Development and complex dynamics at school environment

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dc.creator Fuentes, Miguel Angel
dc.creator Cárdenas, Juan Pablo
dc.creator Carro, Natalia
dc.creator Lozada, Mariana 2018 2019-08-27T15:13:48Z 2019-08-27T15:13:48Z
dc.identifier.issn 1076-2787 es_ES
dc.description.abstract In this work we use complex systems methodologies to analyze quantitatively the impact of an intervention involving cooperative and self-awareness activities on social interactions in children. The aim of this study is to evaluate behavioral plasticity of social relationships between peers in 6-7 year-olds who participated in the intervention conducted in a school context. The intervention consisted of 8 one-hour long sessions comprising mindfulness-based practices, collaborative activities that required cooperation, and perspective-taking instances in which children shared feelings, perceptions, and needs felt during the activities. We used complex network and game theory to evaluate pre-post-intervention variations. Social relationship was analyzed with a sociogram in both the intervention group and a control group which continued with regular classes. By means of the sociometric questionnaire we asked each child to mention which classmates he/she would choose as playmates and which he/she would not. Changes in the number of peers selected and rejected reflected changes in the pattern of social relationships pre-post-intervention. Our findings show that participating in the intervention positively modulated social interactions since we found an increase in the diversity and quality of positive links and a reduction in negative ones; a higher level of integration, indicated by enhanced positive networks where children with many positive connections tended to connect with those with few links; and more positive interactions between genders. These findings were not observed in the control group. Through the use of the mentioned methodologies, the current investigation provides new quantitative evidence of social network plasticity in children, an important topic which, to our knowledge, has been little studied. Results from this work indicate that positive transformations in social relationships can be fostered through the performance of this kind of intervention. en_EN
dc.format application/pdf es_ES
dc.format.extent pp.1-10 es_ES
dc.language eng es_ES
dc.publisher Universidad Nacional del Comahue es_ES
dc.relation.uri es_ES
dc.rights Atribución-NoComercial-SinDerivadas 2.5 Argentina *
dc.rights.uri *
dc.source Complexity es_ES
dc.subject Complexity es_ES
dc.subject Development es_ES
dc.subject Children es_ES
dc.subject Social network analysis es_ES
dc.subject.other Ciencias Sociales es_ES
dc.subject.other Ciencias de la Educación es_ES
dc.title Development and complex dynamics at school environment es_ES
dc.type Articulo es
dc.type article eu
dc.type acceptedVersion eu
dc.description.fil Fil: Lozada, Mariana. Universidad Nacional del Comahue. INIBIOMA - CONICET; Argentina. es_ES
dc.description.fil Fil: Carro, Natalia. Universidad Nacional del Comahue. INIBIOMA - CONICET; Argentina. es_ES
dc.cole Artículos es_ES

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