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In this study, a valid and reliable scale was developed to measure parents' perceptions of their children's social development in physical education classes. In the first part of the research, the relevant literature reviewed and student-parent interviews were held. As a result of the data obtained from the interviews, a 30-item draft scale was created. The draft scale was applied to 30 parents of students, and as a result of the feedback received, 5 items were removed from the pool. The remaining draft scale items were submitted to expert opinion and the number of items was reduced to 22. The 22-item scale was applied to 240 volunteer parents for Exploratory Factor Analysis (EFA) and to 216 different volunteer parents for Confirmatory Factor Analysis (CFA). As a result of the analyses, the final scale consisting of 15 items and four sub-dimensions was obtained. The Cronbach's Alpha values of the sub-dimensions were found to be between 0.74-0.79. In the final part, the 15-item scale was applied to 540 volunteer parents. Accordingly, while it was observed that parents' PSDSPEL scores were higher in the sub-dimension of showing positive behavior, it was determined that male parents' perception levels were higher than female parents. As a result of the study, it was found that the validity, reliability and internal consistency coefficients of the scale were at acceptable levels.

This article investigates how strategic community partnerships form the bedrock of successful institutional community engagement activities. In this investigation, these engagements encourage institutional practitioners to consider how truly effective community economic development materializes when the university assumes a reactionary role by tailoring activity to respond to outcomes community defines for itself. Using the formation and development of York University's successful social procurement program as test case, the article explores how key community partnerships have led to successful program outcomes -- which, to date, have amounted to over $8 million spent on diverse suppliers and 63 apprenticeship opportunities created. To demonstrate this evidence, the article considers how to identify and align with community champions to create tangible outcomes as well as how those defined outcomes are translated into creating activities that are aligned with what the institution can reasonably deliver to achieve the community's stated outcomes. In this article, this will be considered as it explores York's Social Procurement Vendor Portal and how its formation and refinement was directly attributed to community need. Finally, the investigation considers the interplay between how institutions can design impactful reporting that responds to community need.

Social studies have been marginalized in early childhood education amid the prevalence of standardized testing and political issues. However, a comprehensive approach to early education, including social studies, is gaining attention. This article emphasizes the significance of incorporating social studies into early childhood curriculum, illuminating its potential to enhance children's cognitive and social-emotional development. The second important aspect of this article focuses on the role of social studies in literacy skill development through building background knowledge, critical thinking, problem-solving, and communication skills of young children.

Autism spectrum disorder (ASD) is significantly known as social interaction impairment that can be reduced through early school-age intervention. The quasi-experimental research design was used to examine the effect of applied behavior analysis treatment on ASD children's interpersonal skills. The researchers used a purposive sampling technique to select 30 participants who have symptoms of ASD, which were divided into two groups (control and experimental) without gender discrimination. The assessment of basic language and learning skills (ABLLS-R) protocol and portage guide of early education was used to develop a questionnaire comprising four factors. The results indicate a statistically significant difference between the experimental and control groups in terms of students' interpersonal skills and the pretest and post-test scores of the experimental group. It is suggested that parents and therapists should develop a sharing ability among children with autism symptoms so they can understand social reinforcement.

School readiness assessments in South Africa still predominantly focus on the assessment of cognitive skills. The Emotional Social Screening Tool for School Readiness (E3SR) was developed to bridge the perceived gap in assessing emotional-social skills as a domain of school readiness. An emerging body of research reports exists on the psychometric properties and factor structure of the E3SR. An initial validation study recommended a 6-factor solution instead of the theoretical 9-factor model that was proposed in the development of the E3SR. The E3SR (Revised) was also reduced in length. We report here on a pilot study of which the aim was to establish the reliability and construct validity of the E3SR (Revised). A cross-sectional survey design was used to gather data from 9 pre-schools in Cape Town, South Africa. Pre-school teachers (n = 24) constituted the respondent group who completed the E3SR (Revised) screening questionnaires on Grade R learners (n = 394). Analysis was conducted on 321 completed screening questionnaires. With the data analysis we aimed to: a) summarise sample characteristics of teachers and children; b) establish reliability estimates; and c) establish construct validity and confirming the factor structure. Ethics clearance was given by the Humanities and Social Science Research Ethics Committee (HSSREC) of the University of the Western Cape. The study adhered to stipulated ethics requirements. Data failed to show multivariate normality; however, this violation of normality was expected and was theoretically supported. The sample size (n = 321) was sufficient for factor analysis of a 36-item scale. All subscales showed excellent reliability: Cronbach's alphas ranged between 0.939 and 0.971. CFA results demonstrated a good model fit. The E3SR (Revised) was found to be reliable and valid for use. The use of a rigorous methodological process including the decision-making matrix represent good research practice that can be used in instrument development across cultures.

