Social Information Processing in Preschool Children: Relations to Social Interaction

Year 2021, Volume: 8 Issue: 4, 124 - 138, 01.12.2021

Fatma Betül Şenol , Emine Metin

https://doi.org/10.17275/per.21.82.8.4

Cited By: 2

Abstract

The Social Information Processing Process Model consists of organizing the social adaptation and behavior of children in line with their responses to the social situations they encounter with their peers in their daily lives. The Social Information Processing Model affects children's ability to interact with their peers, their level of interaction, and provides information about the structure of interaction. In this direction, it was aimed to examine the relationship between social information processing and social interaction skills of 60-72 month-old children. The study was designed in relational screening model. The study group of the research consisted of 250 children, between 60 - 72 months, with normal development in the fall semester of the 2020-2021 academic year. The Social Information Processing Interview–Preschool Version and Children's Interaction Rating Scale were used as data collection tools in the study. The data were collected by reading stories with children, asking questions about the story and observation. Since no normal distribution was observed in the analysis of the data, Spearman's Rank-Order Correlation Test was used. As a result of the study, there was a statistically significant and positive relationship between "interpretation, response diversification, response decision", which were sub-dimensions of Social Information Processing Interview and "cooperation, self-control, assertiveness”, sub-dimensions of the Interaction Rating Scale for Children. This situation can be evaluated as children who make positive comments in social situations they encounter, who create positive reactions and react positively, are more cooperative in the context of social interaction, have a strong sense of self-control, and their assertiveness skills are high.

