MANUAL

RESEARCH PROJECT
B.Ed. (1.5 Year)
Course Code: 8613

Name: Afshan Perviaz

Roll No. BW624843

Registration No. 19-PRI-17417

Semester: Spring 2021

Region: Jhang

Theme: Children’s Socio-Emotional Development

Sub-theme: Socialization

Topic: Creating Positive Relations with Elders through Social

Games and Spending Times
 DECLARATION
(To be filled and signed by the student and retained by the Controller of Examination)

I, Afshan Perviaz Daughter of Pervaiz Ahmed

Roll No. BW624843 Registration No. 19-PRI-17417, a student

of B. Ed Program (1.5 Year) at Allama Iqbal Open University do hereby declare that the
research project entitled Creating Positive Relations with Elders through Social

games and Spending Times by me in partial fulfillment of B. Ed (1.5 Year) program is

my original work and has not been submitted or published earlier. I also solemnly declare that it
shall not, in future, be submitted for obtaining any other degree from this or any other university
or institution.

I also understand the zero tolerance policy against plagiarism of the university and the HEC and

if my work is found to be plagiarized or copied from someone other’s work at any stage, even

after the award of the degree, the work may be cancelled and the degree confiscated.

_________________________________

(Signature of the Student)

Afshan Perviaz

(Name of the Student)

Date: _____________________

(Day-Month-Year)
 TOPIC APPROVAL FORM
(Note: This form must be filled and signed on the last day of the 03-days workshop)

Student Name: Afshan Perviaz

Roll Number: BW624843

Registration Number: 19-PRI-17417

Programme: B. Ed (1.5) Year

Supervisor Name: Dr. Hina Akbar

Theme: Children’s Socio-Emotional Development

Sub-theme: Socialization

Topic: Creating Positive Relations with Elders through Social

games and Spending Times

Workshop Coordinator Signature:

Dr. Hina Akbar
(Name)
Resource Person-1 Signature: ______________________________________
(Name)
Resource Person-2 Signature: ______________________________________
(Name)
Date of Approval of Topic
 Research Project Submission Approval Form
(To be filled by the student; and signed by the supervisor and the RD)

This research project entitled Creating Positive Relations with Elders through Social
games and Spending Times submitted by (student name) Afshan Perviaz Roll
No. BW624843 Registration No. 19-PRI-17417 Program (1.5 Year) was conducted under
my supervision. I have read it and found it to be satisfactory regarding its originality, content,
language, relevancy, consistency, citation and reference list. It is ready for submission for evaluation
to Allama Iqbal Open University as a partial fulfillment of B. Ed (1.5 Year).

____________________________

(Signature of the Supervisor)

Date: ________________________

(Day-Month-Year)

Dr. Hina Akbar

(Name of the Supervisor)

Certified that the student has completed at least 80% attendance and all required components of the

workshop.

_______________________

(Signature of the Regional Director)

Name of the School: Govt. Model Primary School Jhang.

Overall background of the participants of the project; area / school: (socio-economic status,
occupation / profession – earning trends of majority of the Teachers, literacy rate, academic
quality, and any other special trait of the community where the school is situated).
This action research was conducted in Govt. Model Primary School Jhang.

Participants Background:
The participants of the study were 5th class who was enrolled in Govt. Model Primary

School Jhang.

It involves one class consisting of 32 students. Most of the participants was quite helpful and were

matured enough to understand the purpose of my research. Their class room environment was not

sufficient for effective learning. Most of their parents have middle economic level, so their study

was not fully financially supported by their family.

Background of School:

Projected School was Govt. Model Primary School Jhang. School building that contains 05

classrooms. According to the school record, there are a total of 100 students in numbers. The

total staff of that school was 05, including the principles and the teachers. This school system has

been appreciated by members of the nearby people, as well as by parents, teachers and other

respective members of the community. Quran Majeed was taught since the third class. The school

area belongs to the rural area of Jhang city. There is computer lab, projector room and library

available for students. The school environment also represents the market within which a school

and its leader must position themselves.

In general the structure of school was huge and lovely. The school had lovely playground and

parking. Classes are better in condition.

 The pedagogical approach of the school is to teach the skills and abilities with the student

as a center and aims at the integral development of the students. Separate playgrounds for upper

and lower school students are located next to the upper and lower school buildings. All areas and

buildings of the school are clearly sign posted and the signs are accompanied by a simple

illustration that represents the purpose of the area or building. Children are assigned seats in

classrooms and rotated each quarter to encourage and facilitate peer exchange and modeling. The

school recently renovated the school building. The school is located on the main road of city.

Each classroom shows a list of school values, class rules and a blackboard that shows the

learning structure of each day. It makes the teaching and learning process situation work well

because the situation is conducive and comfortable. The implementation of the research was

carried out from Aug 2021 to Sep 2021.

Socio Economic Status:

I found that large majority of households were living in joint family system and the rest of

them had extended family. Most of the students resided in "Packa" houses. Then, more than half

of the students' parents belonged to the high-income group and less than a quarter of the students,

belonged to the low-income group. A small number of parents of students were landless farm

workers, businessmen, government and private employees. The socio economic background of

the students was upper level class or high level living status.

