductuales sobre el establecimiento de habilidades sociales en niños con autismo." ACTA COMPORTAMENTALIA 28, no. 1 (March 2, 2020): 23–36. http://dx.doi.org/10.32870/ac.v28i1.75179.

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The purpose of the present paper was to evaluate the effect of Behavioral Skill Training (BST) on social skills in children with autism. A second purpose was to evaluate the effect of different kinds of models on social skills in children with autism. Social skills were operationally defined as a contextually appropriate motor and vocal responses to a display of affect by a model. Participants included three children with autism. A multiple baseline design across participants was used. During the baseline an actor represented one of three emotions, frustration, happiness or pain. There were not programmed consequences for the responses of the participants. During the BST the instructions and model of the correct response was present in a video. The models were an adult, a child or a superhero. Following the presentation of the video an actor represented the emotion and the correct responses of the participant were recorded. Appropriate motor and vocal responses increased with the introduction of the BST. There was no difference in the motor and vocal responses when comparing the different models.
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Hensel, Nancy H. "Social leadership skills in young children." Roeper Review 14, no. 1 (September 1991): 4–6. http://dx.doi.org/10.1080/02783199109553370.

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Dissertations / Theses on the topic "Social skills in children"

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Hannesdottir, Dagmar Kristin. "Social Skills among Socially Anxious Children in Iceland." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/32635.

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The primary purpose of this study was to examine the nature of social skills in socially anxious children from a social learning theory perspective. The reasons why socially anxious children often perform poorly in social situations have not yet been fully resolved. Is it due to lack of social skills or are these children too inhibited and nervous in social situations to exhibit the skills they possess? Ninety-two elementary and middle school children (age 10-14 years) in Kopavogur, Iceland participated in the study and completed questionnaires on social phobia and anxiety, social skills, assertiveness, and self-efficacy and outcome expectancy in social situations with friends and strangers. Based on how socially anxious they reported to be on the Social Phobia and Anxiety Inventory for Children (SPAI-C), 59 children were selected for further study. Results showed that socially anxious children reported being less socially skilled, less assertive with strangers than with friends, and lower in self-efficacy and outcome expectancy than children in a normal comparison group. However, the socially anxious children were not rated as less skilled by parents or teachers than the other children. Implications for the assessment and treatment of children and adolescents with social anxiety are discussed.
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Calhoun, James. "Facilitating Social Emotional Skills in Preschool Children." ScholarWorks @ UVM, 2009. http://scholarworks.uvm.edu/graddis/39.

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There are many difficulties associated with problematic social-emotional skills in childhood. These range from poor academic performance (Brinbaum, et al., 2003; Delany-Black et al., 2002; Wallach, 1994), school suspension (Lippincott-Williams & Wilkins, 2004), school drop-out (Farmer & Farmer 1999; Gagnon, Craig, Trombley, Zhou, & Vitaro, 1995), aggression (Cicchetti & Toth, 1995), and poor peer relations (Izard et al., 2001; Schultz, Izard, & Ackerman, 2000; Schultz, Izard, Ackerman, & Youngstrom, 2001). Preschool programming provides an early opportunity to build social-emotional skills and avoid some of these adverse outcomes. The question for many school districts is how to design a preschool program format that is both consistent with best practice and fits within a feasibility framework. The goal of this research study was to provide information that could be used by school districts to guide preschool program development. The study looked at the differential outcomes on dependent measures of social-emotional functioning for children aged 3 to 5-years who participated in an 8-month preschool program (n=74). The children were in 2 treatment groups (i.e., those receiving a classroom-based social skills intervention and those receiving the classroom intervention plus a home-based intervention) and a non-treatment control group. The groups also differed in group membership. The treatment group children met a criterion such as having a diagnosis or low socio-economic status. The control group consisted of children who met these same criteria, but also had members who were invited by teachers or attended based on parent request. Therefore, the control group was more heterogeneous than either treatment group. The implications of this study for school districts developing a model for preschool programming are discussed. In addition, the limitations of this study as well as potential directions for future research are reviewed.
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Gower, Michael W. "Improving social skills in children with autism." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009m/gower.pdf.

