Developing Social Competence

Social Development Through the Curriculum

There are a multitude of social learning skills that children need to acquire in the early years. One important function of an early childhood program is to facilitate the process of socialization, the means through which children become a functioning part of society and learn society’s rules and values.

DAP“Teachers ensure that classrooms or groups of young

children function as caring communities. They help children learn how to establish positive, constructive relationships with adults and other children. Teachers support children's beginning friendships and provide opportunities for children to learn from each other as well as other adults.” Developmentally Appropriate Practice, Bredekamp & Copple, 1997, pg. 193

Theoretical Views of SocializationAs usual, there are any number of theoretical

perspectives on show children become socialized, in this chapter we will discuss three theoretical views that are pertinent to the discussion of socialization.

Psychosocial: trust, autonomy, initiative & industry(Erikson)

Constructivist: social knowledge is acquired much in the same way as other knowledge. Children “construct” their social knowledge by organizing and structuring information about people and relationships in a way similar to the way they structure information about the physical world.(Piaget)

Behaviorist: Traditional behaviorist theory assumes children learn social competence when their responses are reinforced by adults who shape their behavior. From the social learning perspective, children also learn social behaviors from observational learning and/or imitating or modeling their behavior on a model.

Socio-cultural theory: Wherein social development is inseparable from cognitive and language development. Adults and more experienced peers play an integral part in the socialization of children in that information is transmitted about culture , social skills and expectations to children through these relationships. Adults provide “scaffolding”, support and guidance to children in the acquisition of such skills.Vygotsky

Social and Emotional Skills to TeachFollowing rules, routines, and directionsIdentifying feelings in oneself and othersControlling anger and impulsesProblem solvingSuggesting play themes and activities to

peersSharing toys and others materialsTaking turns

Recognizing that anger can interfere with problem solving

Learning how to recognize anger in oneself and others

Learning how to calm downUnderstanding appropriate ways to

express anger Helping adults and peersGiving complimentsUnderstanding how and when to apologizeExpressing empathy with others’ feelings

Development of Social CompetencePeer interaction

A good early childhood program is an ideal setting for children to gain skills in positive peer socialization

Mixed-age grouping Mixed-age groupings provide many opportunities each day to learn to be

helpful and consider the needs of others

Friendships Many young children begin to form friendships, forging a unique and

close bond with a peer. Trust is the basic foundation on which friendships is built.

Gender role development It is typical for children to seek out same-sex playmates and choose

gender specific toys. Sex cleavage (distinct separation based on gender) begins to be evident around three years of age. Gender identity (accurately labeling and identifying oneself as a boy or girl) often occurs before the child's second birthday, and gender stability (the understanding that your gender remains the same) occurs between the ages of five and seven.

See “Guidelines for Non-sexist Teaching” on page 408 in text

Racial awareness and attitudes Similar to gender awareness, children also develop an awareness of

racial variations at an early age. A rather subtle variation in learning about different people arises when children begin to discover cultural differences. Positive relations with peers from different racial, ethnic, and cultural backgrounds are fostered by sensitive an knowledgeable teachers. See guidelines for teaching about race and culture on page 414 and visit the website below for a look at the Anti-bias Curriculum

Implementing and Anti-Bias Curriculum

Sensitivity toward people with special needs In addition to helping children accept and include peers with special

needs, the early childhood program can also incorporate activities in the curriculum that are specifically aimed at dispelling stereotypes and helping to build an accepting atmosphere

Planning for a Pro-social EnvironmentPro-social behavior is the opposite of anti-

social behavior. It benefits others and demonstrates the presence of a social conscience. The concept of pro-social behavior focuses on three critical elements of a child’s interactions with others.

Three Key Elements of Pro-Social BehaviorCooperation-Working with others

unselfishly toward a common goalEmpathy-Putting oneself into others’

shoes, to feel what they feel, to have insight into their thoughts and actions

Altruism-behaving generously, acting in a way that benefits others with no motive for personal gain

Seven Appropriate Social GoalsGoal I: Help Children Develop Empathy

encourage role playinghelp children understand how the other

person feelsGoal II: learning to Be Generous

help children learn to share equipmenthelp children learn to share the teacher

Goal III: Learning that being kind to others feels goodhelping other people is one way of

expressing kindnessteaching kindness and compassionnot doing something can also be a way of

expressing kindness

Goal IV: learning that everyone has rights and that these rights are respected by allrules apply to everyonehonoring personal privacy

Goal V: Emphasize the value of cooperation and compromisemodel cooperation and helping behaviorsteach the art of compromiseteach children to work together

Goal VI: Help children learn the pleasures of friendshipfacilitate friendship by using reinforcement

to reduce isolated behaviorincrease the social skills of friendless or

excluded childrenpair children togetherhelp children when a friend departs or when

they are rejected

Goal VII: Help children with special needs fit into the life of the group

Question?What do you know about effective ways of

entering a group? How did you learn?