Most of peoples from this area are Govt. employee but some of them are shopkeeper or work

in private offices. Most of parents do not afford children education due to their family expenses

and their low income but some parents support their children at higher level in well reputed

universities. But due to the lack of higher educational institute and low income of their parents,

more than 32% children stop their education after intermediate. Overall the financial status of this

area is good.
 A considerable number of the parents of the participants simply knew how to read and write.

His parents were progressive in education, but they were still far from higher education, which is

so important today to create a knowledge-based society. The number of parents of the

participants was dedicated to government services, as well as private services, respectively.

Parents have high expectations of their children. They show considerable participation in their

children's studies by providing facilities for studies and encouraging them.

Occupation & Earning Trend:

Parents with Govt. jobs and small businessman are in a better condition to help and

support their children educationally, mentally and profoundly. However, Parents with low

income because of expenses and low salaries issues can't give satisfactory to up level their

children education. They are consistently in dissatisfaction. Due to low earning trend of this area,

the children face a great deal of difficulties both at home and school, which block them from

taking an interest completely in classroom exercises. In present some parents drop their children

at different shop for learning work and for earning but today due to free education in Pakistan

more than 80% children go to school till then matriculation.

Literacy Rate:

In 2021, Jhang city literacy rate of 65% for females was noticeably lower than the 70% for males.

Jhang city has several religious and educational institutions, both public and private. Overall

literacy rate of Jhang is 75%.

Theme: Children’s Socio-Emotional Development

Sub-theme: Socialization

Topic: Creating Positive Relations with Elders through Social games and

Spending Times

Q.1 Why did you select this specific sub-theme and topic? Relate it to your experience /

problem in your classroom / institution.

I have chosen the sub-theme “Socialization” and Topic of my research project as mentioned

above that the” because of following reasons which I am mentioning below:

Background related to this Problem:

The reason behind for selection this topic is I belongs to a backward area and in our schools there

is no concept of social skills so I have intended to choose this topic for socialization in my school

as well as in my area also so I taken this topic and sub-theme.

Children’s Socio-Emotional Development

In our region, students from Govt. Model Primary School Jhang spend approximately seven

hours each day at school for approximately two hundred days per year. Co- curricular activities

and school preparation work, which are equivalent to schoolwork, are not included in these 1400

hours in the school setting each year. From childhood through adulthood, school is where

children spend a significant portion of their days and, without a doubt, their lives. Prior to

attending school, children's primary source of socialization is their family.

Socialization alludes to the continuous cycle of learning the normal practices, qualities, standards,

and social abilities of people who involve specific jobs in the public eye. Specialists of

socialization are the social designs wherein socialization happens. Significant specialists of
socialization incorporate the family and school, yet additionally the media, peer gatherings, and

other significant social organizations like religion and the general set of laws. Moreover,

socialization can be separated into two kinds: essential socialization and optional socialization.

Essential socialization happens inside the family and is the place where kids initially gain

proficiency with their own individual character, get language, and foster psychological abilities.

Inside the family, youngsters are associated into specific perspectives about ethics, social

qualities, and social jobs. Obviously, the socialization that outcomes from essential socialization

rests vigorously upon the social class, ethnic, strict, and social foundations and mentalities of the

family.

Auxiliary socialization alludes to the social discovering that kids go through when they enter

other social foundations, similar to class. Qualities of the school, instructors, and the companion

bunch all impact the socialization of youngsters inside school settings. The family actually stays

a significant piece of youngsters' socialization, in any event, when they go into school.

Youngsters, nonetheless, will currently have other huge individuals in their lives from whom they

will become familiar with the abilities of social cooperation. In Chapter 2, Mead's hypothesis of

improvement of oneself was examined. The improvement of the summed up other, where a

youngster figures out how to take on the perspectives of the more extensive society, happens in

auxiliary socialization.

The school setting is the place where the learning of the new job as an understudy happens. At

the point when kids start school, for instance, they are associated to submit to power (i.e., the

educator) and in how to be an understudy. The general socialization of youngsters, as speculated

by Bronfenbrenner, is scattered into different domains which center around the various locales of

social setting that kid’s insight in their lives. Families and schools are significant supporters of

socialization, yet there are different frameworks of socialization inside environmental

frameworks hypothesis. The youngster connects with many provisions of their current

circumstance which all add to the kid's social turn of events. Furthermore, the terrific result of

socialization is likewise estimated to be the consequence of how every one of the frameworks

cooperate with each other. In this part, in any case, the fundamental spotlight is on how schools

add to the socialization of youngsters.

A major objective of socialization in the school setting is to make a child socially competent. A

child must develop skills that allow him or her to function socially, emotionally, and

intellectually within the school environment. Within the school setting, social competence is

achieved when students embrace and achieve socially sanctioned goals. These goals (e.g.,

learning to share, participating in lessons, working in groups), when embraced, also serve to

integrate the child into social groups at school. Social approval is obtained when children accept

the sanctioned goals of the school setting and they are rewarded and reinforced on a consistent

basis through social acceptance by teachers and other students.

Q.2 What was your discussion with your colleague / friend / senior teacher or supervisor

regarding the problem?