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Gray, James. "Classroom disruption and social skills." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711592.

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Eversole, Amy. "Social Skills Training with High-Functioning Autistic Adolescents." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc501083/.

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Social skills training is a need among autistic adolescents. This investigation examined a social skills training program involving several teaching strategies. Specific social skills were targeted for improvement. Attempts to decrease negative social behaviors were made. Five autistic adolescents participated in the program and five were selected for the no-treatment group. Two measures were used. A survey addressing the skills targeted in the program was completed by parents and teachers before and after the program. A test conversation with a stranger and a peer was conducted with each subject before and after the program. Anecdotal information was obtained from therapists, teachers, and parents. Results provided information on the effectiveness of this social skills program. The benefits and limitations of the program were discussed.
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Quaschnick, Amy J. "Creating an effective social skills intervention." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005quaschnicka.pdf.

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Quaschnick, Amy J. "Creating an effective social skills intervention." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008quaschnicka.pdf.

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Goetz, Cameron Allen. "Social skills and social problem solving as stress protective factors in childhood depression." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992800.

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Ceresa, Shannon Michele. "Can preschool children learn abduction prevention skills?" Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2765.

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The purpose of this study was to evaluate the feasibility of training children as young as 3 years old to engage in appropriate responses to potentially dangerous situations. Eighty-five children ranging in age from 3 to 5 years from various preschools were randomly assigned to one of two groups (post-test-only or pretest-post-test). Treatment involved the training package, Children Need to Know: Personal Safety Training (Kraizer, 1981). Training effectiveness was assessed by an analog measure of self-protection, in which a confederate adult approached and verbally attempted to lure the child from the setting. The results showed that (a) in comparing pretest and post-test scores of the pretest-post-test group, the post-test mean was significantly higher than the pretest mean; (b) in comparing the pretest scores from the pretest-post-test group and the post-test scores from the post-test-only group, no significant interactions or main effects were found; these results with the results in (a) support the idea of a testing effect and/or a pretest sensitization effect; and (c) in comparing the post-test scores from the pretest-post-test group and post-test scores from the post-test-only group, there were no significant interactions, however there was a significant main effect for Group. These results show that post-test scores were higher than pretest scores indicating the possibility of treatment increasing post-test means. However, the post-test-only group means were not significantly higher than the pretest means from the pretest-post-test group. Additionally, the significant difference between the post-test means from the two groups indicate there was a testing effect or possibly a pretest sensitization effect, or both. (Abstract shortened by UMI.)
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Gadalla, Saleh. "The Effectiveness of Social Skills Training to Enhance Social Skills of Children with Autism in Libya." Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/93ca63e9-7cbb-4ee5-89d1-b377deaacc08.

