Special Issue "Impact of the Interactive Learning Environments on Children and Youth Socialization"

A special issue of Social Sciences (ISSN 2076-0760). This special issue belongs to the section "Children and Youth Studies".

Deadline for manuscript submissions: closed (31 December 2020).

Special Issue Editors

Prof. Dr. Lourdes Villardon Gallego
E-Mail Website
Guest Editor
Faculty of Psychology and Education, Universidad de Deusto, 48007 Bilbao, Spain
Interests: developmental psychology; social education; social work; teaching secondary education; competencies and values; professional identity; learning
Prof. Dr. Rocío García-Carrión
E-Mail Website
Guest Editor
Faculty of Psychology and Education, University of Deusto, 48007 Bilbao and Ikerbasque Science Foundation, 48013 Bilbao, Spain
Interests: dialogue and interaction; social and emotional development; inclusion; schools as learning communities

Special Issue Information

Dear Colleagues,

Positive socialization among children and youths in families, schools, communities, and other social contexts has long-lasting effects throughout their lifespan. Social interactions are the basis of child and youth development. Therefore, understanding the mechanisms and effects of social interactions on the process of socialization becomes a critical issue to advance knowledge for improving quality of life. Interactive learning environments promote positive social interactions that enhance positive psychological functioning, social development, and access to social support.

The aim of this Special Issue is to advance social scientific understanding of interactive contexts and socialization processes oriented to improve quality of life for children and youths. This Special Issue invites manuscripts that critically address this subject from different disciplines such as education, psychology, and sociology, among others. Theoretical, methodological and empirical contributions using different methodologies, quantitative, qualitative, and mixed methods are all welcome. The studies reported in the manuscripts can be exploratory, cross-sectional, longitudinal, or interventional conducted in diverse contexts that are relevant for the socialization of children and youths, for example, family, school, and community, work, social networks, and so on.

Overall, our purpose is that the contributions included in this Special Issue will shed light on how social interactions may have an impact on enhancing a positive socialization for a better life.

Prof. Dr. Lourdes Villardon Gallego
Prof. Dr. Rocío García-Carrión
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • socialization of children and youths
  • interactive learning environments
  • social interaction
  • social development
  • social interventions
  • inclusion
  • psychological wellbeing

Published Papers (6 papers)

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Research

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Article
Promoting the Self-Determination of Mexican Young Adults Identified with Intellectual Disability: A Sociocultural Discourse Analysis of Their Discussion about Goal Setting
Soc. Sci. 2020, 9(11), 200; https://doi.org/10.3390/socsci9110200 - 03 Nov 2020
Cited by 1 | Viewed by 1723
Abstract
Self-determination is the product of the individuals’ volition in interaction with their environment. Enhancing the self-determination of young adults with intellectual disability (ID) has been related to positive adult outcomes. Educational programmes to promote self-determination commonly rely on the interaction between students and [...] Read more.
Self-determination is the product of the individuals’ volition in interaction with their environment. Enhancing the self-determination of young adults with intellectual disability (ID) has been related to positive adult outcomes. Educational programmes to promote self-determination commonly rely on the interaction between students and educators to set goals and make plans to achieve them. Yet the quality of these interactions has been little studied. This research involves Mexican students identified with ID who had accessed universities through the education programme: Building Bridges. The paper presents findings of a sociocultural discourse analysis of the conversations that arose when three students, a teacher and a facilitator discussed courses of action to achieve the students’ “Challenge of the Month” goals. We discuss how the student’s goal setting could be supported and hindered in these conversations. Potential constraints on students’ goal setting are noted when discussions of concrete courses of action are prioritized over discussions that would lead students to reflect more deeply on the motives behind their goals. Full article
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Article
Dialogic Feminist Gatherings: Impact of the Preventive Socialization of Gender-Based Violence on Adolescent Girls in Out-of-Home Care
Soc. Sci. 2020, 9(8), 138; https://doi.org/10.3390/socsci9080138 - 05 Aug 2020
Cited by 5 | Viewed by 3101
Abstract
Gender-based violence is a social scourge with an increasing incidence at younger ages. Many studies have focused on finding effective solutions for overcoming this problem; however, few studies have analyzed the contribution of interactive learning environments to gender-based violence prevention. This article attempts [...] Read more.
Gender-based violence is a social scourge with an increasing incidence at younger ages. Many studies have focused on finding effective solutions for overcoming this problem; however, few studies have analyzed the contribution of interactive learning environments to gender-based violence prevention. This article attempts to fill this gap by showing the impact of Dialogic Feminist Gatherings on the preventive socialization against gender-based violence toward adolescent girls (aged 15–18) who are in out-of-home care and living in shelters—part of the institutional protection system—for different reasons that are primarily associated with violence and a lack of family protection. This qualitative study was conducted using the communicative methodology involving fifteen daily life stories that analyze the dialogues and reflections produced among the girls during Dialogic Feminist Gatherings. The results show the acquisition of competencies in aspects such as attraction, election, and equality in sexual-affective relationships. These dimensions, when developed through Dialogic Feminist Gatherings, are consistent with the scientific literature that characterized them as protective factors against gender-based violence. This study concludes by contrasting participants’ daily life reality with scientific evidence, which makes possible new methods of the preventive socialization against gender-based violence for adolescent girls in out-of-home care. Full article
Article
Help and Solidarity Interactions in Interactive Groups: A Case Study with Roma and Immigrant Preschoolers
Soc. Sci. 2020, 9(7), 116; https://doi.org/10.3390/socsci9070116 - 07 Jul 2020
Cited by 1 | Viewed by 2027
Abstract
Peer interactions in early childhood education play a key role in establishing the first structures of social relationships and foundations for future development. Engaging in social exchanges with different people enriches children’s concurrent and future learning opportunities. Building on the importance of diversifying [...] Read more.
Peer interactions in early childhood education play a key role in establishing the first structures of social relationships and foundations for future development. Engaging in social exchanges with different people enriches children’s concurrent and future learning opportunities. Building on the importance of diversifying interactions, interactive groups (IGs) are a specific dialogue-based classroom organization format that creates an inclusive learning environment by allocating students to small heterogeneous groups with an adult volunteer per group. This classroom organization format has produced reported evidence of enhancing social cohesion and academic achievement, mainly in elementary education. However, its potential to foster positive peer interactions in Early Childhood Education among disadvantaged children remains unexplored. Therefore, this case study explores in depth the type and frequency of positive peer interactions in interactive groups in a preschool classroom serving mainly Roma and immigrant children with a very low SES. The results show that in this context, children acknowledge each other’s work and provide help, guidance, and solidarity interactions when solving academic tasks. Our analysis reveals that children internalize the rules and functioning of the IG since those aspects emerge in their conversations during the activity. Implications for practitioners and policymakers are also discussed. Full article
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Article
Global Game Jam in Latin-America, a Collaborative Videogame Learning Experience
Soc. Sci. 2020, 9(3), 28; https://doi.org/10.3390/socsci9030028 - 11 Mar 2020
Viewed by 1831
Abstract
Videogame production events, particularly the Global Game Jam (GGJ), is an activity par excellence aimed at the development of the world’s largest games, enhancing the form of personal expression, critical thinking, and appropriation of new media through collaborative work. The general objective is [...] Read more.
Videogame production events, particularly the Global Game Jam (GGJ), is an activity par excellence aimed at the development of the world’s largest games, enhancing the form of personal expression, critical thinking, and appropriation of new media through collaborative work. The general objective is to explore the development process within the context of the GGJ, calculating the correlation between level of education and source of inspiration, the correlation between level of education and purpose of the game to be designed in the Global Game Jam and the correlation between level of education and skills. The main source of inspiration is defined by game genre, game mechanics, or other video game, in addition the purpose of the game is mainly due to learning a technical skill, enjoy doing it, and generate satisfaction in the players. Finally, the skills that prevail are 2D Design, Programming, and 3D Design. People with a high level of knowledge have the same passion as those who have just started in the multidisciplinary field of the development of video games motivated by creating an original game that has a good script and provides them a life experience. Full article