Discussion with Colleague:

My discussion regarding this problem to colleague is that it was guessed that without social

abilities, the study hall climate as we trust it ought to be would be in hazard. Further I told that

Social abilities are fundamental abilities and subsequently significant for youngsters to obtain.

Youngsters who collaborate and share with others, who are useful and empathic, and who can

direct feelings adaptively, are by and large lucky to be on most friendly fields throughout

everyday life, including at school. Social abilities are discernible markers of the bigger social

capability build. Social skill is a multidimensional build, which alludes to the capacity to
coordinate cognizance, influence, inspiration, and conduct to prevail with social undertakings and

to accomplish positive formative results. Most definitions combine that social capability

incorporates a few related bury and intrapersonal abilities that can be coordinated into

unmistakable sub-measurements, like participation, affirmation, poise, compassion, and

obligations. Social abilities are mastered and influenced by the qualities of the setting where they

create. In this investigation, we analyzed how much school-related variables impacted the

underlying level and development of social abilities in grade younger students, in particular,

understudy relationship, educator understudy relationship, level of issue conduct in class and

instructors' aggregate viability.

Discussion with Senior Teachers:

I have told to my senior teachers about this issue that without social skills in the school

environment can effetely influence the academic environment, including impacting the soul of

teachers, the speed at which they work, and extending non-participation. The basic proficiency

applications are the methodology that has been as of late utilized, especially at first language

training courses to set up the youngsters for the life in a data society. It is accentuated that to be

fundamentally educated, figuring out messages from various sources like mixed media, complex

visual segments, music just as expressed and composed words. Subsequently, to acquire

understudies the basic proficiency expertise is one of the approaches to foster the dynamic and

assessment abilities identified with acknowledge or reject which data and sentiments achieved

from these various sources and to empower them to partake the life effectively. In writing, it is

featured that accounts are compelling intends to acquire the basic understanding expertise. The

accounts created and shared inside a social setting mirror the social relations. Truth be told,

stories are the spans between the individual experience and social examples. In this specific

circumstance, the investigation of the narratives can be an expected instrument to work on more
basic mindfulness towards social connection in the general public. In this sense, it is viewed as

that examining stories at Pakistan course would empower understudies to advance their own

perspectives also, to have basic eyes on the texts. It is viewed as that to decide the assessments of

the pre-administration essential school training instructors who think about the narrating to

acquire the basic perusing at Pakistan course is significant to assist them with moving their

hypothetical data to application measure and to characterize the issues and subsequently to

propose answers for these issues.

Discussion with Friends:

I have told regarding this problem and solution to my friends that the acquisition of social skills

is an essential developmental process by which children from infancy learn to act and respond

appropriately in social interactions and to form and maintain healthy relationships with others. As

children grow and gradually expand their social environment, school becomes an important arena

where children both learn and exercise social skills. At school, children’s social skills are

challenged and shaped in a variety of ways, both in dyads, small and large groups, and during

interactions with peers and with teachers. Despite evidenced relations to critical child outcomes,

and in contrast to academic skills, social skills are seldom systematically promoted in schools.

For schools and teachers to be successful in supporting their students, knowledge of how social

skills develop and how school may influence students’ social development is essential. In this

study, we examined the development of social skills in a large sample of children from 4th

through 7th grade, and investigated whether a set of school-related factors affected children’s

different growth trajectories.

My opinion regarding this Problem to Supervisor:

I told to my supervisor that social skills are important in their own right but have also been found

to relate to other important domains of development, such as mental health, coping, and academic
achievement. Socially skilled children often have more positive attitudes toward school, adjust

more smoothly to the student role, and have better grades than their less socially skilled peers.

Low social competence has been associated with an array of unfavorable outcomes, such as

externalizing behavior, delinquency, depression, social anxiety, academic failure, and

unemployment.

Q.3 What did you find about the problem in the existing literature (books / articles

/websites)?

After studying almost ten literature books, almost eight articles and thirty websites I have found

the suggestion which I am presenting here below:

Peaceful Environment through Socialization:

Smith & Karbon (1995), stated that it will create peaceful environment when studying the

development of children’s social skills, it is important to note that children vary with regard to

individual characteristics (e.g., temperament, gender, cognitive abilities) and are differentially

susceptible to environment characteristics, including the school context. Some children may be

more sensitive and responsive to environmental experiences than others, and some may be more

easily influenced by peers than by teachers. Moreover, environments may vary with regard to

how facilitative they are to such individual differences.

Bandura (1986), stated that Children hold different experiences from social interactions

with parents, siblings, and others, which will influence how they interact with teachers and peers.

The degree of parental support, encouragement, and guidance may explain some of the variation

in school-aged children’s social skills.

 According to Beauchamp (2010), Children with well-developed social skills may more

readily enter into positive relationships with teachers and peers, which in turn reinforce their

social skills. Conversely, children who act inappropriately or awkwardly toward others may more

often experience confrontation or rejection and thus miss out on positive interpersonal

experiences.

Teacher’s role:

P.A. Morris (2007), views that the teachers should be consistent in their social behavior

towards children. Inconsistency creates problems for them. In schools and colleges, there should

be maximum opportunities for giving and take, for “hitting and being hit.” Let there be maximum

outings, camps, trips. It socializes the child.