Keywords

social information processing, social interaction, preschool children

References

• Anme, T., Sugisawa, Y., Shinohara, R., Matsumoto, M., Watanabe, T., Tokutake, K., … Sadato, N. (2013). Validity and Reliability of the Interaction Rating Scale between Children (IRSC) by Using Motion Capture Analysis of Head Movement. Public Health Research, 2(6), 208–212. https://doi.org/10.5923/j.phr.20120206.06
• Anme, T., Tanaka, E., Sugisawa, Y., Matsumoto, M., Watanabe, T., Tomisaki, E., … Edamoto, S. (2014). Validating the Effects of Inclusive Childcare with the Interaction Rating Scale. Education, 4(2), 35–40. https://doi.org/10.5923/j.edu.20140402.04
• Atabey, D. (2018). Okul Öncesi Dönem Çocuklarının Etkili İletişim ve Sosyal Becerileri Üzerine Bir Çalışma. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 185–199. https://doi.org/10.17679/inuefd.323598
• Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
• Büyüköztürk, Ş. (2010). Sosyal Bilimler için Veri Analizi El Kitabı (11.ed.). Ankara: Pegem Akademi Yayıncılık.
• Büyüköztürk, Ş., Çakmak, E., K., Akgün, Ö., E., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
• Caporaso, J. S., & Marcovitch, S. (2021). The effect of taxing situations on preschool children’s responses to peer conflict. Cognitive Development, 57, 100989. https://doi.org/10.1016/j.cogdev.2020.100989
• Ciairano, S., Visu-Petra, L., & Settanni, M. (2007). Executive Inhibitory Control and Cooperative Behavior During Early School Years: A Follow-Up Study. Journal of Abnormal Child Psychology, 35(3), 335–345. https://doi.org/10.1007/s10802-006-9094-z
• Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115(1), 74–101.
• Denham, S. A., & Bassett, H. H. (2020). ‘You hit me! That’s not nice and it makes me sad!!’: relations of young children’s social information processing and early school success. Early Child Development and Care, 190(6), 791–805. https://doi.org/10.1080/03004430.2018.1491562
• Dodge, K. A. (1986). A social information processing model of social competence in children. Minnesota Symposium on Child Psychology. Hillsdale, NJ: Lawrence Erlbaum.
• Dodge, K. A. (2006). Translational science in action: Hostile attributional style and the development of aggressive behavior problems. Development and Psychopathology, 18(3), 791–814.
• Espelage, D. L., & Swearer, S. M. (2003). Research on School Bullying and Victimization: What Have We Learned and Where Do We Go From Here? School Psychology Review, 32(3), 365–383. https://doi.org/10.1080/02796015.2003.12086206
• Fischer, P., Greitemeyer, T., & Frey, D. (2007). Ego Depletion and Positive Illusions: Does the Construction of Positivity Require Regulatory Resources? Personality and Social Psychology Bulletin, 33(9), 1306–1321. https://doi.org/10.1177/0146167207303025
• Fischer, P., Greitemeyer, T., & Frey, D. (2008). Self-regulation and selective exposure: The impact of depleted self-regulation resources on confirmatory information processing. Journal of Personality and Social Psychology, 94(3), 382–395. https://doi.org/10.1037/0022-3514.94.3.382
• Fıchter, J. (2009). Sosyoloji Nedir. Ankara: Anı Yayıncılık.
• Franco, M. G. de O., & Bazon, M. R. (2017). Social Information Processing and Aggravation of Conduct in Young Offenders. International Annals of Criminology, 55(1), 114–131. https://doi.org/10.1017/cri.2017.3
• Garner, P. W., & Lemerise, E. A. (2007). The roles of behavioral adjustment and conceptions of peers and emotions in preschool children’s peer victimization. Development and Psychopathology, 19(01). https://doi.org/10.1017/S0954579407070046
• Glaeser, E. L., & Scheinkman, J., A. (1999). Measuring Social Interactions. Retrieved from https://core.ac.uk/download/pdf/21751189.pdf
• Helmsen, J., Koglin, U., & Petermann, F. (2012). Emotion Regulation and Aggressive Behavior in Preschoolers: The Mediating Role of Social Information Processing. Child Psychiatry & Human Development, 43(1), 87–101. https://doi.org/10.1007/s10578-011-0252-3
• Henrich, C. C., Blatt, S. J., Kuperminc, G. P., Zohar, A., & Leadbeater, B. J. (2001). Levels of Interpersonal Concerns and Social Functioning in Early Adolescent Boys and Girls. Journal of Personality Assessment, 76(1), 48–67. https://doi.org/10.1207/S15327752JPA7601_3 Huyder, V., & Nilsen, E. S. (2012). A dyadic data analysis of executive functioning and children’s socially competent behaviours. Journal of Applied Developmental Psychology, 33(4), 197–208. https://doi.org/10.1016/j.appdev.2012.05.002
• Huyder, V., Nilsen, E. S., & Bacso, S. A. (2017). The relationship between children’s executive functioning, theory of mind, and verbal skills with their own and others’ behaviour in a cooperative context: Changes in relations from early to middle school-age. Infant and Child Development, 26(6), e2027. https://doi.org/10.1002/icd.2027
• Johnson, A., Nelson, J. M., Tomaso, C. C., James, T., Espy, K. A., & Nelson, T. D. (2020). Preschool executive control predicts social information processing in early elementary school. Journal of Applied Developmental Psychology, 71, 101195. https://doi.org/10.1016/j.appdev.2020.101195
• Kamper-DeMarco, K. E., Shankman, J., Fearey, E., Lawrence, H. R., & Schwartz-Mette, R. A. (2020). Linking social skills and adjustment. In Social Skills Across the Life Span (pp. 47–66). https://doi.org/10.1016/B978-0-12-817752-5.00003-2
• Keller, H., Yovsi, R., Borke, J., Kartner, J., Jensen, H., & Papaligoura, Z. (2004). Developmental Consequences of Early Parenting Experiences: Self-Recognition and Self-Regulation in Three Cultural Communities. Child Development, 75(6), 1745–1760. https://doi.org/10.1111/j.1467-8624.2004.00814.x
• Kemple, K. M., Lee, I., & Ellis, S. M. (2019). The Impact of a Primary Prevention Program on Preschool Children’s Social–Emotional Competence. Early Childhood Education Journal, 47(6), 641–652. https://doi.org/10.1007/s10643-019-00963-3
