Children's literature and activities promoting social cognition of peer relationships in preschoolers

Bhavnagri, Navaz Peshotan; Samuels, Barbara

doi:10.1016/s0885-2006(96)90010-1

Cited by 27 publications

(22 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Activities involved sequences of play, video extracts, puppets, pictures, the handling of objects, story reading, etc. Each session ended with a story dealing with an emotion, a false belief or a social problem solving situation, providing an opportunity to talk about protagonist's mental states [44] [67]. More details about the program are available in two articles [46] [68].…”

Section: Methodsmentioning

confidence: 99%

“…In particular, after a ToM training, mostly targeting the understanding of emotions, children's level of socio-emotional competences increased [38]- [43]. An improvement in social problem solving was also obtained after a training program in which children discussed stories about peer interactions and performed related activities [44] or after children had been involved in role playing [40] [45]. In a recent experimental study, we developed an original training combining a ToM training (not only focusing on "emotions" or "beliefs") with a SIP training (focusing on the five steps of SIP).…”

Section: Introductionmentioning

confidence: 93%

See 1 more Smart Citation

Differential Impact of an Executive-Function and a Social Cognition Training on Preschoolers with Externalizing Behavior Problems

Houssa¹,

Volckaert²,

Nader-Grosbois³

et al. 2017

JBBS

View full text Add to dashboard Cite

In preschoolers, externalizing behavior problems are a primary cause of consultation. It is known that externalizing behavior (EB) could result from individual and environmental risk factors. Individual risk factors included notably social cognition (SC) and executive functions (EF). A high level of EB has usually been related to dysfunction in SC and to poor skills in EF. The aim of the present experimental study is to compare the impact of two very targeted child-oriented trainings in the increasing of social competence and decreasing of EB in preschoolers. One training targeted SC abilities while the second one targeted EF capacities. These two trainings were compared on 48 preschoolers presenting clinically relevant levels of EB. The comparison of those results highlighted how each training could help preschoolers with EB in their behavior, emotion regulation and social adjustment. In comparison to a waitinglist control-group, the two trainings were effective in decreasing EB and differentiated impacts of the two trainings were obtained on different dimensions of profiles of social competence and emotion regulation. Results are discussed for their research and clinical implications.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 93%

Differential Impact of an Executive-Function and a Social Cognition Training on Preschoolers with Externalizing Behavior Problems

Houssa¹,

Volckaert²,

Nader-Grosbois³

et al. 2017

JBBS

View full text Add to dashboard Cite

show abstract

“…1; January 2017 112 medium and long-term interventions, with the goal of improving abilities in social problem-solving and abilities at generating alternative solutions in critical social situations. An improvement in social problem-solving was obtained after an intervention in which children talked about stories of peer interaction and performed related activities (Bhavnagri & Samuels, 1996), but also after children had taken part in role-playing games (using videos, pictures, posters, critical social situations, etc.) (Shure & Spivack, 1982;Webster-Stratton et al, 2011).…”

Section: Journal Of Education and Training Studiesmentioning

confidence: 99%

“…Moreover, approaching the understanding of mental states through social situations (stories, cartoons, etc.) could enhance their ability to interpret other people"s behavior (Bhavnagri & Samuels, 1996).…”

Section: Efficiency Of the Trainings In Preschoolers With Ebmentioning

confidence: 99%

Impact of Short-term Training in Social Cognition in Preschoolers with Externalizing Behavior