Those components include the following:

(1) direct instruction;

(2) the teachable moment;

(3) the teacher as a role model for appropriate social skills;

(4) recognition of appropriate social skills throughout the day;

(5) special group projects;

(6) conflict resolution; and

(7) teaching self-management,

Various Strategies:

Students Role:

Research and experience has told us that having social skills is essential for success in life.
Inclusive teachers have always taught, provided and reinforced the use of good social skills in

order to include and accommodate for the wide range of students in the classroom.

Essentially, inclusive classrooms are representations of the real world where people of all

backgrounds and abilities co-exist. In fact, there are school districts with curriculum specifically

for social and emotional development (Kranenburg, 2017).

Here are some ways in which you can create a more inclusive classroom and support social skill

development in your students:

1. Model manners

According to the study of Eisenberg (1995), if you expect your students to learn and

display good social skills, then you need to lead by example. A teacher's welcoming and positive

attitude sets the tone of behavior between the students.

DiDonato (2014), stated that they learn how to interact with one another and value

individuals. For example, teachers who expect students to use "inside voices" shouldn't be yelling

at the class to get their attention. In other words, practice what you preach.

2. Assign classroom jobs

Assigning classroom jobs to students provides opportunities to demonstrate responsibility,

teamwork and leadership. Jobs such as handing out papers, taking attendance, and being a line-

leader can highlight a student's strengths and in turn, build confidence. It also helps alleviate your

workload! Teachers often rotate class jobs on a weekly or monthly basis, ensuring that every

student has an opportunity to participate. Check out this list of classroom jobs for some ideas!

3. Role-play social situations

According to the statements of Kranenburg (2017), any teacher knows, it's important to not only

teach the students a concept or lesson but then give them a chance to practice what they have
learned. For example, if we teach students how to multiply, then we often provide a worksheet or

activity for the students to show us their understanding of multiplication. The same holds true for

teaching social skills. We need to provide students with opportunities to learn and practice their

social skills. An effective method of practice is through role-playing.

Teachers can provide structured scenarios in which the students can act out and offer

immediate feedback. For more information on how to set-up and support effective role-playing in

your classroom have a look at this resource from study of Learn Alberta (2013).

4. Pen-pals

For years, I arranged for my students to become pen-pals with kids from another school. This

activity was a favorite of mine on many different academic levels; most importantly it taught

students how to demonstrate social skills through written communication.

Anderson (2010) stated that, particularly valuable for introverted personalities, writing

letters gave students time to collect their thoughts. It leveled the playing field for students who

had special needs or were non-verbal. I was also able to provide structured sentence frames in

which the kids held polite conversation with their pen-pal. Setting up a pen-pal program in your

classroom takes some preparation before the letter writing begins. You want to ensure that

students have guidelines for content and personal safety. This article, Pen Pals in the 21st

Century, from Editorial will give you some ideas!

5. Large and small group activities

In addition to the academic benefits, large and small group activities can give students an

opportunity to develop social skills such as teamwork, goal-setting and responsibility. Students

are often assigned roles to uphold within the group such as Reporter, Scribe, or Time-Keeper.

Connor (2010), stated that sometimes these groups are self-determined and sometimes

they are pre-arranged. Used selectively, group work can also help quieter students connect with
others, appeals to extroverts, and reinforces respectful behavior. Examples of large group

activities are group discussions, group projects and games. Smaller group activities can be used

for more detailed assignments or activities. For suggestions on how to use grouping within your

classroom, check out this article, Instructional Grouping in the Classroom.

Q.4 What were the major variables / construct of your project? Give definitions

/description from literature.

Learning:

Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values,

attitudes, and preferences. The ability to learn is possessed by humans, animals, and some

machines; there is also evidence for some kind of learning in certain plants.

Definitions from Literature:

Socialization:

In Literature review, I explored that the social skill is any competence facilitating interaction and

communication with others where social rules and relations are created, communicated, and

changed in verbal and nonverbal ways. The process of learning these skills is called socialization.

In sociology, socialization is the process of internalizing the norms and ideologies of society.

Socialization encompasses both learning and teaching and is thus "the means by which social and

cultural continuity are attained". Humans need social experiences to learn their culture and to

survive.

Why Social Skills Important?

Good social skills are necessary to become a part of most social groups. Belonging to a social

group can reduce or eliminate feelings of isolation, and promote overall improved social, mental
and emotional well-being. People who are accepted members of a group tend to be happier and

more satisfied in general.

Social Skills:

Social competence is indispensable in people’s life. Rutherford et al consider social competence

as a set of social skills that could grant a person success in social relationships. An increase in

social skills allows good relationships to be shaped with peers; Chen & Bullock, Patrick adds:

“Social skills can be defined as the set of skills people use to interact and communicate with one

another. They are based on the social norms of our society and they tell us what attitudes and

behaviors are considered to be normal, acceptable and expected in a particular social situation.”

Social skills entitle people to interact with others. At different stages of life, people need to

interact and relate with different kinds of individuals, for example, friends, teachers, and

neighbors. In the school setting, teachers claim that misbehavior and lack of social skills are the

main problems students have. Behavioral challenges do not permit people to learn how to relate

socially with their peers and adults. According to Fox and Lentini, teachers need to look for

strategies through which to teach social skills. Teachers need to introduce social skills, and

engage the students in learning them, giving students possible situations in which, they can use

such social skills. When teachers use stories and different kinds of activities, they could increase

student contributions to class. Teachers could conceivably develop social skills and foster the

motivation to transfer them to their personal lives.

