Social Learning for the Preschool Child learning to make contact and play with other

children learning to interact with peers, give and take learning to get along with peers, interact in

harmony learning to see things from another child’s

point of view

Social Learning for the Preschool Child learning to take turns, wait for a turn learning to share with others learning to show respect for others’ rights learning to resolve interpersonal conflicts

Play is the primary mode for children’s social development. Play

encourages social interaction. Children learn how to negotiate,

resolve conflicts, solve problems, get along with each other, take turns, be patient, cooperate, and share. Play

helps children understand concepts of fairness and competition.

Parten’s Categories of Play

unoccupied behavior onlooker behavior solitary independent play parallel activity associative play cooperative play

Helping Children Develop Social Skills for Peer Acceptance Arrange classroom for small-group

activities Observe and record social skills Help children initiate contacts with others Help children gain access to ongoing play Help children maintain play roles Help children learn to resolve conflicts

Spends Time Watching Others Play

Plays by Self with Own Toys/Materials

Plays Parallel to Others with Similar Toys/Materials

Plays with Others in Group Play

Makes Friends with Other Children

ECE Standards Debate

Texas Essential Knowledge and Skills (TEKS)

Teacher-Directed Instruction

Didactic Methods of Instruction

Developmentally Appropriate Practice (DAP)

Child-Centered Learning

Learning through doing processes

Strategies to Gain Access to Ongoing Play Observing the group to see what is going on adopting the group’s frame of reference as

in parallel play contributing something relevant to the play asking again if they can play

Maintaining a Role in Ongoing Play Carry on a conversation maintain eye contact when speaking listen to and watch other speakers adjust own conversation content in order to

be understood

Learning through Group Dramatic Play Adjusting their actions to the requirements

of their role and the group being tolerant of others and their needs not always expecting to have their own way making appropriate responses to others helping others and receiving help from

them

Sequence of Pretend Play

Age 2 - can pretend & play with imaginary objects

2-4 years - complex group dramatic play with children who can articulate verbally

5 years - more complex dramatic play 6 years - group dramatic play declines 7 years - dramatic play disappears, games

with rules more prominent

Encouraging Dramatic Play in the Classroom Arrange class for

small group activities Field trips/props Model play Puppets

Change dramatic play area regularly

Add accessories to block area

Books

Causes of Conflict

Roles Direction of play Turns Toys

Conflict Resolution Strategies

ignoring distracting reasoning negotiating cooperating compromising

Constructive Conflict Resolution

Define problem Brainstorm possible solutions Use negotiation skills Choose solutions to satisfy both sides

Helping Children Resolve Conflict observe and discuss play with you use puppets coach child on how to act do group role play books timers rhymes

Prosocial/Moral Behavior

Empathy Generosity Cooperation Caring

Respect Responsibility Fairness Courage Honesty

Empathy

Shows concern for someone in distress Can tell how another feels

Generosity

Shares something with another Gives something to another

Cooperation

Takes turns without a fuss Complies with requests without a fuss

Caregiving

Helps another do a task Helps care for another in need

Respect

Uses please and thanks when making and receiving requests

Treats others as would want to be treated

Responsibility

Corrects behavior when appropriate behavior is modeled

Notices and redirects another child behaving inappropriately

Fairness

Takes turns, follows rules Listens to what others say

Courage

Does what is right even when the task is hard

Honesty

Tells truth Does what he/she says will do

Focus on Prosocial Behaviors

Value and emphasize consideration for others’ needs

Model prosocial behaviors/Highlight in others

Label and identify behaviors Attribute positive social behaviors to

children themselves, people they know and historical figures

Encourage understanding of feelings and perspectives Acknowledge and encourage understanding

and expression of children’s feelings Facilitate perspective and role-taking skills

and understanding others’ feelings Emphasize consequences of behavior

Encourage Problem Solving for Prosocial Behaviors Identify the problem Gather information List and consider options Consider advantages and disadvantages Choose and try a solution Decide if the solution worked

Encourage Prosocial Behavior

Use questions Show Pictures Use children’s literature

Using Children’s Literature in Moral Education Story should have a well-defined dilemna Characters should model levels of reasoning and

decision-making close to the reasoning level of children in class

Story should be appropriate for follow-up activities and extensions

Quality of story should be high – powerful plot, lively characters, satisfying conclusions

Story should promote critical thinking skills Characters should promote a wide range of

physical, social, emotional features and clear representations of good and evil

Leading Moral Discussions

What happened in the story? Why do you say that? What did you learn from this story? Should we forgive [a character]? Why? Why was [a character’s behavior] unkind? What does this story remind you of in your own

life? In what way? Do you agree with outcome? Why?

Positive Discipline

Protecting against media violence Alternatives to aggressive behaviors Choices Technology