The role of playing in the socio-cognitive development of children from 3 to 5 years of age: an observational study

INTRODUCCIÓN: Jugar es esencial para el desarrollo de funciones psicológicas superiores; de hecho, los juegos pueden servir para mostrar, desarrollar y mejorar la exploración del medio ambiente, la representación y manipulación de objetos, así como fomentar las primeras interacciones sociales. El propósito de este estudio es mostrar que jugar constituye un paso esencial en el desarrollo socio-cognitivo del niño describiendo el tiempo de juego como indicador de la superación gradual, paso a paso, del pensamiento centrado en sí mismo, con el fin de adquirir nuevas estrategias de adaptación social. MÉTODO: La actividad de investigación incluyó a 64 niños, de escuelas infantiles en la ciudad de Turín (edad media: 4.3). Herramientas: El trabajo de investigación se basó en la observación directa y de las grabaciones de vídeo de juego espontáneo entre niños en la escuela. Se aplicaron dos sistemas de codificación (Escala de Observación de Juego, integrada por un patrón de codificación ideado por los autores). Estos dos métodos hicieron posible analizar las variaciones en cuanto a las actividades de la ideación, la exploración, la socialización y la imitación. RESULTADO DISCUSIÓN Y CONCLUSIONES: Los resultados preliminares parecen confirmar que jugar proporciona un marco dentro del cual es posible articular y expresar los progresos de un niño, en términos de desarrollo social y de habilidades cognitivas. El nivel de madurez individual afecta, por un lado, a las características de la interacción social y a los patrones de pensamiento por el otro. El ajuste mutuo del desarrollo de estos dos procesos se muestra también en el cambio gradual de la forma en que se negocian los conflictos: la superación del pensamiento egocéntrico, por lo tanto, también se expresa en un gradual cambio de perspectiva en relación con el niño.INTRODUCTION: Playing is essential for the development of higher psychological functions; indeed games may serve to show, develop and improve the exploration of the environment, the manipulation and representation of objects, as well as fostering the first social interactions. The purpose of this study is to show that playing constitutes an essential step in the socio-cognitive development of children by describing playtime as the indicator of the gradual, step-by-step overcoming of self-centred thinking, with a view to acquiring new social adjustment strategies. METHOD: Participants The research activity included 64 children, from nursery schools in the city of Turin (average age: 4.3). Tools: The research work was based on the direct and video-recorded observation of spontaneous playing among children at school. Two coding systems were applied (Play Observation Scale, integrated by a coding pattern devised by the authors). These two methods made it possible to analyse the variations as regards ideation, exploration, socialising and imitation activities. RESULT DISCUSSION AND CONCLUSIONS: The preliminary results seem to confirm that playing provides a framework within which it is possible to articulate and express the progress made by a child, in terms of both social development and cognitive skills. The individual maturity level affects, on the one side, the social-interaction features and the thought patterns on the other. The mutual adjustment of the development of these two processes is also shown in the stepwise changing of the way in which conflicts are negotiated: the overcoming of self-centred thinking, therefore, is also expressed by a gradual change in perspective as regards the individual child.peerReviewe

Attention deficit and hyperactivity in the classroom: assessing children’s perception through their drawings