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Context: This study aimed to investigate the efficacy of a training programme for enhancing the social skills of children in Libya who have autism. This study takes into account the fact that there are similar services in Libya that are addressing the social and educational needs of children with autism however these remain in the early stages of development and are making little progress, largely because of the lack of robust knowledge and understanding that exists around autism by policy makers, the general public and organisations. Consequently, this study is intended to act as a basis for gaining a greater understanding about how such services could be more effectively developed in Libya. This study is particularly unique in that it gives considerable attention to the cultural specifications to see if such programmes can be implemented and adapted to fit the needs of families in Libya. Libya has been chosen as the site for this research for three main reasons: first of all because it is my country of origin and therefore holds a special place in my heart; second because it is an interesting context manifesting the various barriers and challenges to social change due to myths and misunderstandings; and third because I know many children whose life chances and opportunities have been reduced only because their guardians, carers and other professionals did not understand their conditions and did not see their abilities. As a Libyan, I want to contribute to this field of knowledge and practice to ensure that children will have access to equal opportunities to their non-autistic counterparts. Objective: The aim of this study was to determine whether the training programme, which was designed by the researcher, is effective in improving the social skills in children with autism in Libya. Method: Data was collected from two questionnaires and programme evaluation sheets (SST). The sample comprised of thirty-four children with autism, aged between ten and fifteen years of age. The children were divided into two groups of thirteen; one as the experimental group and the other as the control group. The programme ran for eighteen weeks. The researcher assessed the children’s social skills before, during and after it was completed. During the first twelve weeks (or the implementation stage), the researcher met the children for 30 minutes three times a day. Results: At the start of the training programme (pre-test stage), there were no statistically significant differences in the mean scores of social skills between the experimental and the control groups in the pre-test stage. As the training went on, the mean scores increased and showed statistical significance (post-test stage) between the experimental and the control group in the direction of the experimental group. After 8 weeks of terminating the training and in the follow up measurement of the experimental group’s social skills, there was a statistically significant difference between the experimental and the control group in their respective social skills in the direction of the experimental group. Conclusion: It was concluded, therefore, that the training programme had significantly improved the social skills of children with autism in Libya and it should be implemented on a wider basis. Training programmes from other parts of the world can be made culturally relevant and effective with appropriate adaptations. Key Limitations: This study was conducted on a small sample group (34 children in total) in only one part of Libya (Benghazi). Further, the sample group was of a particular age group (under 15 years).
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Books on the topic "Social skills in children"

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Social skills activities for special children. 2nd ed. San Francisco, CA: Jossey-Bass, 2009.

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Mannix, Darlene. Social skills activities for special children. West Nyack, N.Y: Center for Applied Research in Education, 1993.

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Matson, Johnny L., ed. Social Behavior and Skills in Children. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-0234-4.

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service), SpringerLink (Online, ed. Social Behavior and Skills in Children. New York, NY: Springer-Verlag New York, 2009.

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Elliott, Stephen N. Social skills intervention guide: Practical strategies for social skills training. Circle Pines, Minn: American Guidance Service, 1991.

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1943-, Cartledge Gwendolyn, and Milburn JoAnne Fellows 1925-, eds. Teaching social skills to children: Innovative approaches. 2nd ed. New York: Pergamon Press, 1986.

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Spence, Sue. Social skills training: Enhancing social competence with children and adolescents. Windsor: NFER-Nelson, 1995.

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1950-, Kirschenbaum Daniel S., ed. Helping young children develop social skills: The social growth program. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1992.

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Matson, Johnny L., ed. Handbook of Social Behavior and Skills in Children. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64592-6.

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1941-, Gittens Tessa, ed. Autism: A social skills approach for children & adolescents. Bicester: Winslow Press, 1998.

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Book chapters on the topic "Social skills in children"

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Geldard, Kathryn, and David Geldard. "Social skills programme." In Working with Children in Groups, 195–211. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-4039-1459-0_13.

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Broadley, Fiona. "Social skills." In Supporting Life Skills for Children and Young People with Vision Impairment and Other Disabilities, 41–50. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003280132-7.

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Gresham, Frank M. "Social Skills Training with Children." In Issues in Clinical Child Psychology, 475–97. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4615-5323-6_24.

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Krumholz, Lauren S., Ana M. Ugueto, Lauren C. Santucci, and John R. Weisz. "Social Skills Training." In Evidence-Based CBT for Anxiety and Depression in Children and Adolescents, 260–74. Chichester, UK: John Wiley & Sons, Ltd., 2014. http://dx.doi.org/10.1002/9781118500576.ch18.

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Gabel, Stewart, Gerald D. Oster, and Steven M. Butnik. "Tests of Social/Adaptive Skills." In Understanding Psychological Testing in Children, 121–28. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-0554-3_10.

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Ross, Johanna Woodcock. "Working with Children." In Specialist Communication Skills for Social Workers, 77–104. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-54533-6_5.

