Being able to enjoy yourself in the schoolyard is very important. However, no research has been done on the experience of enjoyment in the schoolyard for autistic children. Furthermore, having...Show moreBeing able to enjoy yourself in the schoolyard is very important. However, no research has been done on the experience of enjoyment in the schoolyard for autistic children. Furthermore, having social interactions is important in developing social skills and building friendships. It is known that autistic children experience difficulties in social interactions. Therefore, the present study investigated if the schoolyard design has an effect on the experience of enjoyment and the social network of autistic children (N = 42; 6–12 years old). The schoolyard of a special educational school was redesigned and a multidisciplinary collaboration was established to achieve this. Enjoyment was measured using the Lunchtime Enjoyment of Activity and Play Questionnaire (LEAP), which is a self-report questionnaire. The social network was mapped using Radio-Frequency Identification Devices (RFID), which tracked face-to-face contacts. Results showed no increase in enjoyment, nor a relationship between enjoyment and social network. However, the position in their social network improved after the schoolyard was redesigned. Autistic children had a better network centrality and longer durations of interactions with fewer interaction partners, indicating that they can more easily join a social activity and better sustain their interactions with peers in the new schoolyard. The outcomes of this study suggest that the schoolyard design, thus the environment, has an impact on the social interactions autistic children have. By adapting the environment to the needs of autistic children, social interactions and network centrality can improve, which could have positive outcomes for later life.Show less
A majority of research in social sciences has been focused on peer preference throughout childhood and adolescence. Different factors have been found to be related to peer preference such as...Show moreA majority of research in social sciences has been focused on peer preference throughout childhood and adolescence. Different factors have been found to be related to peer preference such as emotion recognition, empathy, and prosocial behavior. In addition, prior research has shown possible sex differences regarding peer preference and the mechanisms and factors that influence how girls and boys choose which peers they prefer. In the present study participated 135 normally developing preschoolers, aged three to five, from different areas of Portugal, with the aim to investigate the socio-emotional factors that are related to peer preference. In detail, data for peer preference were gathered through the use of peer nomination techniques. Data on emotion recognition, empathy, and prosocial behavior- the social-emotional factors in this research- were gathered with parent questionnaires. The results were not as expected, as there were no correlations found between peer preference with empathy and prosocial behavior in the sample. However, a small negative correlation was found between peer preference and emotion recognition. Furthermore, none of the three factors could predict peer preference. Lastly, there were no significant differences between boys and girls regarding the relationship of preference with emotion recognition, empathy, and prosocial behavior. There is a possibility that the results were unexpected as the measuring techniques that were used were inappropriate for the variables that needed to be measured. Additionally, the cognitive and emotional level of preschoolers might not be yet advanced to the degree that is required to demonstrate empathy and prosocial behavior at a level that will influence the formation of peer preference. Still, peer preference during preschool years is of the utmost importance as it influences not only the present developmental level but also the future socio-emotional development of children.Show less
