دوره 13، شماره 6: 1396:326-333

تأثیر آموزش مهارت‌های اجتماعی بر رشد مهارت‌های اجتماعی کودکان پیش‌دبستانی شهرستان شاهرود در سال 1396

آتنا رضایی, گلبهار آخوندزاده, حمید حجتی

DOI: 10.22122/jrrs.v13i6.3114

چکیده


مقدمه: توسعه مهارت‌های اجتماعی، یکی از دستاوردهای دوران کودکی محسوب می‌شود که پیش‌بینی‌کننده رفتارهای اجتماعی و موفقیت‌های تحصیلی و شغلی آینده دانش‌آموزان می‌باشد. مطالعه حاضر با هدف تأثیر آموزش مهارت‌های اجتماعی بر رشد مهارت اجتماعی کودکان پیش‌دبستانی شهر شاهرود در سال 1396 انجام گرفت.

مواد و روش‌ها: این مطالعه از نوع تجربی کلاسیک با دو گروه آزمون و شاهد بود که بر روی 60 نفر از کودکان پیش‌دبستانی به صورت تصادفی انجام گردید. محتوای آموزش مهارت‌های اجتماعی برای گروه آزمون طی 12 جلسه 90-60 دقیقه‌ای در قالب گروه‌های 8-7 نفره اجرا شد. ابزار جمع‌آوری اطلاعات، پرسش‌نامه مهارت‌های اجتماعی Matson بود که به روش خودگزارش‌دهی از سوی والدینی و مربیان تکمیل گردید. داده‌ها با استفاده از آمار توصیفی (جداول، میانگین و انحراف معیار) و استباطی (آزمون‌های Paired t، Independent t و ANCOVA) مورد تجزیه و تحلیل قرار گرفت.

یافته‌ها: قبل از انجام مداخله، اختلاف معنی‌داری بین مهارت اجتماعی از دیدگاه مربی و والدین وجود نداشت. اما پس از مداخله، بین دو گروه از نظر والدین (02/0 = P) و مربی (04/0 = P) تفاوت معنی‌داری مشاهده شد و میزان مهارت اجتماعی در گروه آزمون بیشتر از گروه شاهد بود.

نتیجه‌گیری: با توجه به اثربخشی آموزش مهارت‌های اجتماعی، می‌توان گفت که بهبود و توسعه مهارت‌های اجتماعی در سنین پیش‌دبستانی، می‌تواند زمینه‌‌ساز موفقیت‌های تحصیلی، شغلی و رفتاری کودک در آینده باشد. بنابراین، با توجه به اهمیت فرصت‌های آموزشی در سنین کودکی، لازم است مسؤولان و دست‌اندرکاران بهداشتی به این مسأله توجه بیشتری داشته باشند.


واژگان کلیدی


آموزش؛ مهارت اجتماعی؛ رشد؛ کودک؛ پیش‌دبستانی

تمام متن:

PDF

مراجع


Safari S, Hasanvand B, Irandokht F, Bazargan S. The effect of pre-school education on the basis of multidimensional planning on the development of social skills of pre-school children. Journal of Educational Psychology 2015; 11(37): 119-38. [In Persian].

Shafi Abadi A. Child guidance and counseling (Concepts and uses). 17th ed. Tehran, Iran: SAMT Publications; 2011. p. 28. [In Persian].

Osareh AR, Ahmadi GA, Abbaspoor HA. Academic achievement and social adjustment of primary bilingual students. Training and Learning Researches 2013; 20(3): 303-12. [In Persian].

Kaul V. Early chidhood education programme. Trans. Mofidi F. 13th ed. Tehran, Iran: SAMT Publications; 2012. [In Persian].

Shabani. A comparison of the effect of Preschool education on the novices Persian language skills in Maktab-Ol-Quran educational institutes and other Quranic and Non-Quranic centers. Cognitive Strategies in Learning 2016; 4(6): 131-55. [In Persian].

Szumski G, Smogorzewska J, Grygiel P, Orlando AM. Examining the effectiveness of naturalistic social skills training in developing social skills and theory of mind in preschoolers with ASD. J Autism Dev Disord 2017. [Epub ahead of print].

Guivarch J, Murdymootoo V, Elissalde SN, Salle-Collemiche X, Tardieu S, Jouve E, et al. Impact of an implicit social skills training group in children with autism spectrum disorder without intellectual disability: A before-and-after study. PLoS One 2017; 12(7): e0181159.

Mofidi F. Preschool centers management. 9th ed. Tehran, Iran: Allameh Tabataba'i University; 2011. [In Persian].

Shamlou S. Mental health. Tehran, Iran: Roshd Publications; 2015; p. 61-2. [In Persian].

Jena Abadi H. Efficacy of social skills training on behavior disorders among fifth grade exceptional students in Kosar Elementary School in Zahedan in the year 2010-2011. Psychology of Exceptional Individuals 2011; 1(4): 53-72. [In Persian].

Mohammadzadeh Z, Khademi Ashkzari M. Teaching social skills through group games with the control of mothers' emotional intelligence quotient. Educational Psychology 2017; 13(43): 75-99. [In Persian].

Yasami S, Kian M, Geramipour M. Comparing social skills of 4 to 5 years old preschool children of Eyvan-E-Gharb City. Preschool and Elementary School Studies 2016; 1(2): 103-20. [In Persian].

Takahashi Y, Okada K, Hoshino T, Anme T. Developmental trajectories of social skills during early childhood and links to parenting practices in a Japanese sample. PLoS One 2015; 10(8): e0135357.

