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References Adamírová, J. (2006). Hravá a zábavná výchova pohybem: Základy psychomotoriky. Praha: Komise zdravotní tělesné výchovy MR ČASPV. Anme, T., Shinohara, R., Sugisawa, Y., Tong, L., Tanaka, E., Watanabe, T., & Yamakawa, N. (2010). Gender differences of children’s social skills and parenting using interaction rating scale (IRS). Procedia - Social and Behavioral Sciences, 2, 260-268. doi: 10.1016/j.sbspro.2010.03.008 Bednářová, J., & Šmardová, V. (2011). Diagnostika dítěte předškolního věku: Co by dítěmělo umět ve věku od 3 do 6 let. Brno: Computer Press, a

human-trainer intervention, Developmental Neurorehabilitation, pp. 1-12, 2012. [22] C. Nikolopoulos, D. Kuester, M. Sheehan, S. Dhanya, Investigation on Requirements of Robotic Platforms to Teach Social Skills to Individuals with Autism, vol. 59 Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 2011, pp. 65-73. [23] C. Nikolopoulos, D. Kuester, M. Sheehan, D. Sneeha,W. Herring, A. Becker, L. Bogart, Socially assistive robots and autism, Journal of Solid State Phenomena, 2010 , vol. 166-167, pp. 315-320. [24] C

społecznych jako forma podnoszenia kompetencji społecznych. Economics and Management. 2013; 4: 82-95. 5. Sternal E. Kompetencje społeczne w obliczu przemian społeczno-gospodarczych. Przegl Pedag. 2014; 2: 86-96. 6. Rutkowska K. Kompetencje społeczne – bufor wypalenia zawodowego pielęgniarek. Med. Og. Nauki Zdr. 2012; 18(4): 319-323. 7. Pereira-Lima K., Loureiro SR.: Burnout, anxiety, depression, and social skills in medical residents. Psychol Health Med. 2015; 20(3): 353-62. 8. Martowska K. Istota i uwarunkowania kompetencji społecznych. Psychologiczne uwarunkowania

Abstract

Recent research suggests that social cognitive abilities, particularly the theory of mind (ToM), play a role in the development of persuasion in early and middle childhood. This study investigated the relations between children’s intentionality understanding and early persuasive skills, especially the ability to use direct and indirect persuasive strategies in symmetric and asymmetric relational context. Ninety-five 5- to 7-year-olds participated in a narrative task that described persuasive situations with parents and peers and answered questions in intentionality understanding stories. Results showed that participants used indirect strategies less often than direct proposals. To persuade their parents, participants used more direct than indirect persuasive strategies, while this difference was not significant for peer persuasion. Correlation analysis revealed that independent of age and expressive language ability, intentionality understanding significantly predicted participants’ number of persuasive proposals and the use of direct and indirect bilateral persuasive strategies. Implications for theory and practice are discussed.

Abstract

Basketball is in the top of favourite sports. The appearance of private sport clubs on the sports market is caused by the increasingly precarious conditions in state institutions and, at the same time, by the influence of the European Community. We aim at identifying a pattern of activity meant to attract and educated children in the field of basketball through private basketball clubs by making parents aware of the beneficial effects of basketball and of being a member of a sports team. The survey was carried out in 12 private basketball clubs that carry out activities in a consequent manner (in number and in value). Private basketball club managers responded to the questions in our questionnaire showing willingness to cooperate; results show that all private basketball clubs are non-profit organisations and are involved in the competitions organised by the Romanian Federation of Basketball. Private basketball clubs represent half of the affiliated basketball clubs and dominate the competitions reserved to the different age categories, which denotes the efficiency of their activities.

in a Conflict Situation. Child Development, 48(4), 1431-1435. Capage, L., & Watson, A. C. (2001). Individual Differences in Theory of Mind, Aggressive Behavior, and Social Skills In Young Children. Early Education & Development, 12(4), 613-628. Carlson, S. M., & Moses, L. J. (2001). Individual Differences in Inhibitory Control and Childrens Theory of Mind. Child Development, 72(4), 1032-1053. Clark, P. M., Griffing, P. S., & Johnson, L. G. (1989). Symbolic play and ideational fluency as aspects of the evolving divergent cognitive style in young children. Early

[Linguistic and social skills of children in language immersion during the transition from kindergarten to school]. In M. Muldma (Ed.), Kultuuride dialoog-võimalus või paratamatus? [Dialogue of cultures - possibilities or inevitability?] (pp. 243-265). Tallinn: Tallinn University Publishers. Kukk, A., & Talts, L. (2008). How do teachers assess the achievement of learning objectives by children of 6 to 10 years of age. In J. Mikk, P. Luik, & M. Veisson (Eds.), Reforms and innovations in Estonian education (pp. 185-196). Saksamaa; Peter Lang Kirjastus: Peter Lang

attributions, irrational beliefs and inflammatory thinking ( Ellis and Dryden, 2007 ). Alternative, more functional cognitions are developed and rehearsed. The experience of anger will thus be reduced so that anger intensity will remain at a level that allows adaptive behavior. In consequence, the expression of anger will be also changed. Modification of behavior (social interaction) : social skills training is a common approach to anger treatment. In order to arrange interpersonal communication appropriately, the procedures in this area are based on the assumption that some

regulations to control high risk lifestyles and encourage new patterns of behavior that will develop the health skills of the Thai people and enhance their health literacy (HL). At the 7th World Health Promotion Conference October 26-30, 2009, in Nairobi, Kenya, the World Health Organization put member states on notice to focus on the development of public health knowledge, or health intelligence, with an emphasis on the cognitive and social skills that empowers individuals and enables them to access knowledge, and to understand and use the information to promote and

Abstract

The main aim o the article is to highlight the devolopment of assertiveness in students. The article presents concepts of social skills and assertiveness. In emphasizes the issue of non-assertive behaviour in education. Next the article describes the value of assertiveness skills to the life of the student and it presents to teachers methods for teaching assertiveness to children.