Following from the previous work we shared about gaming, we continue to share two small tips to improve children's social play skills.
The first: a peer as an intermediary
During the training process, peers will have positive feedback on the child's social interaction behavior, while reinforcing the child's social behavior and intentions. Peers can also teach children new social communication skills, which in turn improves social communication skills.
We can start with peer coaching and peer role models: 1 peer interacts and interacts with a child. They can play and talk together to promote the development of children's social communication skills, and peers provide tutoring and feedback to children. When young children carry out correct social interaction behavior, parents give children favorite items as rewards to increase children's social behavior, that is, give reinforcements to strengthen children's social behavior.
Playing is the nature of children, playing games is the best way for children to learn, children are born, they begin to understand the perceptual world through games. Games can provide children with more opportunities to interact. Through playing with peers, children can maximize their potential and are one of the effective ways to interact with each other.
When parents play, combined with the preparation of the last game we shared, they will give priority to the group games that are interesting to the children and suitable for the children. For younger children, parents should consciously choose some dynamic or sensory games from easy to difficult. Children can integrate into peer play, which is also a process of social interaction and interaction.
During the game, parents should pay attention to the following details:
1. Improve your child's attention first (through activities and games of interest)
2. Give and seize opportunities at the right time (observe that children have the motivation to play)
(1) Encourage children to communicate (reinforcers are given later)
(2) Have a conversation (after expressing your mood or thoughts)
(3) Rotation opportunity (observe the reaction of joining others)
(4) Verbal description (The child understands and expresses the name of the game, for example, the game we play is called the game of shooting balls. ）
(5) Pay attention to things (guide children to expand their rich gameplay and enhance their interests, for example, in addition to shooting, we can also play football)
3. Provide toys in time (prepare a variety of alternative toys in advance)
4. Demonstration behavior (when the child pays attention to the peer, the companion shows the child the game play, and the child needs to have a certain ability to imitate)
5. Reward effort (children follow the imitation, although the imitation may not be very good, parents do not forget to reward, encourage and recognize the child's efforts to try Oh)
The second type is mediated by video demonstrations
Children generally have relatively good visual reception and learning ability, as well as some mechanical memory ability, so the video model law has a significant effect on the formation of their behavior.
Most children prefer video telephony or video recordings, which show enhanced functional resource allocation in the brain areas associated with visual processing. Therefore, the video model method can attract children's attention to the picture, improve the child's motivation to learn and watch, so as to convey information in the form of visual output, and also avoid the negative reactions brought to the child face-to-face.
Then the use of video demonstration needs to consider the following points, otherwise it will affect the effect of the demonstration:
1. The nature of the results of the demonstrator's actions
When the demonstrator's behavior results are positive, and the child observes that the behavior experiences a pleasant emotion, then the behavior is likely to continue; on the contrary, the intervention effect will be smaller.
2. Characteristics of the demonstrator itself
If the demonstrator is more attractive and similar to the child, then the demonstration effect will be better. Therefore, the selected demonstrators are generally people who the child likes more, or who has commonalities with them in terms of age and interests, such as the child's parents, good friends or favorite animated characters.
3. Characteristics of the child himself
The demonstrator needs to choose according to the child's preferences, and the demonstration content should also decide what behavior to demonstrate according to the child's actual situation, so as to improve the possibility of the child's imitation. When using the model law, it must be noted that the baseline level of the child's behavior and the behavior demonstrated cannot be too different, if it is too large, it will reduce the possibility of imitation and have a negative impact on the demonstration effect.
4. Environment
A detail that parents are easy to ignore is habitual, anytime and anywhere to let children imitate the demonstration behavior, different environments are suitable for demonstrating different behaviors, parents should choose the right environment according to the nature and characteristics of the demonstration behavior.
In the video demonstration intervention, there was no excessive demand on the child, the child only needed to keep an eye on a small area of space and listen to a small amount of speech.
Most children have difficulties in information storage, and a large number of examples and scenarios in the video demonstration provide children with image and specific appearance information, which can promote the acquisition and generalization of children's target behaviors. It would also save nearly a third of the time compared to the on-site demonstration.
At present, science and technology are constantly developing, electronic equipment is basically settled in every household, rather than "fighting guerrilla warfare" with children on electronic devices every day, it is better to use them positively to guide children to improve their social communication skills.