Houssa¹,

Jacobs²,

Nader-Grosbois³

2016

JETS

View full text Add to dashboard Cite

In two experimental and exploratory studies, we wanted to test the differentiated effects on preschoolers with externalizing behavior (EB) of two short-term social information processing (SIP) and Theory of Mind (ToM) training sessions, in comparison with typically developing (TD) preschoolers or with preschoolers with EB whom didn't receive training. Firstly, nineteen preschoolers presenting a high level of EB problems took part in a pre-test session involving direct cognitive and socio-cognitive measures (assessing the understanding of emotions, beliefs and social problem-solving). They were then allocated at random to two experimental groups (ToM or SIP training) and compared to nineteen TD preschoolers who followed the same procedure. Four experimental groups, EB-ToM group (n=9), TD-ToM group (n=9), EB-SIP group (n=10), TD SIP-group (n=10), received short training sessions, which were given by group of three children. All children took part in a post-test session. Secondly, EB-... Document type : Article de périodique (Journal article) Référence bibliographiqueHoussa, Marine ; Jacobs, Émilie ; Grosbois, Nathalie. AbstractIn two experimental and exploratory studies, we wanted to test the differentiated effects on preschoolers with externalizing behavior (EB) of two short-term social information processing (SIP) and Theory of Mind (ToM) training sessions, in comparison with typically developing (TD) preschoolers or with preschoolers with EB whom didn"t receive training. Firstly, nineteen preschoolers presenting a high level of EB problems took part in a pre-test session involving direct cognitive and socio-cognitive measures (assessing the understanding of emotions, beliefs and social problem-solving). They were then allocated at random to two experimental groups (ToM or SIP training) and compared to nineteen TD preschoolers who followed the same procedure. Four experimental groups, EB-ToM group (n=9), TD-ToM group (n=9), EB-SIP group (n=10), TD SIP-group (n=10), received short training sessions, which were given by group of three children. All children took part in a post-test session. Secondly, EB-ToM group (n=9) and EB-SIP group (n=10) was compared to a control group of preschoolers with EB problems (n =9). These preschoolers took part in pre-test and post-test sessions. Firstly, we tested whether the effectiveness of the training was specific to children with EB compared to TD children. Although improvement was obtained in typically developing children, larger improvements were found in the population with EB. Secondly, we compared the potential transfer of learning between the two types of experimental training in children with EB problems. Results showed some improvement in ToM and in SIP for both experimental groups. These studies provide some guidelines for training in social cognition aimed at preschoolers who are at risk of or have developed EB disorders.

show abstract

“…Our empirical underpinnings are based on Bhavnagri and Samuels' (1996a, b) study in which children's books promoted pro-social thinking of multiple social skills related to children's peer relationships among preschoolers. We extended their work from (1) preschoolers to kindergartners; (2) promoting only pro-social thought to pro-social behaviors, particularly through movement activities; (3) multiple skills to a single skill, namely cooperation; (4) middle-class, suburban and English speaking children to low-income, inner city and bilingual children (i.e., English and Bengali speaking); (5) literature being primary mode of intervention and activities being secondary, to activities being the primary mode of intervention and the literature being a motivational strategy; (6) a classroom setting to physical education gym setting; and (7) empirical study to evidence based practice.…”

Section: Our Conceptual Framework: Empirical and Theoretical Underpinmentioning

confidence: 99%

Cooperation Through Movement Education and Children’s Literature

Molenda¹,

Bhavnagri

2009

Early Childhood Educ J

Self Cite

View full text Add to dashboard Cite

This article demonstrates evidence-based practice that integrates movement education with children's literature, in order to promote cooperation among Bengali kindergarteners, from an urban public school in Midwestern USA. First, the authors argue the need for this integration based on limitations of previous scholarship. Second, authors present their developmentally and culturally appropriate conceptual framework based on Bhavnagri and Samuel's research, along with the theory of cooperation and schema development. Third, children's understanding of cooperation concepts (helping, turn taking, sharing, dividing labor, negotiating, coordinating, exchanging information, and perspective taking) embedded in literature are analyzed. Concomitantly, children demonstrated same cooperation sub-skills during four movement activities related to the stories. Fourth, authors reflect that cooperation was successful because activities met Johnson and Johnson's guidelines of high social interactions, high emotional involvement, and effective communication. Finally, the authors recommend that integration of cooperation and movement education is beneficial for educational programs in diverse settings.

show abstract

Children's literature and activities promoting social cognition of peer relationships in preschoolers

Cited by 27 publications

References 25 publications

Differential Impact of an Executive-Function and a Social Cognition Training on Preschoolers with Externalizing Behavior Problems

Differential Impact of an Executive-Function and a Social Cognition Training on Preschoolers with Externalizing Behavior Problems

Impact of Short-term Training in Social Cognition in Preschoolers with Externalizing Behavior

Cooperation Through Movement Education and Children’s Literature

Contact Info

Product

Resources

About