Purpose: The purpose of this study is to investigate the effects of instructional methods based on Constructivist theory and cooperative learning on first-grade students' mathematical learning achievement and social awareness. Method: A natural sample of 30 children aged 6-7 years old was cluster-randomized into an experimental group. Mathematical Learning Achievement Tests and Social Awareness Assessment Scale were used to assess mathematical learning achievement and social awareness before and after 15 sessions of instruction based on Constructivist theory and cooperative learning. Results: 1) After a certain period of learning or training, the experimental group showed improvement in Mathematical Learning Achievement (M=20.6, SD=1.40). Compared to the pretest, there was a significant improvement in students' performance in the posttest (t (29) = 12.51, p < 0.05). 2) After a certain period of learning or training, the experimental group showed improvement in Social Awareness (M=16.5, SD=1.14). Compared to the pretest, there was a significant improvement in students' performance in the posttest (t (29) = 17.88, p < 0.05). Conclusion: The instructional methods based on Constructivist theory and cooperative learning can enhance first-grade students' mathematical learning achievement and social awareness.

Purpose: A novel, Project- and Collaborative Learning-based educational method is proposed, implemented and evaluated in this paper. The aim is to exploit hands-on laboratory modules in Vocational Education in order to experientially introduce students to green, ecofriendly practices and the principles of sustainability and circular economy. Besides their apparent individual and social benefits, such knowledge and skills are also expected to raise qualifications and employability of Vocational Education graduates. Methods: The proposed method is tested through a quasi-experimental methodology, via an educational intervention with a class of Vocational Lyceum students, in the field of Electrical and Electronics Engineering. The learning content focuses on the reclaiming and reuse of operational components from damaged electrical/electronic equipment at end-of-life stage. Through repeated Analysis and Synthesis phases, students learn to extract, measure, classify and reuse operational components either to repair similar equipment or to design and construct novel devices. Results: Evaluation is carried out via closed and open type activities as well as by observation sheets of the teacher. Learning outcomes are evaluated through knowledge post-tests of the closed type while social/emotional outcomes are evaluated through questionnaires. Evaluation results indicate that the proposed method does produce cognitive and social/emotional skills gains for the students. The development of metacognitive skills and the stimulation of imagination and innovative thinking in the students is also observed by the teacher, but not formally evaluated due to practical constraints. Conclusions: The proposed method is implemented and pilot-tested with positive results both as to the cognitive and as to the social/emotional domain -- yet, these results are of an indicative value, due to the limited scale of the educational intervention. Future research is necessary in order to evaluate the proposed method in extent and possibly compare results across education grades or engineering fields, as the method is generic enough to be easily adaptable for different ages/grades and engineering/technical fields of study.

This article examines the negative effects social media has on adolescents' health and well-being, and how it impacts their academic life. Research was conducted by using scholarly search engines to locate several articles that examined the effects of social media use on adolescents within the last ten years. After reviewing the articles, five main themes emerged: social media's impact on (1) social-emotional health, (2) mental health, (3) physical health, (4) academic performance, and (5) the effect of social media use during the COVID-19 pandemic. The findings from the literature review show the adverse effects of social media on adolescent social-emotional, mental, and physical health, and student academic performance. This review of the literature concludes by observing that adolescents are struggling with problematic social media use and need to learn responsible self-regulation tools and strategies. Future research should consider how to effectively protect and limit students from having to experience these adverse effects, while promoting a healthy and responsible balance of life online and in-person.