Affective Education:

Teaching aspects or curriculums that deal with the emotional content of the student's learning

process. Often focuses on how experiences can provoke feelings and influence attitudes.
Q.5 What did you want to achieve in this research project?

Objective / purpose of the study:

Research objectives are more focused than research problems. The objective of academic

research, whether by sociologists, political scientists, or anthropologists, is to try to find answers

to theoretical questions within their respective fields. In contrast, the objective of applied social

research is to use data so that decisions can be made. Following are the statements of research

problems and the related research objectives.

 To carry out the role of teacher’s interaction with parents and students in developing

social relationship qualities in students

 To develop interaction with others management skills among student of class 5th through

activities

 To check the effect of develop interaction with others in developing social relationship.

 To identify the effects of socialization among students on the language aspects of the
students’ social skills.

Research Question:

The research questions are based on research objectives. The research questions deal with more

detailed aspects of statement of the problem. The study was guided by the following research

questions:

1. What is the role of teacher to improve interaction relationship with peers in students at

elementary level?

2. How to develop interaction with others skills among student of class 5th through activities

3. What are the effect of develop interaction with others in developing social relationship.
Q.6 Who were the participants in your project?

Research Participant.

A research participant also called a human subject or an experiment, trial, or study

participant or subject, is a person who participates in human subject research by being the

target of observation by researchers. The study participants were 5th grade students who

enrolled in my School.

However, in this questionnaire, thirty-two (32) students, taking a related course, were selected in

the school, as a sample while considering the research control and validity of this study. This

sample included students of the two major medium (English Medium and Urdu Medium). These

participants might generally represent the students in age class.

Q.7 How did you try to solve the problem?

The answer is structured into research design, location of the study, target

population, sampling techniques and sample size, research instruments, of the instruments,

data collection and data analysis.

Action Research

Action research encompasses small scale systematic inquiry and contains of a number of stages

which frequently persist in cycles like planning action observation and reflection. In the

present study, I data collection was based on following steps.

Research Design

Action Research Design was adopted for the research study.

Method of Study

The methodology of this research was comprised on an action research to find out and

solve the problem. Descriptive statistics methodology was adopted for the research study

descriptive statistics are used to describe the basic features of the data in a study they provide

simple summaries about the sample and Measure you are simply describe what is or what the

data show. Questionnaire was used to collect the data needed to provide the information insight

necessary to answer the research questions.

Location of the study

The research was conducted Govt. Model Primary School Jhang which is situated in Tehsil and

distt Jhang.

Population of study:

The population of the research was consists of 100 students of elementary level from the entire

group which is chosen from Jhang is known as the population.

Sample:

The 32 childrens of grade 5th were selected for sample for this action research.

Research Instrument:

Questionnaire was used to collect the data. In this technique a number of questions were designed

according to requirement of researcher being conducted. The questionnaire was prepared to attain

study objectives.
Collection of Data:

Data was collected personally by the researcher from selected sampled school. The researcher

visited the target school and collect data with the help of questionnaire statements. All the

statement were describe clearly to the students and then their response were taken the answer of

each statement was written on the questionnaire Performa and then data was analyzed

Analysis Of data

In this step was tabulated firstly then each statement of the questionnaire was analyzed by

applying statistical method for this purpose percentage method was used on the basis of analyze

data finding and results were draw.

Q.8 What kind of instrument was used to collect the data? How was the instrument
developed?
Data Collection

Data collection is the process of gathering and measuring information on targeted

sample, which then enables one to answer relevant questions and evaluate outcomes to answer

the research problem. I used following instruments for data collection.

Research Instruments

Research instruments are a way of gathering data concerning the research focus.

Gathering data using different research instruments is in fact creating different ways to study

the social event being researched.

Rating Scale
A rating scale is a tool used for assessing the performance of tasks, skill levels,

procedures, processes, qualities, quantities, or end products, such as reports, drawings, and
computer programs. These are judged at a defined level within a stated range. I also develop

rating scale to judge student’s performance.

Checklist:

Following are the main points of the collected data after observation.

1. Teachers filled the checklist according to their interest and competence level.

2. I did not seen about improvement of class environment charts on the wall.

3. There is no character education lectures regarding how to improve class room

environment to better learning.

4. Most of the children did not follow the rules because of their rude attitude.

5. Children want to learn about improvement of class learning environment.

Questionnaire

A questionnaire is a research instrument consisting of a series of questions for the purpose

of gathering information from respondents. A questionnaire consists of a number of questions

that the respondent has to answer in a set format .A distinction made between open ended and

closed ended questions ask the respondent to formulate his own answer, whereas a closed ended

question has the respondent pick an answer from given number of options.

Research Instrument:

Questionnaire schedule is referred to formal meeting between the respondent and the researcher.

In this technique a number of questions were designed according to requirement and relevancy of

me being conducted. The questionnaire was prepared to attain study objectives.