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Ross, Johanna Woodcock. "Working with Children." In Specialist Communication Skills for Social Workers, 39–59. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-36578-0_4.

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Ashcroft, Wendy, Angela M. Delloso, and Anne Marie K. Quinn. "Social Skills and Children With ASD." In Social Skills Games & Activities for Kids With Autism, 1–11. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238034-1.

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Dixon, Dennis R., Jonathan Tarbox, and Adel Najdowski. "Social Skills in Autism Spectrum Disorders." In Social Behavior and Skills in Children, 117–40. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-0234-4_7.

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Lancioni, Giulio E., Nirbhay N. Singh, Mark F. O’Reilly, and Jeff Sigafoos. "Intellectual Disability and Adaptive-Social Skills." In Social Behavior and Skills in Children, 141–57. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-0234-4_8.

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Conference papers on the topic "Social skills in children"

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Vankova, Katerina. "SOCIAL SKILLS OF PRE-SCHOOL CHILDREN." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2365.

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Marjanen, Päivi, Olli Ojajärvi, Shubham Kumar, and Amit Kumar. "GAME FOR CHILDREN TO SUPPORT SOCIAL SKILLS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0647.

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Supe, Inga, Baiba Martinsone, Carmel Cefai, and Elisabetta Conte. "Changes in Social-Emotional Skills and Behaviour in Preschool Children after Participation in the Promoting Mental Health at Schools Program: The Social-Emotional Skills of Parents as a Mediator." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.56.

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The social-emotional skills of preschool children develop at a rapid pace. How this development occurs is closely related to the child’s environment. The social-emotional skills of the parents themselves play an important role in the development of a preschool child’s social-emotional skills and have a strong influence on the development of children’s prosocial behaviour and a reduction in behavioural problems (both internalised and externalised). The aim of this study is to find out how the indicators of social-emotional competence and behaviour of preschool children change after participating in the Promoting Mental Health at Schools programme, based on teachers’ assessments. What is the relationship between the social-emotional skills of parents (parents’ assessment) and the social-emotional skills and behaviour of their children (teachers’ assessment)? Do higher SE skills of parents (self-assessed) mediate the growth of children’s social-emotional skills (as assessed by teachers)? As part of the Erasmus+ research project “Promoting Mental Health at Schools” (PROMEHS), a quasi-experimental study was carried out with pre-test and post-test measurements in experimental and control groups. It was found that in the sample of Latvian pre-schoolers, the teachers from the experimental group noticed the decrease in children’s behavioural difficulties and increase in prosocial behaviour and social-emotional skills in the experimental group were rated slightly higher in comparison with control group. Teachers rated children’s social understanding and relationship skills higher when parents indicated that the relationship with their child was better. A higher level of social-emotional competence of parents correlated negatively with children’s conduct problems. This study did not find that parents played a statistically significant role as mediators in the promotion of children’s social-emotional competence during implementation of the programme.
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Yun, Sang-Seok, JongSuk Choi, and Sung-Kee Park. "An Interactive Robot Facilitating Social Skills for Children." In HRI '15: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2701973.2702016.

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"EXPLORATION VERBAL SKILLS AND MOTOR SKILLS OF PRIMARY SCHOOL CHILDREN." In SOCIOINT 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.46529/socioint.202139.

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Abdelmohsen, Maha, and Yasmine Arafa. "Training Social Skills of Children with ASD Through Social Virtual Robot." In 2021 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW). IEEE, 2021. http://dx.doi.org/10.1109/vrw52623.2021.00063.

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Iswari, Mega, Elsa Efrina, Kasiyati, and Arisul Mahdi. "Developing Social Skills of Autistic Children through Role Play." In Proceedings of the 1st Non Formal Education International Conference (NFEIC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/nfeic-18.2019.14.