Social SkillsHow to

approachHow to interact

How to deal with

differencesHow to manage conflict

Skills Learned With AdultsThey can stay at school without parentsAdults will help in times of trouble or needAdults will keep children from being hurt or hurting othersAdults will help children learn pro-social behaviorsChildren can enjoy other adults

Skills Learned with Peers

There are different approachesHow to solve conflicts in ways other than retreat or forceHow to share materials, equipment, other children, teachers, friends, ideasHow to take turns and how to communicate desiresNegotiating skills

Skills Learned in a GroupHow to take part as a member and not an individualA group identityTo follow a daily schedule and patternTo adapt to school routinesSchool rules and expectationsTo respect other’s rights, feelings and propertyHow to work together as a group

Skills Learned as an IndividualTo take responsibilityTo initiate their own activitiesTo notice unfairness and injustice and learn to handle themTo cope with rejection, hurt feelings, disappointmentTo express feelings in a socially acceptable way

The Nurturing Social Environment

A relaxed playful environmentA cooperative rather than competitive settingDevelopmentally appropriate activities, materials, and routinesConsistency and predictability

The Nurturing AdultModeling appropriate behaviorShowing attentiveness to individual needsProviding affirmation, attentiveness, and acceptanceProviding recognition and encouragementBeing willing to enforce appropriate rulesBeing willing to protect individual rights

Kohlberg’s Six Stages of Moral Development

Level One-Preconventional Morality-coincides roughly with Piaget’s preoperational stageStage One

One obeys rules only to avoid punishment and gain reward A toddler examining an electrical outlet may reach for it, then look up at the

adult while saying, “no, no. no touch”. The toddler will probably resist the urge to touch only if the adult seems ready to enforce the rule

Stage Two One bargains to get one’s needs met. Pro-social behaviors are

intended to bring about favors from others “If you let me ride your tricycle, I’ll be your best friend”

Kohlberg, Cont’dLevel Two-Conventional Morality-coincides

roughly with Piaget’s concrete operationsStage Three There is an emphasis on

gaining approval from others by being nice because the focus is on being a “good girl” or a “good boy” to get praise and approval

When an adult wants a child to taste just a bit of green beans, another child nearby may hurriedly stuff her mouth full of beans and say, “See Me? I’m eating my vegetables”

Level two-Conventional Morality, cont’d

Stage Four The focus is on “law and order”. At this stage,

one is concerned that everyone do his duty and follow the letter of the law. It is only ok to break a rule if everyone else is doing it. School aged children become very indignant

when rules are broken. They may resent the fact that a child with diabetes is given a candy bar by the teacher. Never mind that the child is sick, it just isn’t right.

Kohlberg, Cont’d

Level Three-Post Conventional Morality-coincides with formal operationsStage five

At this stage, correct behavior is defined in terms of individual rights according to widely held morals beliefs of society A child at this level would recognize the urgent

health need of a diabetic child and give the candy bar regardless of the rule. Protecting the health of a child is more valued in this situation is more important than following the rule

Level Three-cont’dStage Six

One decides whether a behavior is moral or not based on a personal decision of conscience in accordance with personal ethical principles that are logical, consistent, and universal A child care center director might risk the

solvency of her business by testifying in accordance with her conscience in a child abuse case against a powerful and popular community member

Morality

One distinct characteristic of more advanced levels of moral reasoning is one’s ability to consider motivation and intention when evaluating the outcome of a behavior.

Morally mature adults focus on the intents and motives of children, not on the outcomes of their behavior

Promoting Moral Development

Use other-oriented reasoning with childrenSet clear and appropriate expectations and standards

for children’s behaviorUse stories to promote thinking and discussion about

moral issuesProvide ample time for child-selected play and materials

that promote cooperationProvide activities that help children become more

aware of how the face conveys emotion Initiate thinking games that encourage children to seek

multiple alternatives for social problemsPlan thinking games that deal with moral intentionalityRealize that not all cultures share the same values

Creating Environments for Peaceful Problem SolvingCreate a positive environmentRecognize feelingsLearn to resolve conflicts peacefully

F.R.I.E.N.D. Face-to face Recognition Inquire Echo Negotiate Down Time