Para los niños en general, y en particular para los alumnos que tienen dificultades para gestionar su nivel de atención y comportamiento, el aula puede llegar a ser un medio "inadecuado" (Cos et al., 2006). Este estudio incluyó a 124 estudiantes del primer, segundo y tercer año en algunas escuelas primarias en Piamonte. Los participantes fueron divididos en dos grupos: un grupo experimental (EG), que consta de sesenta niños que, de acuerdo con los profesores prevalentes, mostraron déficits de atención y comportamiento hiperactivo, y un grupo control (GC). Con el fin de evaluar el comportamiento y la calidad de las relaciones que caracterizan la vida en el aula de los dos grupos involucrados, se utilizaron diversos instrumentos (STRS, SDQ, Jugar con Clase, Test Atribución). Este documento se basa específicamente en los resultados de la administración de la prueba gráfica "Clase de dibujo" (Quaglia y Saglione, 1990). Este método, aunque en línea con otras herramientas utilizadas para confirmar los datos de la bibliografía pertinente, además de destacar la calidad de la relación profesor-alumno, considera las dificultades del niño que sufre de este "desorden" en referencia a distintas áreas del comportamiento, en particular, a la de la socialización y la afectividad.For children in general, and in particular for pupils who find it difficult to manage their attention level and behaviour, the classroom may prove to be an “unsuited” environment (Kos et al., 2006). This study involved 124 students from the first, second and third year in some primary schools in Piedmont. The participants were divided into two groups: one experimental group (EG), consisting of sixty children who, according to prevalent teachers, showed attention deficits and hyperactive behaviour, and one control group (CG). In order to assess the behaviour and quality of relationships characterising the life in the classroom of the two groups involved, various instruments were used (STRS, SDQ, Class Play, Attribution Test). This paper is based specifically on results from the administration of the graphic test “Class Drawing” (Quaglia & Saglione, 1990). This method, although in line with other tools used for confirming data from the relevant literature, apart from highlighting the quality of the teacherpupil relationship, considers the difficulties of the child suffering from such a “disorder” with reference and affectivity.Per il bambino che presenta difficoltà a prestare attenzione e a controllare il proprio comportamento, l’aula si rivela spesso un ambiente “disadatto” (Kos et al., 2006). Il presente studio coinvolge 124 studenti frequentanti il primo, il secondo e il terzo grado di alcune scuole primarie piemontesi. I soggetti sono suddivisi in due gruppi: un gruppo sperimentale (GS), composto da 60 bambini che, secondo gli insegnanti prevalenti, presentano difficoltà di attenzione e comportamenti iperattivi, e un gruppo di controllo (GC). Al fine di rilevare il comportamento e la qualità delle relazioni caratterizzanti la vita in classe dei due gruppi partecipanti, sono stati utilizzati differenti test (STRS, SDQ, Class Play, Prova di attribuzione). In questo articolo si riportano, nello specifico, i risultati emersi attraverso la somministrazione del test grafico “Il disegno della classe” (Quaglia, Saglione, 1990). Tale strumento, in linea con gli altri test nel confermare i dati della relativa letteratura, oltre a evidenziare la qualità del rapporto insegnante-allievo, considera le difficoltà del bambino con tale “disturbo” con riferimento a specifiche aree del comportamento: in particolare l’area della socializzazione e dell’affettività.peerReviewe

Emotional development in late childhood: interaction between socio-relational and self-regulation factors in pupils of primary school

