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Related Resources: Resources on Social and Emotional Development
University of Illinois
Introduction to the Topic
The discussion will include ways of defining social competence in the early years, an overview of what the research indicates must be achieved in the early years, and ways that adults-parents and teachers-can support and strengthen this important aspect of young children's development
An accumulating body of evidence indicates that unless a minimal level of social competence is achieved by roughly about the age of six, a child is likely to be at risk later on in several ways. For example, children who do not overcome early difficulties with peers are more likely than their successful peers to do poorly in school and to drop out of school. Research suggests that they may experience problems in adulthood with employment and family relationships.
Social competence in the early years is indicated by a child's ability to have one or two friends. Friends are peers about whom a child really cares-cares enough even to continue the relationship after a squabble. The capacity for friendship should not be confused with popularity. It is not necessary for children to be popular-that is, liked by lots of other children.
Adults can help children learn the processes of initiating and maintaining relationships with peers in many ways. For example, they can make suggestions about effective ways to approach other children and compare them to ineffective ways. For example, when a child approaches others by referring to himself-e.g., referring to herself or himself by saying something like "I can build a bigger block tower than that!" instead of referring to the other child by saying something like "What are you going to do next?" the child is more likely to be welcomed. This example of learning to use references to the "other" rather than to the "self" is a life skill that must be learned early.
Adults can also help children by encouraging them to be "experimental" as they approach difficult situations. If a child complains to her parent or teacher that someone will not give her or him a turn with a tricycle, the adults can ask the child-in a positive tone-"Well, what have you tried so far?" In this way, the adult teaches the child that (1) in tight situations we can try things, (2) there may not be one strategy for all cases, and (3) experimenting might help in many such predicaments. Often when a young child answers the questions "What have you tried so far?" the adult learns how the child understands how social relationships work and is in a better position to help the child clarify the issues.
Resources on Social and Emotional Development
- Children's Health / Growth and Development
http://www.medem.com/medlb/articleslb.cfm?sub_cat=105 - Developing Social Skills
(National Network for Child Care)
Caretakers can encourage social development.
http://www.nncc.org/Guidance/dc14_develop.social.skill.html - Developing Social Competence in Children: Choice Briefs
(Institute for Urban and Minority Education, Teachers College, Columbia University)
http://iume.tc.columbia.edu/downloads/choices/choices03.pdf - Social and Emotional Development
http://www.enfagrow.com/social001.html Editor's note: This url has changed:http://www.enfamil.com/babys_develop/index.html - Assessing Young Children's Social Competence
The checklist provided in this Digest includes attributes of a child's social behavior that teachers are encouraged to examine every three or four months.
http://ceep.crc.uiuc.edu/eecearchive/digests/2001/mcclel01.html - Aggression and Cooperation: Helping Young Children Develop Constructive Strategies
Both aggression and cooperation develop from a child's need to interact with others.
http://ceep.crc.uiuc.edu/eecearchive/digests/1992/jewett92.html - Another Look at What Young Children Should Be Learning
Children learn through interaction.
http://ceep.crc.uiuc.edu/eecearchive/digests/1999/katzle99.html
ERIC Database Search: Selected records
To search for ERIC resources on this topic, try the descriptors "social development" and "interpersonal competence" and combine the results with the descriptors "preschool children" or "early childhood education" or "preschool education."
How to Obtain ERIC Documents and Journal Articles:
References identified with an ED (ERIC document)or EJ (ERIC journal) are cited in the ERIC database. ERIC Documents (citations identified by an ED number) may be available in full text from ERIC at no cost at the ERIC Web site: http://www.eric.ed.gov. Journal articles are available from the original journal, interlibrary loan services, or article reproduction clearinghouses.
If you would like to conduct your own free ERIC database searches via the Internet, go directly to http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=advanced
Selected records through December 2001:
- "Plays Well With Others" — Buyer's Guide: Classroom Materials That Support Social Development
Author(s) Brouette, Scott; Gallick, Barb; Lee, Lisa; Morbitzer, Pam
Source: Child Care Information Exchange, n126 p92-94 Mar-Apr 1999
Makes suggestions for learning materials to be used in the block area, dramatic play area, the sensory table, and outdoor space to provide opportunities to enhance preschool children's social development. Notes the importance of rotating materials regularly to keep them enticing to children. - Self-Concept in Toddlers
Author(s) DesRosiers, Fabiana S.; Busch-Rossnagel, Nancy A.