• Mahoney, G., & MacDonald, J. (2007). Autism and developmental delays in young children:The Responsive Teaching curriculum for parents and professionals. Austin, TX: PRO-ED.
• McGinnis, E. (2016). Erken çocukluk döneminde sosyal beceri öğretim programı sosyal beceri öğretimi öncesi rehberi. Ankara: Nobel Yayınları.
• Mehta, R. (2010). Exploring self-control: Moving beyond depletion hypothesis. Advances in Consumer Research, 37, 174–178.
• Merrell, K. W. (2003). Behavioral, Social, and Emotional Assessment of Children and Adolescents (2nd Editon). Mahwah, NJ: Erlbaum.
• Mesa, J., García, D., Betancort, M., & Segura, M. (2013). Psychometric Properties of the Spanish Version of the Children Assertive Behavior Scale. The Spanish Journal of Psychology, 16, E104. https://doi.org/10.1017/sjp.2013.105
• Oaten, M., & Cheng, K. (2006). Improved Self-Control: The Benefits of a Regular Program of Academic Study. Basic and Applied Social Psychology, 28(1), 1–16. https://doi.org/10.1207/s15324834basp2801_1
• ÖZBEY, S., & KÖYCEĞİZ, M. (2020). A Study on the Effect of the Social Skill Education on the Academic Self Respect and Problem Solving Skills of the Pre-School Children. International E-Journal of Educational Studies. https://doi.org/10.31458/iejes.727590
• Postolatii, E. (2017). Assertiveness: Theoretical approaches and benefits of assertive behavior. Journal of Innovation in Psychology, Education and Didactics, 21(1), 83–96.
• Quill, K. A. (1995). Teaching children with autism: Strategies to enhance communication and socialization. New York: Delmar.
• Raikes, H. A., Virmani, E. A., Thompson, R. A., & Hatton, H. (2013). Declines in peer conflict from preschool through first grade: Influences from early attachment and social information processing. Attachment & Human Development, 15(1), 65–82. https://doi.org/10.1080/14616734.2012.728381
• Runions, K. C., & Keating, D. P. (2007). Young children’s social information processing: Family antecedents and behavioral correlates. Developmental Psychology, 43(4), 838–849. https://doi.org/10.1037/0012-1649.43.4.838
• Sarkova, M., Bacikova-Sleskova, M., Orosova, O., Madarasova Geckova, A., Katreniakova, Z., Klein, D., … van Dijk, J. P. (2013). Associations between assertiveness, psychological well-being, and self-esteem in adolescents. Journal of Applied Social Psychology, 43(1), 147–154. https://doi.org/10.1111/j.1559-1816.2012.00988.x
• Schmeichel, B. J., Vohs, K. D., & Baumeister, R. F. (2003). Intellectual performance and ego depletion: Role of the self in logical reasoning and other information processing. Journal of Personality and Social Psychology, 85(1), 33–46. https://doi.org/10.1037/0022-3514.85.1.33
• Schmidt, M. F. H., Hardecker, S., & Tomasello, M. (2016). Preschoolers understand the normativity of cooperatively structured competition. Journal of Experimental Child Psychology, 143, 34–47. https://doi.org/10.1016/j.jecp.2015.10.014
• Şenol, F.B., & Metin, E. N. (2018). Çocuklar İçin Etkileşim Dereceleme Ölçeği: Geçerlik ve Güvenirlik Çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 8(51), 81–106.
• Şenol, Fatma Betül, & Metin, E. N. (2019). Okul Öncesi Dönem Çocukları İçin Sosyal Bilgi İşleme Süreci Testi: Türkçe’ye Uyarlama Geçerlik ve Güvenirlik Çalışması. Kastamonu Eğitim Dergisi. https://doi.org/10.24106/kefdergi.2829
• Sher, I., Koenig, M., & Rustichini, A. (2014). Children’s strategic theory of mind. Proceedings of the National Academy of Sciences, 111(37), 13307–13312. https://doi.org/10.1073/pnas.1403283111
• Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High Self-Control Predicts Good Adjustment, Less Pathology, Better Grades, and Interpersonal Success. Journal of Personality, 72(2), 271–324. https://doi.org/10.1111/j.0022-3506.2004.00263.x
• Teague, R. J. P. (2006). Social Functioning in Preschool Children: Can Social Information Processing and Self-Regulation Skills Explain Sex Differences and Play a Role in Preventing Ongoing Problems? Griffith University, Quinsland, Austraila.
• Tomasello, M., & Carpenter, M. (2007). Shared intentionality. Developmental Science, 10(1), 121–125. https://doi.org/10.1111/j.1467-7687.2007.00573.x
• Vagos, P., & Pereira, A. (2010). A proposal for evaluating cognition in assertiveness. Psychological Assessment, 22, 657–665.
• Vagos, Paula, & Pereira, A. (2016). A Cognitive Perspective for Understanding and Training Assertiveness. European Psychologist, 21(2), 109–121. https://doi.org/10.1027/1016-9040/a000250
• Vagos, Paula, & Pereira, A. (2019). Towards a Cognitive-Behavioral Understanding of Assertiveness: Effects of Cognition and Distress on Different Expressions of Assertive Behavior. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 37(2), 133–148. https://doi.org/10.1007/s10942-018-0296-4
• Voltan, N. (1980). Grupla atılganlık eğitiminin bireyin atılganlık düzeyine etkisi. Hacettepe Üniversitesi, Ankara.
• Ziv, Y. (2012). Exposure to Violence, Social Information Processing, and Problem Behavior in Preschool Children. Aggressive Behavior, 38(6), 429–441. https://doi.org/10.1002/ab.21452
• Ziv, Y. (2013). Social information processing patterns, social skills, and school readiness in preschool children. Journal of Experimental Child Psychology, 114(2), 306–320. https://doi.org/10.1016/j.jecp.2012.08.009
• Ziv, Y., & Elizarov, E. (2020). Social Information Processing Model. In The Encyclopedia of Child and Adolescent Development (pp. 1–13). https://doi.org/10.1002/9781119171492.wecad270
• Ziv, Y., Kupermintz, H., & Aviezer, O. (2016). The associations among maternal negative control, children’s social information processing patterns, and teachers’ perceptions of children’s behavior in preschool. Journal of Experimental Child Psychology, 142, 18–35. https://doi.org/10.1016/j.jecp.2015.09.004
• Ziv, Y., & Sorongon, A. (2011). Social information processing in preschool children: Relations to sociodemographic risk and problem behavior. Journal of Experimental Child Psychology, 109(4), 412–429. https://doi.org/10.1016/j.jecp.2011.02.009