As the demand for opportunities to learn English grows throughout the world, parents and educators are looking for innovative ways to engage students in English-learning opportunities. Perhaps your school or municipality will seek to initiate an English Camp to be on trend with this growing need. Or perhaps, like many go-getter teachers, you wish to initiate such a program on your own. This article explains the basics of designing and organizing a themed English Camp. The process is illustrated by examples from camp programs that were designed as Open Educational Resources (OERs) by English teachers in Belarus, beginning in 2021. The programs are the product of a course organized and facilitated by the authors of this article.

It is a very important step to consider the variables that affect sibling relationships together. This study aimed to determine the effects of the variables Birth Order (First, Middle, and Last), Gender (Female, Male), and Number of Siblings ("two or three" and "four or more"), which have been suggested to affect sibling relationships in the literature, in young adults. The family is one of the essential components of society. What makes the family is the interaction and communication between mother, father, and children. Sibling relations are an essential part of these. Sibling relations play an important role in individuals' cognitive, mental and social development. It is the research defined to examine relationships. "Lifelong Sibling Relations Scale" was directed to 735 university students in the study. Data were collected from students attending a university in Turkey. The interaction of three variables for the sub-dimensions of the scale and the total scores obtained from the scale were examined separately. Aligned rank transformation ANOVA (ART anova) was used since there were three different independent variables in the study and the values did not show normal distribution. In order to carry out the research, it used the R statistics program and ARTool package. As a result of the research, while the median values of the scores in both the total and sub-dimensions of sibling relationships did not differ according to the interaction of the three variables, a significant difference was found in sibling relationships according to birth order, which is one of the main effects. When the three variables are considered together, it is observed that the highest sibling relationship for both the total score and the sub-categories belongs to female students who were born in the first place and have two or three siblings. It has been observed that individuals with four or more siblings born in the middle have the lowest scores in sub-dimensions except adult cognition. In this study, gender, birth order, and the number of siblings, which is seen to affect sibling relations of young adults in the literature, and the interactions of these variables are discussed. A scale consisting of six sub-dimensions and an overall score for lifelong sibling relations was used in the study. The differentiation of the total score obtained from the scale and its sub-dimensions according to the variables was analyzed.

Chinese court music from the Zhou Dynasty holds immense cultural and historical significance, reflecting ancient China's sophisticated societal ethos, rituals, and values. The study's objective is to investigate the reviving of literacy in Chinese court music from the Zhou Dynasty at a University in China. The study encompasses a comprehensive literature review exploring ancient Chinese music, educational practices, and cultural preservation efforts. The research primarily focuses on the efforts made at a university in China to reconstruct and promote ancient court music, collaborating with cultural institutions like museums and performance venues. Three key informants include experts in Chinese court music, educators specializing in ancient music education, and students engaged in court music programs. Data analysis involves thematic analysis of qualitative data gathered through observation forms, interview forms, and questionnaires. The research results reveal the significant educational role of court music in moral education, virtue cultivation, and societal harmony. Suggestions for future research include exploring innovative pedagogical approaches, expanding collaborative partnerships, and evaluating long-term sustainability strategies for preserving Chinese court music heritage.

This research is part of the "Ancient Xuzhou Houses in China: Cultural Memory, Symbol and Process Reconstruction in the Context of Rural Revitalization" project. Traditional houses contain a large amount of cultural value, literacy role, and historical memory. In order to sort out the transfer process more clearly between memory and people, this study set three research objectives. First, spatial memory transmission and literacy role needs to be studied and analyzed. Then, on this basis, we will further study the method of spatial memory transmission and literacy role. Finally, the appropriate medium for spatial memory transmission is analyzed. This study used descriptive analysis to summarize and discuss the results. The results show that spatial memory transmission and literacy is a process of maintaining and transmitting social and cultural values through the use and evolution of architecture and spatial design over time. Symbols in the memory space of residential buildings are containers for storing memories, just like a mobile hard drive that records relevant memory information. Residential buildings and people are like two devices that convey information and communicate through symbols. After comparison, in the dimension of cultural memory, symbols are more social and cultural and are more suitable as a medium for transmitting spatial memory and literacy role under cultural identity. This article explains the relationship between symbols and spatial memory, through spatial memory transmission to describe how common memories are shared and reproduced among collective members through cultural memory, literacy role and symbolic translation. It can transmit cultural and historical memories between different generations and acquires the importance of spatial positioning and environmental interaction in transmitting cultural memory.