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Marheni, Eddy, Firunika Intan Cahyani, and Eko Purnomo. "Implementation of Motor Learning on Social Skills in Children." In 1st International Conference on Sport Sciences, Health and Tourism (ICSSHT 2019). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/ahsr.k.210130.016.

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Wahyu Yuliani, Sri Khusnul, Uskur Nikmawati, and Ine Kusuma Aryani. "Social Skills of Autistic Children in Inclusive Elementary Schools." In Proceedings of the 2nd International Conference on Social Sciences, ICONESS 2023, 22-23 July 2023, Purwokerto, Central Java, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.22-7-2023.2335537.

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Thomas, James M., and Melissa E. DeRosier. "Toward effective game-based social skills tutoring for children." In the Fifth International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1822348.1822377.

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Reports on the topic "Social skills in children"

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Alan, Sule. Skills for Life: Social Skills for Inter-Ethnic Cohesion. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003207.

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Social skills are essential to building empowered and cohesive communities in ethnic diversity. In a world with massive population movements and growing anti-immigrant sentiments, schools stand out as important platforms to instill key social skills into our children to build inter-ethnic cohesion. Achieving this requires the implementation of rigorously tested educational actions. This brief provides the evaluation results of a particular educational program that was implemented in a high-stakes context where the ethnic composition of schools changed abruptly due to a massive refugee influx. The program significantly lowered peer violence and ethnic segregation in schools, and improved prosociality in children.
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Green, Crystal, and Clara García-Millán. Spotlight: Social & Emotional Learnin. HundrED, November 2021. http://dx.doi.org/10.58261/cqtm5329.

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The COVID-19 pandemic has renewed a global discussion of the importance of schools and teachers for supporting children social and emotional learning. Policymakers, school administrators, and teachers are working to reconceptualise approaches to teaching and learning that help students develop skills for setting goals, managing behaviour, and building relationships, within and beyond the classroom. In order for education systems to truly develop the broad set of competencies young people need to thrive socially, academically, and professionally, students need to develop a range of social and emotional skills. Social and emotional skills help us to handle our impulses, manage and speak about emotions, and build healthy relationships. After the mass trauma caused by the pandemic, we all need these skills more than ever. But how can we increase social and emotional skills in children throughout the globe in a systematic way? HundrED and The LEGO Foundation have partnered in this Spotlight project to identify impactful and scalable solutions that help parents and educators support the development of children’s social and emotional skills.
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Wolvin, Andrew, and JungKyu Rhys Lim. Skills for Life: Listening. Inter-American Development Bank, July 2022. http://dx.doi.org/10.18235/0004351.

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As we face the ravages of COVID-19, climate change, economic disparities, and social injustice, the world needs listening skills more than ever. Listening skills are one of the core life skills that are critical in life, work, and school. Listening skills enable children to access information, develop other skills, such as empathy, and critical thinking, and have better academic performances and lives. Listening skills are one of the most desired and needed in workplaces. In this brief, we explain the importance of listening skills and listening processes. Then, we review how policymakers can help develop listening skills. Lastly, we review how policymakers can measure and assess listening skills.
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Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003205.

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Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is especially hard to capture promptly the effects of stressors related to the COVID-19 pandemic on childrens cognitive and socioemotional development. In this note, we draw on the literature on the effect of stress on brain development and examine data from a recent survey of households with young children carried out in four Latin American countries to offer suggestions for policy responses. We suggest that early childhood and education systems play a decisive role in assessing and addressing childrens mental health needs. In the absence of forceful policy responses on multiple fronts, the mental health outcomes may become lasting.
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Wong, Melanie, Tania Beekmans, Fuatino Taliaoa, and Liam M. Oades. Effectiveness of the Breaking Ground Programme in Transforming Parenting Skills and Practice. Unitec ePress, November 2021. http://dx.doi.org/10.34074/rsrp.093.