Vahab M, Shahim S, Jafari S, Oryadi Zanjani MM. The relation between receptive language development and social skills among 4-to-6 year-old Persian-speaking children. J Res Rehabil Sci 2012; 8(3): 454-65. [In Persian].

Bohlander AJ, Orlich F, Varley CK. Social skills training for children with autism. Pediatr Clin North Am 2012; 59(1): 165-74, xii.

Ali Cheshmehalaei M, Fathabadi J, Tahmasian K, Dehghanfar H. Effectiveness of social skills training on decreasing aloneness and increasing peer acceptance. Journal of Psychological Models and Methods 2015; 6(19): 61-80. [In Persian].

Matson JL, Neal D, Fodstad JC, Hess JA, Mahan S, Rivet TT. Reliability and validity of the Matson Evaluation of Social Skills with Youngsters. Behav Modif 2010; 34(6): 539-58.

Jafarizadeh F, Hojati H. The effect of Qur'anic stories on preschoolers' self-esteem during 2015-2016. Iran J Nurs Res 2017; 12(3):1-6. [In Persian].

Alimohammadi A, Shafizadeh H. the relationship between high school students' positive thinking and social skills in the city of Semnan. Journal of Family and Research 2015; 12(29): 77-91. [In Persian].

Yousefi F, Khayer M. Reliability and validity of Matson Social Skills Assessment Scale and comparison of the performance of boys and girls in this scale. Journal of Social Sciences and Humanities of Shiraz University 2002; 18(2): 147-158. [In Persian].

Cheung PP, Siu AM, Brown T. Measuring social skills of children and adolescents in a Chinese population: Preliminary evidence on the reliability and validity of the translated Chinese version of the Social Skills Improvement System-Rating Scales (SSIS-RS-C). Res Dev Disabil 2017; 60: 187-97.

Barati H, Pourmohammadreza-Tajrishi M, Sajedi F, Behpajooh A. the impact of social skills training on daily living skills of girls with Down syndrome. J Rehab 2013; 13(5): 114-20. [In Persian].

Jalali S, Kar Ahmadi M, Molavi H, Aghaei A. The effect of cognitive- behavior group play therapy on social phobia in 5-11 years old children. J Res Behav Sci 2011; 9(2): 104-13. [In Persian].

Yazdanipur N, Yazdkhasti F. The effectiveness of group play on social skills of preschool children in Isfahan, Iran. J Res Behav Sci 2012; 10(3): 221-8. [In Persian].

Adela M, Mihaela S, Elena-Adriana T, Monica F. Evaluation of a program for developing socio-emotional competencies in preschool children. Procedia Soc Behav Sci 2011; 30: 2162-4.

Gosteva AV. Effects of early childhood teacher delivered play therapy intervention on the social skills of young children: a pilot study [MSc Thesis]. Christchurch, New Zealand: University of Canterbury; 2013.

Kascsak TM. The impact of child-centered group play therapy on social skills development of kindergarten children. Charlotte, NC: University of North Carolina; 2012.

Mashford-Scott A, Church A, Tayler C. Seeking children's perspectives on their wellbeing in early childhood settings. International Journal of Early Childhood 2012; 44(3): 231-47.

van der Stouwe T, Asscher JJ, Hoeve M, van der Laan PH, Stams GJ. Social skills training (SST) effects on social information processing skills in justice-involved adolescents: Affective empathy as predictor or moderator. Child Youth Serv Rev 2018; 90: 1-7.

van Vugt ES, Dekovic M, Prinzie P, Stams GJJM, Asscher JJ. Evaluation of a group-based social skills training for children with problem behavior. Child Youth Serv Rev 2013; 35(1): 162-7.

Rahbar Karbasdehi F, Hosseinkhanzadeh A, Rahbar Karbasdehi E. Effect of social skills training on social self- empowerment and alexithymia in students with specific learning. Exceptional Education 2017; 2(145): 5-12. [In Persian].

Ashori M, Jalilabkenar SS, Ghobari Bonab B, Habibpoor S. The effect of social skills training on self-esteem of adolescents with intellectual disability. J Res Rehabil Sci 2014; 9(6): 956-68. [In Persian].

Barry MM, Clarke AM, Jenkins R, Patel V. A systematic review of the effectiveness of mental health promotion interventions for young people in low and middle income countries. BMC Public Health 2013; 13: 835.

Choque ON, Flygare O, Coco C, Gorling A, Rade A, Chen Q, et al. Social skills training for children and adolescents with autism spectrum disorder: A randomized controlled trial. J Am Acad Child Adolesc Psychiatry 2017; 56(7): 585-92.

Denault AS, Dery M. participation in organized activities and conduct problems in elementary school: The mediating effect of social skills. J Emot Behav Disord 2014; 23(3): 167-79.

Ratcliffe B, Wong M, Dossetor D, Hayes S. Teaching social-emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools. Res Autism Spectr Disord 2014; 8(12): 1722-33.

Solaimani M. The effects of social skills training on social adaptive and educational function in mental retardation students [MSc Thesis]. Tehran, Iran: School of Psychology and Educational Sciences, University of Tehran; 2011. p. 51-70. [In Persian].

Ip HHS, Wong SWL, Chan DFY, Byrne J, Li C, Yuan VSN, et al. Enhance emotional and social adaptation skills for children with autism spectrum disorder: A virtual reality enabled approach. Comput Educ 2018; 117: 1-15.


ارجاعات

  • در حال حاضر ارجاعی نیست.


Creative Commons Attribution-NonCommercial 4.0

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 Unported License which allows users to read, copy, distribute and make derivative works for non-commercial purposes from the material, as long as the author of the original work is cited properly.