Los datos disponibles demuestran la correlación entre la capacidad de controlar y evaluar los resultados del comportamiento y la posibilidad (Saarni, 1999, 2004; Thompson, 1988) de co-regulación en situaciones de interacción social. El objetivo de este estudio es analizar cómo la autorregulación puede mediar factores variables de carácter socio-relacionales en niños de edad escolar, con referencia a la forma en que se evaluará la amistad íntima y los lazos de amistad. El estudio involucró a 94 participantes (49 masculinos y 45 femeninos); grupo de edad rango: 8.03 - 11.00 años; promedio: 8,9; sd: 0.7. El objetivo era estudiar la correlación entre variables de autorregulación, con referencia a la escuela, comportamiento, y socio-relación de variables, con respecto a la calidad atribuida a los lazos de amistad y de amistad íntima. El análisis de la situación socio-relacional se realizó utilizando los componentes multi-dimensionales autoevaluación FQS (Bukowski &Amp; al., 1994) e IFS (Sharabany, 1994); la autorregulación de componentes comportamentales fueron evaluados usando la lista de verificación de la observación "aspectos sociales y la autorregulación de actitudes" de la batería de prueba Q1 (VATA de Beni R., et al., 2005). Los resultados obtenidos muestran correlaciones significativas (p < .05; p < .01) entre los componentes específicos subyacentes a la autorregulación en el comportamiento escolar y las dimensiones específicas de la amistad íntima.Available data show the correlation between the ability to control and assess the outcomes of one’s behaviour and the possibility (Saarni, 1999, 2004; Thompson, 1988) of co-regulating it in social interaction situations. The aim of this study is to analyse how self-regulation factors can mediate variables of a socio-relational nature in school-age children, with reference to the way in which they assess friendship and intimate friendship bonds. The study involved 94 participants (49 male, 45 female); age group range: 8.03 – 11.00 years; average: 8.9; sd: 0.7. The aim was to examine the correlation between self-regulation variables, with reference to school behaviour, and socio-relation-al variables, with respect to the quality attributed to friendship bonds and to intimate friendship. The analysis of socio-relational components was conducted using the multi-dimensional self-assessment FQS (Bukowski & al., 1994) and IFS (Sharabany, 1994); the self-regulation behavioural components were assessed using the observation check-list “Social aspects and self-regulation attitudes” from the test battery Q1 VATA (De Beni R., et al., 2005). The results obtained show significant correlations (p < .05; p < .01) between specific components underlying self-regulation in school behaviour and specific dimensions of the intimate friendship bond.E’ un dato acquisito la correlazione esistente tra la capacità di controllare e valutare gli esiti del proprio comportamento e la possibilità di co-regolarlo in situazioni di interazione sociale (Saarni, 1999, 2004; Thompson, 1988). Finalità del presente studio è analizzare come i fattori di tipo autoregolativo medino variabili di ordine socio-relazionale in bambini di età scolare, con riferimento alla valutazione dei personali legami di amicizia e di amicizia intima. La ricerca coinvolge 94 partecipanti (49 maschi, 45 femmine); range età anagrafica: 8,03 - 11,00; media: 8,9; ds: 0,7. Lo scopo è verificare le correlazioni esistenti tra variabili di ordine autoregolativo, riferite al comportamento scolastico, e variabili di ordine socio-relazionale, relative alla qualità attribuita al legame amicale e al légame di amicizia intima L’analisi delle componenti socio-relazionali è stata condotta con l’applicazione delle scale di autovalutazione multidimensionale FQS (Bukowski & al., 1994) e IFS (Sharabany, 1994); per la valutazione delle componenti autoregolative è stata applicata la griglia di osservazione “Aspetti sociali ed atteggiamenti autoregolativi” tratta dalla batteria di test Q1 VATA (De Beni R., et al., 2005). I risultati ottenuti evidenziano correlazioni significative (p < .05; p < .01) tra specifiche componenti autoregolative e particolari dimensioni del legame di amicizia intima.peerReviewe

From Their Point of View: Identifying Socio-Behavioral Profiles of Primary School Pupils Based on Peer Group Perception

Our study adopted a person-based approach with the aim to identify socio-behavioral profiles of primary school students based on peer group perception. The study involved 109 classes and their teachers, from the first three grades of elementary school. The final student sample consisted of 424 children, aged 6–9 years (M = 94.9 months; SD = 9.7), of whom 58.3% were male. We used peer-group nomination to investigate the aspects that are linked to peer group acceptance and perception of classroom behaviors, with reference to academic and relational criteria. We identified and defined six clusters. We validated these clusters by taking into consideration the children’s academic performances and the teacher’s perceptions of their relationship with the single students. The identified clusters were related to both of these aspects, and they show predictive value when referring to children’s behaviors as evaluated by their teachers. Implications for theory and educational policies are discussed

A study on the relationship between teachers and students with special needs

The impact of the teacher-student relationship on the child’s development proves to be particularly important in the first years of scholarization. Such impact is even higher in students with atypical development. Despite the clear relevance of the teacher-student relationship, researches have rarely encompassed subjects with special education requirements. The objective of this project, therefore, is to focus on the characteristics perceived by the teacher in the relationship with students with different educational needs. In particular, we describe the results achieved with different groups of children with special education needs, i.e. autism spectrum disorders (14) and Down’s syndrome (18), learning disorders (38) and attention-deficit and hyperactivity disorders (72). To measure the teacher’s perception of the quality of the relation with the pupil we have used the Italian version of the Student-Teacher Relationship Scale (STRS; Pianta, 2001) as developed by Fraire and colleagues (2013). The social bonds with children with difficulties differ for at least one relational aspect from those with children from the Control Group, the sole exception being children with Down’s syndrome. The Closeness dimension is hampered only in the case of the bonds with children affected by an autism spectrum disorder. On the contrary, relationships with children affected by frequent distraction and hyperactivism-related disorders are characterized by a higher level of Conflict and Dependency. Both dimensions increase in presence of high levels of pupil distraction, whereas only Conflict is at stake in presence of hyperactivity. As to children with learning disorders, only a difference in the Dependency dimension has been registered. These children, in fact, are seen by the teacher as being less autonomous than their classmates and thus requiring more frequent support and assistance