Review

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Review
Fostering the Social Development of Children with Special Educational Needs or Disabilities (SEND) through Dialogue and Interaction: A Literature Review
Soc. Sci. 2020, 9(6), 97; https://doi.org/10.3390/socsci9060097 - 08 Jun 2020
Cited by 5 | Viewed by 2689
Abstract
The United Nations’ Sustainable Development Goal 4 stresses the importance of offering all students an inclusive, quality education, so that they can develop necessary life skills, including academic and social skills. Students with special educational needs and/or disabilities (SEND) not only have greater [...] Read more.
The United Nations’ Sustainable Development Goal 4 stresses the importance of offering all students an inclusive, quality education, so that they can develop necessary life skills, including academic and social skills. Students with special educational needs and/or disabilities (SEND) not only have greater difficulties in their academic development, but they also have some social development limitations. It is therefore necessary to identify which strategies are effective in helping these students develop social skills. Previous research has noted that dialogical learning environments can contribute to promoting inclusion. This paper provides a literature review of interventions, based on social interaction and their impact on the social skills of students with disabilities. A literature search was performed of scientific databases (Web of Science, SCOPUS, PsycINFO and ERIC) to identify research that used dialogue and interaction to promote the development of the social skills of these students. Twenty-nine studies were selected that yielded improved results in the increase and quality of interactions and the promotion of social behaviours, such as initiations, participation, collaboration, social connection, self-regulation and self-image. Based on these results, it can be concluded that interaction-based interventions with an inclusive approach nurture the social skills of students with disabilities, in line with previous research. Full article

Other

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Essay
Creating Interactive Learning Environments through the Use of Information and Communication Technologies Applied to Learning of Social Values: An Approach from Neuro-Education
Soc. Sci. 2020, 9(5), 72; https://doi.org/10.3390/socsci9050072 - 07 May 2020
Cited by 6 | Viewed by 1893
Abstract
In order to link learning and the brain, it is necessary to carry out a restructuring of pedagogical practice so that it can be linked to the contributions of Neurosciences. In this sense, Neuro-education is emerging as a new science that has as [...] Read more.
In order to link learning and the brain, it is necessary to carry out a restructuring of pedagogical practice so that it can be linked to the contributions of Neurosciences. In this sense, Neuro-education is emerging as a new science that has as its main objective the synergy of Pedagogy, Cognitive Psychology and Neuroscience, and with this, being able to bring the different educational agents the necessary resources in terms of the brain and learning binomial This article focuses on the importance of education in values, and the acquisition of prosocial behavior and how this educational field can be developed from the use of information and communication technologies (ICT). The challenge before us is to build the map of values, which make the individual a fulfilled being and, in turn, a collaborator of the social environment. On the other hand, ICTs offer enormous potential in terms of their application in the field of education. In this article we will show the role that this type of tools can play in the learning and assimilation of values, bearing in mind the contributions of neuro-education. Full article
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