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The Breaking Ground programme was an 18-month pilot programme to support families and parents in a mana-enhancing process while developing parenting skills and practices, focused on intensive family intervention. Practitioners worked alongside families who were on a trajectory towards having their children placed in state care, with the goal of preventing entry to such care. This research uses a case-study methodology with data collected through interviews with social workers and families involved in the programme. The aims of this research were: 1) to examine the effectiveness of social workers working with families on the Breaking Ground programme; and 2) to examine the effectiveness of social workers providing cultural support for the families on the programme.
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Lin, Zhan-yuan. Effectiveness of social skills intervention for the management of children with autism spectrum disorder: a protocol for systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2020. http://dx.doi.org/10.37766/inplasy2020.4.0090.

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Greenberg, Mark. Evidence for Social and Emotional Learning in Schools. Learning Policy Institute, February 2023. http://dx.doi.org/10.54300/928.269.

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There is a consensus among educators, parents, and policymakers that education should include a focus on supporting essential social and emotional capacities to help children navigate the world successfully. To develop these competencies, many schools adopt social and emotional learning programs. This report reviews the findings from 12 meta-analyses on school-based SEL programs. Across these studies, there is a consistent, reliable effect of tested, evidence-based SEL programs on students’ social, emotional, behavioral, and academic outcomes in PreK–12th grade, including the development of social and emotional skills, improved academic engagement and performance, growth of positive social behaviors, and lower rates of behavior problems and psychological distress. These findings are applicable across gender, ethnicity and race, income, and other demographic variables.
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Yang, Xipeng, Jinlong Wu, Yucheng Tang, and Zhanbing Ren. Effectiveness of a virtual reality-based therapeutic intervention on social and communication skills in children with autism: a systematic evaluation and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2024. http://dx.doi.org/10.37766/inplasy2024.2.0079.

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ji, yuqin, hao tian, qiang ye, zhuoyan ye, and zeyu zheng. Effectiveness of exercise intervention on improving fundamental motor skills in children with autism spectrum disorder: A systematic review and Meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0013.

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Review question / Objective: This systematic review and meta-analysis aimed to synthesize available randomized controlled trial studies concerning the effects of exercise interventions on fundamental motor skills in children with autism spectrum disorder. Condition being studied: Autism Spectrum Disorder (ASD) is a complicated and highly prevalent neuro-developmental disorder characterized by deficits in social communication, restricted interests, and repetitive behaviors. The CDC reported that the prevalence of ASD was estimated to be 1 in 59 in the United States by 2020. Along with typical symptoms, a couple of studies have indicated that individuals with ASD encounter a variety of challenges, including sleep disturbance, obesity, executive function deficits, physical inactivity, and motor dysfunctions. Fundamental motor skills (FMS) are the unnaturally occurring basic motor learning model of the human body, which are the building blocks for advanced specialized motor skills and for children and adolescents to participate in sports, games, or other context-specific physical activity.FMS falls into three different categories: (a) locomotor skills (e.g., running and hopping), (b) object control skills (e.g., catching and throwing), and balance or stability skills (e.g., balancing and twisting).
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Bando, Rosangela, Florencia López Bóo, and Xia Li. Sex-Differences in Language and Socio-emotional Skills in Early Childhood. Inter-American Development Bank, July 2016. http://dx.doi.org/10.18235/0011759.

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This study explores sex differences in language and socio-emotional skills. It focuses on children 7 months old to 6 years old in Chile in 2012 and Nicaragua in 2013. A focus on young children allowed for ruling out a set of environmental and identity effects to explain the gap. Females had an advantage in both countries and both dimensions. Males in Chile scored at -0.13 standard deviations (SD) in language in the distribution of females. In addition, males scored at -0.20 SD in socio-emotional skills. The gaps in Nicaragua were not statistically different to those in Chile. Thus geographical and cultural variation across the two countries did not affect the gap. Within countries, variation in family characteristics, parenting practices and health investments did not explain the gap either. These findings shed light on the role of biological and environmental factors to explain sex gaps. The identification of the role of these factors is necessary to inform policy.
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