A study on the relationship between teachers and students with special needs

The impact of the teacher-student relationship on the child’s development proves to be particularly important in the first years of scholarization. Such impact is even higher in students with atypical development. Despite the clear relevance of the teacher-student relationship, researches have rarely encompassed subjects with special education requirements. The objective of this project, therefore, is to focus on the characteristics perceived by the teacher in the relationship with students with different educational needs. In particular, we describe the results achieved with different groups of children with special education needs, i.e. autism spectrum disorders (14) and Down’s syndrome (18), learning disorders (38) and attention-deficit and hyperactivity disorders (72). To measure the teacher’s perception of the quality of the relation with the pupil we have used the Italian version of the Student-Teacher Relationship Scale (STRS; Pianta, 2001) as developed by Fraire and colleagues (2013). The social bonds with children with difficulties differ for at least one relational aspect from those with children from the Control Group, the sole exception being children with Down’s syndrome. The Closeness dimension is hampered only in the case of the bonds with children affected by an autism spectrum disorder. On the contrary, relationships with children affected by frequent distraction and hyperactivism-related disorders are characterized by a higher level of Conflict and Dependency. Both dimensions increase in presence of high levels of pupil distraction, whereas only Conflict is at stake in presence of hyperactivity. As to children with learning disorders, only a difference in the Dependency dimension has been registered. These children, in fact, are seen by the teacher as being less autonomous than their classmates and thus requiring more frequent support and assistance

The child’s affective relationships in the family and in class: Graphic representations compared

In sequence, family and school are the first fundamental settings in which the child’s affective, emotional, social and cognitive growth takes place. Two images of the child are formed, separately, in these two groups, the “filial” image and the “scholastic” image, which inevitably merge together, seeking a conformation, in the personality of the child (cf. Liverta Sempio, Marchetti, 1995). This investigation aims to evaluate and compare the affective relationships experienced by the child in the family and in the class, as observable from the child’s drawings. The study involved 105 primary school students (60 males, 45 females) in Piemonte, of whom 65 were in the first cycle (first and second grades) and 40 in the second cycle (fourth and fifth grades), analyzing a total of 210 drawings. Drawings of the family and the class were produced and analyzed as suggested by Tambelli, Zavattini, Mossi (1995) and by Quaglia and Saglione (1990) respectively. It was found that there are graphic differences according to the subjects’ gender and age group. Comparison between the findings that emerged from the Family Drawing and those from the Class Drawing pointed to common aspects and specific features of the depicted settings

La relación educativa en la escuela primaria: tendencias agresivas y comportamientos prosociales.

El objetivo general del trabajo es el de estudiar la influencia que la tendencia agresiva y el comportamiento prosocial del alumno, considerados como indicadores de la capacidad de adaptación social, pueden ejercitar sobre la percepción de la relación educativa, según los docentes y los alumnos. La investigación se ha realizado sobre una muestra formada por 249 alumnos y 30 docentes, pertenecientes a 15 grupos de primaria de la provincia de Turín. Tanto los profesores como los alumnos, reconocen que es más probable que los niños con dificultad de adaptación social, mantengan relaciones menos positivas: a un bajo comportamiento prosocial corresponden relaciones de menor proximidad y tendentes a reforzar las distancias; a la tendencia agresiva se le asocian unos mayores niveles de conflicto. Las modalidades de interacción antisociales del niño, influyen en la percepción que tiene el profesor de la calidad relacional más de lo que puedan influir las evaluaciones de la capacidad cognitiva conseguida por el alumno. En lo que concierne a las asociaciones entre la relación y la capacidad de adaptación, el alumno tiende a relacionarse con el profesor a través de su propia imagen, como sujeto más o menos prosocial o antisocial; al mismo tiempo, el docente juzga la relación en base a la imagen que se ha representado mentalmente del alumno, a menudo caracterizada por apreciaciones que el mismo alumno no reconoce.Palabras clave: Relación educativa, docente-alumno, agresividad, comportamiento prosocial