Country : New Zealand
Assignment Task:

Example A

Research has shown that peer relationships are important for children’s development of social competence. One part of an individual’s social competence involves employing social skills in order initiate and maintain peer relationships. This study examined the use of particular social skills behaviours by four pre- schoolers during five vignettes of peer interaction. Video recordings of periods of conflict were monitored in order to assess whether the children used the social skills and whether they were able to resolve their conflicts and maintain their peer relationship.
Results indicate that use of a greater number and range of social skills correlates with a higher rate of conflict resolution. 

INTRODUCTIONS:

In the excerpts, the authors have set about to help the reader understand what the body of literature says about the topic, rather than merely understanding the topic itself. Note how some of the inconsistencies in the literature has been foregrounded and Brough to our attention.

Example A

In order to understand how children become socially competent, some theorists point to the acquisition of pro- social behaviours as children mature. Broad definitions of pro- social behaviours are listed by Asher and Mc Donald, 2009, in Schneider 2016) as including: entering group play, managing conflict, listening, sharing resources, expressing affection, comforting, apologising, forgiving (as well as others). These behaviours form the basis of the measures employed in this study. This author was particularly interested on learning what behaviours the children employed during periods of conflict as a facet of their social competence. 

Other authors propose that social competence is not such a simple process as a child purely acquiring and displaying social skills. Schneider (1993) talked about the importance of relational competence i.e the child can use their social behaviours to fulfil their own needs without harming others. Crick and Dodge’s ‘Information processing model’ (1994) agrees with this transactional understanding of children’s social competence as their ability to react to other children’s social cues appropriately. Lastly, Rose Krasnor (2006) reiterates that social success depends on how other people in the context respond to the behaviour of the individual. In order to see if there is a direct correlation between the number and range of social skills used, and the outcome of successful conflict resolution, the following study was carried out. 

Example B

There is a widely accepted body of research demonstrating the critical role of play in the development of preschool children, but little research that examines the role of play in middle and late childhood. Maite Garagordobil (2008) researched the effects of a cooperative play program on 10-11 year olds, and found that cooperative play significantly improved children’s socialisation across measures of self-control, social norms that facilitate mutual respect, positive leadership behaviours, and pro-social behaviours. This study suggests that well beyond the pre-school stage, play is a positive influence in the development of social and emotional skills.

Recently, researchers have begun to study the links between social interaction and cognitive development in the school environment. There is strong evidence to suggest that fostering positive peer interactions and social competence and fostering academic learning are profoundly interrelated (Schneider, 2016). It has been found that when schools systematically attend to student’s social and emotional skills, the incidence of problem behaviours decrease, the quality of relationships surrounding each child improves, and the academic achievement of children increases. (Elias, Zins, Weissberg, Frey, Greenberg, Haynes, Kessler, Schwab-Stone & Shriver, 1997)

 

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