Chapter 18 Vocabulary 9, p.437 Chapter 18 Vocabulary 10, pp.437-438
Chapter 10 pp
Transcript of Chapter 10 pp
CHAPTER 10:CHAPTER 10:The Social Self: Encouraging Social The Social Self: Encouraging Social Competence in Young Children Competence in Young Children ECD 110ECD 110Kim Sutton, M.Ed., InstructorKim Sutton, M.Ed., Instructor
What is Social Development?What is Social Development?
The ability to form caring relationships with other The ability to form caring relationships with other peoplepeople
The ability to cooperate with othersThe ability to cooperate with others
The ability to share and listen to othersThe ability to share and listen to others
The ability to use self-controlThe ability to use self-control
The ability to pay attention The ability to pay attention
The ability to follow directionsThe ability to follow directions
What Research Tells UsWhat Research Tells Us
Behavior and social problems in preschool predict Behavior and social problems in preschool predict academic problems in elementary schoolacademic problems in elementary school
Children who had trouble getting along with their Children who had trouble getting along with their peers had trouble learning essential skills for academic peers had trouble learning essential skills for academic success such as language and literacy competenciessuccess such as language and literacy competencies
High-Quality CareHigh-Quality Care
Has a positive effect on children’s developmentHas a positive effect on children’s development
Prosocial behavior is encouragedProsocial behavior is encouraged
Foster caring and peacable childrenFoster caring and peacable children
Six Goals to Model and Teach Six Goals to Model and Teach Young ChildrenYoung Children
Value each person’s integrity (each child, each family Value each person’s integrity (each child, each family member, each educator)member, each educator)
Reach out to people in caring ways; model altruismReach out to people in caring ways; model altruism
Respect human differencesRespect human differences
Demonstrate how to serve and care for othersDemonstrate how to serve and care for others
Engage in charitable behavior; teach children it feels Engage in charitable behavior; teach children it feels good to givegood to give
Develop and express a belief in the goodness of people Develop and express a belief in the goodness of people
How Do Children Become Socialized?How Do Children Become Socialized?
““Socialized”Socialized” Learning to be like other people in societyLearning to be like other people in society
Complex process that includes:Complex process that includes: Biological influencesBiological influences Cultural influencesCultural influences Family influencesFamily influences Personality traitsPersonality traits Intellectual abilityIntellectual ability Developmental levelDevelopmental level Situational influencesSituational influences
TheoriesTheories
Social LearningSocial Learning
Children learn by Children learn by identifying and imitating identifying and imitating othersothers
Children learn by Children learn by experiencing reinforcement experiencing reinforcement for desirable social for desirable social behaviorsbehaviors
Developmental Developmental InteractionistInteractionist
Children learn by Children learn by interacting with othersinteracting with others
Cognitive learning coupled Cognitive learning coupled with maturationwith maturation
Quality of emotional Quality of emotional attachment between attachment between mother and child mother and child establishes level of establishes level of conformityconformity
Implications for TeachingImplications for Teaching
Be a good role modelBe a good role model
Reinforce positive social behaviorsReinforce positive social behaviors
Provide opportunities for socializationProvide opportunities for socialization
Be aware of typical patterns of developmentBe aware of typical patterns of development
Helping Children Become Helping Children Become Socially CompetentSocially Competent
Children’s needs are:Children’s needs are: ImmediateImmediate IntenseIntense PersonalPersonal
The teacher must be:The teacher must be: PatientPatient ConsistentConsistent FirmFirm DeterminedDetermined
Goal 1 - EmpathyGoal 1 - Empathy
Encourage role playEncourage role play Housekeeping center provides numerous opportunitiesHousekeeping center provides numerous opportunities
Help the child understand how the other person feelsHelp the child understand how the other person feels Encourage children to tell each other what they want or Encourage children to tell each other what they want or
feel feel
Discuss feelingsDiscuss feelings Group time experiences can be used to discuss strong Group time experiences can be used to discuss strong
emotionsemotions
Goal II – Generous, Altruistic, ShareGoal II – Generous, Altruistic, Share
Help children learn to share equipment Help children learn to share equipment RegulationRegulationClimate of generosityClimate of generosity
Help children learn to share the teacher Help children learn to share the teacher Children get what they need; not identical amountsChildren get what they need; not identical amounts
Goal III – Being Kind Feels GoodGoal III – Being Kind Feels Good
Helping other people is one way of expressing kindnessHelping other people is one way of expressing kindness Encourage and expect helpfulnessEncourage and expect helpfulness
Children with differing abilities provide additional Children with differing abilities provide additional opportunitiesopportunities Empowering versus overwhelmingEmpowering versus overwhelming
Being kind may mean not doing somethingBeing kind may mean not doing something Causing pain with words is not allowedCausing pain with words is not allowed
Goal IV – Rights are RespectedGoal IV – Rights are Respected
Be impartial in enforcement of rulesBe impartial in enforcement of rules
Ask children to help establish classroom rulesAsk children to help establish classroom rules
Conduct regular class meetingsConduct regular class meetings
Discuss what is just and fair with childrenDiscuss what is just and fair with children
Teach children that rules apply to everyoneTeach children that rules apply to everyone
Goal V – Cooperation vs CompetitionGoal V – Cooperation vs Competition
Instead of fostering competition, model cooperation Instead of fostering competition, model cooperation
Model helping behaviorModel helping behavior
Teach the art of compromiseTeach the art of compromise
Teach children to work together Teach children to work together
Goal VI – Friendship Goal VI – Friendship
Facilitate friendliness by using reinforcement to Facilitate friendliness by using reinforcement to reduce isolated behaviorreduce isolated behavior
Increase the social skills of friendless or excluded Increase the social skills of friendless or excluded childrenchildren
Pair children togetherPair children together
Help children when a friend departs or when they Help children when a friend departs or when they are rejectedare rejected
Goal VII – Fitting InGoal VII – Fitting In
All children benefit from inclusionAll children benefit from inclusion
Children learn they are more alike than differentChildren learn they are more alike than different
Children with disabilities learn how to get along Children with disabilities learn how to get along with peerswith peers
Remember….Remember….
The five The five PPss when teaching social skills to children when teaching social skills to children with special needswith special needs Don’t Don’t ppityity Don’t overDon’t overpprotectrotect Be Be ppatientatient Be Be ppersistentersistent Be Be ppracticalractical