Background: Early childhood is a formative period during which distinguishable development has projections of bearing desirable outcomes within an individual. Hence, physical, language, cognitive, emotional and social independence are healthy components of a typical child's development that early childhood development (ECD) educators deem essential for Grade R readiness. Aim: This article aims to explore ECD educators' perceptions of typical 4-year-old learners' aspects of development and how this supports their readiness for Grade R. Setting: This study was conducted in an ECD centre in a marginalised rural context of the Mandlankala area, Empangeni, north of Zululand. Methods: An interpretive qualitative case study methodological design framed within Bronfenbrenner's person-proximal processes-context model was adopted. Purposive convenient sampling was used to select three ECD educators from an ECD centre. Semi-structured interviews and learners' physical, language, cognitive, emotional and social behaviour observations were used to generate data. Data were analysed thematically. Results: Findings revealed that early childhood educators perceive 4-year-old learners' readiness for Grade R differently based on criteria such as their personalities based on developmental milestones and the educator's experience in the field and training. Conclusion: This study concluded that the learner's level of physical, language, cognitive, emotional and social development influences their readiness for Grade R. Contribution: School readiness skills allow school teachers to expand and further develop learners' skills in the specific areas of social interaction, play, language, emotional development, physical skills, literacy and fine motor skills.

International students negotiate various intersecting identities while studying abroad. When an international student moves into the new spatial context of their host country, the student's intersectional identity is perceived with degrees of marginalization or privilege by host country nationals that conflict with the student's understanding of their identities in their home context. Existing frameworks from various theoretical traditions describe how students experience identity negotiation and construction, yet there is no synthesized conceptualization of how students negotiate identity when intersectional identities are relocated, or transposed, into a new spatial context. In this manuscript, I propose a new conceptual framework, which I call transposed identity negotiation, that weaves together identity negotiation (Swann, 1987), intersectional reflexivity (Crenshaw, 1991; Jones, 2010), and the theory of social and spatial contexts (Lindemann, 2007; Logan, 2012; Vital & Yao, 2021) to improve our understanding of how international students negotiate identities in the host country context.

The purpose of this study is to determine the effect of musical play on the social skill development of third-grade students and to investigate the opinions of classroom teachers on the effect of musical play on the social skill development of their students. The study sample consists of 60 students: 30 in the experimental group, and 30 in the control group. Musical play activities were applied in the experimental group for 10 weeks. At the end of the research, interviews were conducted with both the experimental and control group classroom teachers. The results demonstrate a significant difference, in of the experimental group, between the posttest total scores, adjusted according to the students' social skills scale pretest total score averages. According to the answers to interview questions from the classroom teachers, musical play is beneficial for the development of social skills.

The authors discuss how board games offer individuals with autism (who often struggle with social settings and require structured outlets for building relationships) an affordable, naturalistic, collaborative environment that is stimulating, engaging, and educational. Board games, they assert, provide opportunities to practice social skills, including cooperation and social deduction, essential skills for both neurotypical and atypical people. The authors include recommendations for introducing board games into special educational settings.

Recess is a mainstay in schools. It is assumed recess has positive impacts on the academic, behavioral, and social experiences of youth. In this systematic literature review, we explored empirical studies that examined these areas. We provide a synthesis of the literature to assist researchers and clinicians in designing effective interventions. Overall, findings indicate that recess may indirectly positively influence academic outcomes and benefits students' social engagement, but there is mixed evidence if recess directly improves problematic behavior outcomes.

This study explored how past students who attended the Learning Support Zone (LSZ) in Maltese secondary schools perceived their attendance at the LSZ and its impact on their home and work environments. In-depth interviews were conducted with eleven adults who attended the LSZ when they were in secondary school. Thematic analysis was used to elicit a set of themes. The findings highlight the multiple struggles that students with social, emotional and behavioural difficulties (SEBD) face. The narratives highlight the positive impact of the LSZ and its staff, but the families of these students were hardly involved. Social skills, independent living skills, and emotional literacy taught at the LSZ are believed to have helped these youths enhance their motivation and perceived self-worth and deal with adversities more effectively both at home and at work. The key recommendations of the study are the re-evaluation of inclusive policies within schools, consideration of the perspective of the students, better understanding, and monitoring of students with SEBD within schools, and more active involvement of all relevant stakeholders, especially families.