Questionnaire

In this technique, I distributed questionnaires to the children to get the supportive data about their

opinions toward their interests, feelings, responses about the teaching and learning process and
the implementation of the group activities, media, and their abilities in Group activities Different

content as well. The questionnaires were distributed after the action of the research.

Questionnaire is:

Statements Option
Interactive relationships motivates them in learning. Strongly Agree
Agree
Disagree
Strongly Disagree
Group activities helps them in developing interactive Strongly Agree
relationships. Agree
Disagree
Strongly Disagree
Group activities make them able to learning in Strongly Agree
different content. Agree
Disagree
Strongly Disagree
The use of social relationships are understandable. Strongly Agree
Agree
Disagree
Strongly Disagree
They get the group activities from the lesson using Strongly Agree
different relation. Agree
Disagree
Strongly Disagree
You can develop the relation into a lesson using Strongly Agree
group activities. Agree
Disagree
Strongly Disagree

Different activities in interactive relationships are Strongly Agree

fun and enjoyable. Agree
Disagree
Strongly Disagree

Q.9 What were the findings and conclusion?

I used scale questionnaires to get teachers’ responses towards the use for the improvement

development of interactive relationships through group activities. The results are shown below.

Total children in this questionnaire were 32.

Statements Option Children’ Choice
Interactive relationships motivates them in Strongly Agree 5 15.62%
learning. Agree 22 68.75%
Disagree 5 15.62%
Strongly 0 0%
Disagree
Group activities helps them in developing Strongly Agree 8 25%
interactive relationships. Agree 24 75%
Disagree 0 0%
Strongly 0 0%
Disagree
Group activities makes them able to learning in Strongly Agree 7 21.88%
different content. Agree 23 71.88%
Disagree 2 6.25%
Strongly 0 0%
Disagree
The use of Group activities for relationships are Strongly Agree 2 6.25%
understandable. Agree 25 78.12%
Disagree 5 15.62%
Strongly 0 0%
Disagree
They get the group activities from the lesson Strongly Agree 6 18.75%
using different relation. Agree 20 62.5%
Disagree 6 18.75%
Strongly 0 0%
Disagree

You can develop the relation into a lesson using Strongly Agree 2 6.25%
group activities. Agree 26 81.25%
Disagree 4 12.5%
Strongly 0 0%
Disagree
Different activities in interactive relationships are Strongly Agree 2 6.25%
fun and enjoyable. Agree 23 71.88%
Disagree 7 21.88%
Strongly 0 0%
Disagree
Empirical reports support that groups of children may follow different trajectories in their social

skills development. For example, Cite et al. (2002) observed from teacher-ratings of children’s

helpfulness (SBQ), three trajectory groups for both boys and girls (age 6 to 12): 1) a low

trajectory group included children with the lowest helpfulness scores and was stable across ages,

2) a moderate trajectory group included most children (54.4% of 930 boys, 58.2% of 937 girls)

and had a curvilinear slope in which helpfulness first increased and then slightly decreased from

age nine, and 3) a high trajectory group comprised of children with the highest helpfulness scores

which was stable across ages. More of the boys (43.8%) than of the girls (15.2%) were in the low

trajectory group, while the reverse was true for the high trajectory group (1.8% of boys, 26.7% of

girls). Nantel-Vivier et al. identified four trajectory groups from teacher-ratings of Italian

children’s social skills (age 10 to 14) using the Prosocial Behavior Scale (low-stable 8%,

moderate-declining 48%, high-declining 37%, and increasing 7%). Donato found, based on

teacher-ratings of social skills (SRS), two distinct trajectories for both girls and boys

(kindergarten through grade 5): a higher-level.

The diverging findings warrant further research, including additional exploration of mean level

continuity and individual order consistency in social skills across middle childhood. Further

research on the heterogeneity in children’s social skills development is important from a

preventive perspective (e.g., to make possible early identification of children at risk of social

skills deficits, to guide the development and implementation of effective interventions to prevent

social exclusion, to substantiate the need for a social skills curriculum in school). In light of the

many negative impacts low social competence may have on children’s functioning, early

identification of students at risk of an unfortunate social skills development is important.

Likewise, knowledge on how teachers best can support children on various social skills

trajectories would be of practical significance.

Analysis:

Next, we tested unconditional latent class models with two and more classes to determine the

optimal number of classes. A latent class growth analysis model assumes no within-class

variances of individuals. Models were compared based on log-likelihood values, BIC-, SSA-BIC-

, AIC-values, and entropy. In general, the higher the entropy value, the better. Lower BIC-values

and higher log-likelihood values are also indicative of better fitting models. None of these should

be used alone as an index of fit, rather the combination of all fit-indices together with parsimony

and theoretical considerations guided our model selection. Based on these indices, the model with

three classes was considered the best-fitting model. The Vuong-Lo-Mendell-Rubin likelihood-

ratio test (LMR-LRT) and the Bootstrapped likelihood-ratio test (BLRT) for the k − 1 classes

versus k classes (3 classes) were both significant at the p < .001 level, suggesting that the 3-class

solution provided better fit to the data than the 2-class solution. Results thus seemed to affirm the

second part of the research question Q2 (“will separate trajectory classes be meaningfully

identified?”).