In this study, it has been tried to develop a different perspective in the literature by determining the reflection of couple burnout of mothers, which is examined as a problem between couples or a personal problem, on the social development of children. The study was designed in the relational survey model, one of the general survey models. In the study, the Social Skills Assessment Scale was used to measure the social skills of children, and the Couple Burnout Scale Short Form was used to measure the mother's burnout level. According to the findings, a significant negative relationship was found between the Social Skills Scale's sub-dimensions of Initiating and Maintaining Relationships, Aggressive Behaviors and Coping Skills with Impulses, Planning, Group Communication and Conducting a Job Skills, and Social Skills Scale Total Score and Couple Burnout. It has been observed that couple burnout of mothers negatively and significantly predicts children's social skills and sub-dimensions of social skills, such as initiating and maintaining relationships, coping with aggressive behaviors and impulses, planning, communication with the group and running a business. It was concluded that the couple burnout of the mothers negatively predicted the social skills of the children.

Unsafe and violent schools are a widespread problem in South Africa. This paper argues that Adverse Childhood Experiences (ACEs) contribute to this phenomenon. While various individual and community-level interventions to address ACEs have been reported on, the contribution of safe parks towards preventing school violence has not yet been explored. To support schools in dealing with violence, the Adopt-a-School Foundation introduced a pilot project at eight schools in Botshabelo in the Free State Province. The programme included psychosocial support services, establishing safe parks, and ensuring community involvement. The goal was to improve school communities by creating environments that are empowering, academically effective, gender sensitive and free from violence. Although there are safe parks in communities around South Africa, they are an uncommon sight at schools. This paper reports on the quantitative study conducted on safe parks' contribution to making schools safer and less violent. Results show that safe park activities improve community well-being, including reduced gangsterism, enhanced learner safety, and decreased disciplinary problems. It is recommended that safe parks continue to provide psychosocial services to children at schools and that their programmes be expanded to include more services.

Students in teacher education programs are often faced with perceived threats to their epistemological heritages. According to System Justification Theory, when faced with these perceived threats, individuals may become more defensive, epistemically resistant, and cognitively rigid. More specifically, due to a palliative psychological need, students may become motivated to justify what they conceive of as the status quo, or system justifications, to defend their epistemological heritage and socializations. Students may face perceived threats to their social and epistemological heritages in courses which are critically focused, such as foundations of education courses, and courses where there are requirements for both dialogical and dialectical engagement. System Justification Theory offers the potential to be utilized as a way of understanding student teachers' epistemological resistance and epistemic vices while informing teacher educators' pedagogy.

This descriptive study explored the relationship between sustained attendance in high-quality 21st Century Community Learning Centers (CCLC)-- funded programs and key child outcomes. The key hypothesis was that high-quality programming is associated with the development of social and emotional skills, which in turn may be related to academic skills such as literacy. The study found that growth in five social and emotional skills measured by the Survey of Academic and Youth Outcomes the teacher version (SAYO-T)--self-regulation, perseverance, critical thinking, engagement in learning, and leadership--was greater for children who were enrolled in higher-quality programs, attended more regularly, or both. In turn, growth in these skills was significantly related to improvement in the number of words children could read on the Oral Reading Fluency (ORF) test.

Social Emotional Learning (SEL) is a learning that focuses on self-development of students to achieve success in learning and life. The characteristics of SEL require a relationship pattern that prioritizes equality, which is identical to the characteristics of a country with egalitarian culture. This literature review aims to systematically review the literature on the application of SEL in elementary schools in a country with paternalistic culture. The literature search was carried out through the ScienceDirect and Semantic Scholar databases for the period of 2010-2021. The inclusion criterion was English articles that specifically discussed the development of SEL in elementary schools in a country with paternalistic culture. Based on the article extraction, 4 qualified articles were selected. The results of the review show that SEL can be developed in a country with paternalistic culture through the Strong Kids, PATHS, Collaborative Learning and Social Support optimization programs. These programs are effective to develop social-emotional skills in a country with paternalistic culture, with a supporting factor of changing the teacher's mindset to change their role as a partner that emphasizes equality in implementing SEL. Thus, it is important for teachers to develop SEL in elementary schools.