Conclusions:

The current study adds to the empirical foundation showing that children’s development of social

skills during middle childhood seems to follow a differentiated and complex pattern. The most

noteworthy findings indicate that the level (intercept), shape, and direction of children’s social

skills trajectories (slope) are partly dependent on qualitative and modifiable aspects of the school

context. Particularly, the students’ relationships with their peers and teachers seem influential –
for “better or worse.” However, more large-scale longitudinal studies are necessary before

conclusions can be drawn.

In this study, the purpose was to examine the effectiveness of a social skills teaching program

with regard to the teachers’ expectations regarding the social skills of students with disabilities,

the teachers’ knowledge levels associated with teaching social skills, and the use of social skills

teaching techniques for those who have students with special needs in their classrooms. Firstly,

the effects of the SSTP on the expectations of teachers were examined. Before the training, only

one of the social skills in the SSS was seen as critical for the success of the school for children

with special needs by more than 50% of the experiment or control groups, and none of the skills

were viewed as critical for students with special needs.

Q.10 Summary of the Project.

The School which I selected for my research was Govt. Model Primary School Jhang It is
situated in Tehsil Jhang & distt Jhang

Participants Background:

The participants of study were 5th class teachers who were present in Govt. Model Primary
School Jhang

I selected class 5th teachers which are considered in total 21 in members. The interest for

students in this research led to their keenness for the task and the questionnaire.

Objective of this study:-

 To carry out the role of teacher’s interaction with parents and students in developing

social relationship qualities in students

 To develop interaction with others skills among student of class 5th through activities

 To check the effect of develop interaction with others in developing social relationship.
  To identify the effects of socialization among students on the language aspects of the
students’ social skills.

Research Question:

The research questions are based on research objectives. The research questions deal with more

detailed aspects of statement of the problem. The study was guided by the following research

questions:

1. What is the role of teacher to improve interaction relationship with peers in students at

elementary level?

2. How to develop interaction with others skills among student of class 5th through activities

3. What are the effect of develop interaction with others in developing social relationship.

Research Instrument:

Questionnaire schedule is referred to formal meeting between the respondent and the researcher.

In this technique a number of questions were designed according to requirement and relevancy of

me being conducted. The questionnaire was prepared to attain study objectives.

Discussion:

Empirical reports support that groups of children may follow different trajectories in their social

skills development. For example, Cite et al. (2002) observed from teacher-ratings of children’s

helpfulness (SBQ), three trajectory groups for both boys and girls (age 6 to 12): 1) a low

trajectory group included children with the lowest helpfulness scores and was stable across ages,

2) a moderate trajectory group included most children (54.4% of 930 boys, 58.2% of 937 girls)

and had a curvilinear slope in which helpfulness first increased and then slightly decreased from

age nine, and 3) a high trajectory group comprised of children with the highest helpfulness scores

which was stable across ages. More of the boys (43.8%) than of the girls (15.2%) were in the low
trajectory group, while the reverse was true for the high trajectory group (1.8% of boys, 26.7% of

girls). Nantel-Vivier et al. identified four trajectory groups from teacher-ratings of Italian

children’s social skills (age 10 to 14) using the Prosocial Behavior Scale (low-stable 8%,

moderate-declining 48%, high-declining 37%, and increasing 7%). DiDonato found, based on

teacher-ratings of social skills (SRS), two distinct trajectories for both girls and boys

(kindergarten through grade 5): a higher-level.

The diverging findings warrant further research, including additional exploration of mean level

continuity and individual order consistency in social skills across middle childhood. Further

research on the heterogeneity in children’s social skills development is important from a

preventive perspective (e.g., to make possible early identification of children at risk of social

skills deficits, to guide the development and implementation of effective interventions to prevent

social exclusion, to substantiate the need for a social skills curriculum in school). In light of the

many negative impacts low social competence may have on children’s functioning, early

identification of students at risk of an unfortunate social skills development is important.

Likewise, knowledge on how teachers best can support children on various social skills

trajectories would be of practical significance.

Analysis:

Next, we tested unconditional latent class models with two and more classes to determine the

optimal number of classes. A latent class growth analysis model assumes no within-class

variances of individuals. Models were compared based on log-likelihood values, BIC-, SSA-BIC-

, AIC-values, and entropy. In general, the higher the entropy value, the better. Lower BIC-values

and higher log-likelihood values are also indicative of better fitting models. None of these should

be used alone as an index of fit, rather the combination of all fit-indices together with parsimony
and theoretical considerations guided our model selection. Based on these indices, the model with

three classes was considered the best-fitting model. The Vuong-Lo-Mendell-Rubin likelihood-

ratio test (LMR-LRT) and the Bootstrapped likelihood-ratio test (BLRT) for the k − 1 classes

versus k classes (3 classes) were both significant at the p < .001 level, suggesting that the 3-class

solution provided better fit to the data than the 2-class solution. Results thus seemed to affirm the

second part of the research question Q2 (“will separate trajectory classes be meaningfully

identified?”).

Q.11 How do you feel about this practice? What have you learnt?

The investigation revolves around key thoughts, changes in the authority's perspective on

themselves and research that have been displayed and discussed all through the course. After the

review, examiners are gotten some data about what they have found that week. There are no

misguided answers. The arrangement exercise is a valuable gadget to get contribution from

overseer. It moreover empowers understudies to use the Standard of Reflect and Evaluate. To the

exclusion of everything else most of the unbalanced sentiments, anyway unknowingly when we

do this investigation we can moreover end up desensitizing our various emotions like enjoyment,

congruity, euphoria, and delight. We can't totally have one without the other. The underlying

advance is reliably caring, in light of the way that once we have care we can start to put

everything in order. Care alone won't empower us to stop using learning. Care at some point later

is what I'm examining here. Starting anything new and endeavoring to make an affinity out of it

requires some speculation. This is one explanation I appreciate researching and going to classes

as it's basically a booked time in the day, where I have the same interferences, to just be in my

every day calendar and notice how I'm feeling. That being said I rarely make it to a class once

every week these days, so I do need to find clear and energetic ways to deal with partner. Since
consideration is connected to being accessible at the time and seeing all of the sensations and

sentiments in your mind and life, one thing you can do is ask yourself where in you’re mind you

feel your emotions.

Q.12 What has it added to your professional skills as a teacher?

It added a lot of new skills in my teaching .It improved my way of teaching. For example when I

talked with senior Parents and expert people I learnt a lot of skills of group activities. When i

taught the children then I counsel dictionary and great learning, businessmen and novels .These

all things increased my learning .I also showed them video lesson of some expert and creative

learning to teach them. It also enhanced my knowledge. This practice also improved my group

activities too. I also learnt how to learning effectively and accurately. I have learnt how to deal in

society.im become confident after this practice. Now I can speak at any forum.

Professional Development:

In this modern, digital age, Parents need to be flexible and be able to adapt to whatever is thrown

their way. New technologies are developed every day that can change the way children learn, and

the way Parents teach. Likewise, administrators are changing and updating expectations and

learning standards. Being able to adapt is a skill that every modern teacher must have. If it’s

being able to adapt to the way children learn, the behavior their classroom exhibits, or their

lesson plans, it is a definitely a trait that is a must-have.

Patience

This is likely the single most important skill. Kids these days are stubborn, and many lack the

inherent respect for authority that we were taught at a young age. Spending a single day in a room

full of raucous teenagers is enough to send any human being to the Looney bin, which is

why every good teacher needs patience in order to find a way to work with his children and

earn their respect.

Adaptability

Different kids learn in different ways, and some lessons need unique teaching tools. Good Parents

know how to adapt their lesson plan to their children, so that all the kids learn optimally. This

trait can take some experience and practice in a classroom setting, so give it time.

Imagination

Whether you teach high school chemistry or kindergarten, nothing is a more effective tool than

using your imagination to create new and interesting ways for your children to learn. You

may be inspired by the work of another teacher, mentor or a TV commercial - it doesn't matter.

All that matters is that you take the initiative to find new ways for your kids to learn the

material.

Teamwork

Parents could have a hard time without a wide variety of support staff around them. If you feel

alone, your school principal, administrative staff, parent-teacher committee, and more are often

available to provide you help. By working as a team, you may have an easier time increasing

your children' ability to learn and have fun.

Risk Taking

Sometimes to get the big reward, you may need to take a risk. Being a teacher is about finding a

way to get kids to learn, and sometimes these new learning methods can be risky. Stick to it and

you'll soon find that others are following your teaching example.
Q.13 List the works you cited in your project (follow the APA manual – 6th Edition).

 Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.

Prentice Hall.

 Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman/Times

Books/Henry Holt & Co.

 Beauchamp, M. H., & Anderson, V. (2010). Social: An integrative framework for the

development of social skills. Psychological Bulletin, 136(1), 39–64.

https://doi.org/10.1037/a0017768

 Belsky, J., Bakermans-Kranenburg, M. J., & van IJzendorn, M. H. (2007). For better and

worse: Differential susceptibility to environmental influences. Current Directions in

Psychological Science, 16(6), 200–304. https://doi.org/10.1111/j.1467-8721.2007.00525.

 Berry, D., & Connor, E. (2010). Behavioral risk, teacher–child relationships, and social

skill development across middle childhood: A child-by-environment analysis of change.

Journal of Applied Developmental Psychology, 31(1), 1–14.

https://doi.org/10.1016/j.appdev.2009.05.001

 Bornstein, M. H., Putnick, D. L., & Esposito, G. (2017). Continuity and stability in

development. Child Development Perspectives, 11(2), 113–119.

https://doi.org/10.1111/cdep.12221

 Bronfenbrenner, U., & Morris, P. A. (2007). The bioecological model of human

development. In R. M. Lerner (Ed.), Handbook of child psychology (Vol. 1, pp. 793–

828). John Wiley & Sons, Inc.

 DiDonato, A. (2014). New directions in social competence research: Examining

developmental trajectories and language minority populations [Dissertation for the degree

Doctor of Philosophy]. Arizona State University.

 Eisenberg, N., Fabes, R. A., Murphy, B., Maszk, P., Smith, M., & Karbon, M. (1995).

The role of emotionality and regulation in children’s social functioning: A longitudinal

study. Child Development, 66(5), 1360–1384. https://doi.org/10.1111/j.1467-

8624.1995.tb00940.x