The attitudes and behaviors of teachers directly influence the cognitive, affective, and social development of students. These effects may be positive or negative and may last a long time. The aim of this study is to examine teacher behaviors and attitudes that can negatively or positively affect student progress. Using a qualitative research approach, the study adopted a basic interpretative research design. The study involved 229 undergraduate students studying at two state universities in Türkiye. Under the headings of positive and negative themes, participants explained the most influential teacher behaviors and attitudes they encountered in primary, secondary, or high school. A total of 183 positive and 187 negative narratives were analyzed. Positive teacher behaviors and attitudes were grouped under three categories: effective communication and ethical attitude, professional competence and dedication, and individual support and trust. Students have been found to be more confident, motivated, and satisfied with their learning, and are more likely to trust their teachers when they exhibit these behaviors. Negative behavior and attitudes were classified into discrimination and injustice, classroom management and communication problems, and occupational incompetence and irresponsibility. In addition to reducing students' motivation to learn, self-confidence, and respect for teachers, these negative behaviors impede their social development.

Animal companionship has been found to have a positive influence on human well-being, and the presence of pets can have a subtle yet significant impact on the healthy development of students. Pet companionship takes various forms across different fields in China and other regions worldwide, and the impact of such companionship remains uncertain. Hence, it is imperative to investigate the impact of diverse forms of companionship and animals on multiple facets of student growth and development. This study employed meta-analysis methodologies to examine 47 effect sizes derived from 12 domestic and international studies on pet companionship. The aim was to investigate the overall trends of the influence of pet companionship on student development as well as the effects of diverse types of companionship and pets on different aspects of student development, including physical and mental health, social-emotional abilities, and academic performance. The objective was to enhance the exploration of approaches for maximizing the utilization of various forms of pet companionship. Furthermore, this research suggests a systematic and incremental approach to enhancing the function of pets within households, educational institutions, and medical facilities. Adequate content and organization are essential for scientific advancement and the development of students. In this particular context, it is possible to optimize the impact of pet companionship on the development of students.

The aim of this study is to examine the attitudes towards sports and life satisfaction of university students who study sports education. In the study, questionnaire and scale forms consisting of three parts were used as data collection tools. In the first part, "Personal Information Form" determined by the researchers, in the second part "Life Satisfaction Scale" and in the third part "Attitude towards Sport Scale for University Students" were used. The population of the study consisted of 397 senior year students studying at Ondokuz Mayis University Faculty of Sport Sciences. The sample of the study consisted of 244 students, 184 males and 60 females. As a result of the statistical analyses, it was seen that there was no significant difference between attitude towards sport and life satisfaction levels according to age variable (p>0.05). It was concluded that there was a significant difference in the physical development sub-dimension in the gender variable, in the total score of the life satisfaction scale in the nationality variable, in the total scores of the attitude towards sport scale and life satisfaction scale in the active sportsmanship variable, in the total scores of the attitude towards sport scale and life satisfaction scale and in the psychosocial development and mental development sub-dimensions, and in the total score of the attitude towards sport scale and psychosocial development sub-dimension according to income status (p<0.05). It can be said that demographic variables have an effect on attitude towards sport and life satisfaction.

This study aims to determine high school students' social intelligence and communication skills and the effect of music education on these variables. A survey method was used in the study. Two data collection tools were used in the study. These are Tromso Social Intelligence Scale developed by Silvera et al. (2001), adapted into Turkish by Dogan and Çetin (2009), and Communication Skills Scale created by Korkut Owen and Bugay (2014). The study group consists of students in five high schools in Ankara, the capital of Turkey, in the 2021-2022 academic year. The data collection process was completed in two months (April-May). The study shows that high school students have good social intelligence and communication skills. The scores obtained do not differ according to gender and grade level variables. At the same time, a positive and significant relationship was found between social intelligence and communication skills scores. The scores of the group that received extra music education outside the school were compared with those that did not. According to these results, the social intelligence and communication skills scores of the group that received music education were higher. While this difference was not significant in the case of social intelligence, it was significant in the case of communication skills.