Source: Infants and Young Children, v10 n1 p15-26 Jul 1997
Describes aspects of self-concept that develop in toddlerhood: (1) self-recognition; (2) self-representation; (3) self-description; (4) self-assertion; (5) self-evaluation; and (6) self-regulation. Intervention ideas for children with special needs are presented based on three dimensions of the socializing environment: provision of inanimate objects, emotional communication, and instrumental interactions. - Using Prevention Strategies in General Education
Author(s) Montague, Marjorie; And Others
Source: Focus on Exceptional Children, v29 n8 p1-12 Apr 1997
Discusses a study of 103 young children at risk of developing serious behavioral and emotional problems. Describes strategies for classroom management, academic enhancement, and social development that can be implemented in general education classrooms to prevent the development of serious emotional and behavioral problems in children. - Title: Won't You Be My Buddy?
Author(s) McCormick, John
Source: Newsweek, p85 Spr-Sum 1997
Notes: Special Edition on: "Your Child: Birth to Three."
Availability: Newsweek, Inc., 251 West 57th Street, New York, NY 10019.
Examines the stages of children's social development, from solitary play, to parallel play to friendship. Offers ways to help children progress toward friendships. - Title: Before Your Child Talks: Practical Guides for Parents and Professionals. A Curriculum for Building Social Habits that Prepare Children for Language
Author(s) MacDonald, James D.; Rabidoux, Paula
Author Affiliation: Children's Hospital Medical Center of Akron, OH
Pages: 113
Publication Date: 1997
Availability: Family Child Learning Center, 143 Northwest Avenue, Building A, Tallmadge, OH 44278; phone: 330-633-2055 ($18, plus $3 shipping and handling. Make check payable to Children's Hospital Foundation. Discount on quantity orders).
Many social processes are needed before a child is ready to speak, but many educational and therapeutic approaches to preverbal children do not address the social skills that are prerequisite to effective communication. This curriculum manual contains activities for educating parents and professional to help children develop the social skills needed before speech. The activities were designed for infants with typical or delayed development, late-talking children, and children with various disabilities or delays. The curriculum is based on the five-stage Ecological Communication Organization (ECO) model of communication: (1) social play; (2) turntaking; (3) nonverbal communication; (4) language; and (5) social conversation.
A major section of the curriculum is the Adult Communication Guides, describing a general principle of interaction, containing a self-assessment, and providing space for the adult to note progress in the particular strategy or principle of interaction. The "Tutors" section of the curriculum contains individual instruction guides describing major developmental goals for the adult and the child in the process of learning to talk. Examples of social goals to be used in Individualized Education Programs and Individualized Family Service Plans are provided. Common questions concerning social play and turntaking are addressed in a question-answer format. The section on Preverbal Conversation Routines provides examples of "how not" and "how to" interaction with the child to demonstrate ways that daily activities can prepare children to be social talkers. The section on Specific Clinical Activities for Preverbal Children provides instruction in clinical activities to help children continue interacting. - Are Social Relationships Really Only Social?
Author(s) Margolin, Edythe
Pages: 19
Publication Date: April 12, 1996
Notes: Paper presented at the Association for Childhood Education International Annual International Study Conference (Minneapolis, MN, April 12, 1996).
Social relationships should not be considered merely as the way individuals get along with others. Interaction with others plays a crucial part in the social development of children in terms of how they interpret words, gestures and attitudes of others toward themselves. Every social interaction holds messages that children interpret as enforcing their worthiness as individuals. A child's reactions to the challenges of the classroom setting and the teacher's responses to those reactions can influence the child's social development and subsequent level of accomplishment. Teachers can, therefore, encourage positive social development through their interactions with children. There are a variety of techniques to enhance these interactions, such as intervening in conflicts between children to clarify each child's feelings, and bibliotherapy, or the use of books to help children learn how to define meaning for themselves in various situations. Teachers and parents should encourage children to try harder to accomplish tasks. They should also try to separate the behavior of a child from the child's view of him- or herself as a person. Thoughtful interaction with children both at home and in the classroom can greatly improve their social development and increase their chances of success in life. - Helping Children Become More Prosocial: Ideas for Classrooms, Families, Schools, and Communities (Part 2)
Author(s) Honig, Alice S.; Wittmer, Donna S.
Source: Young Children, v51 n2 p62-70 Jan 1996
Reviews strategies and techniques to enhance prosocial development. Suggests ways for involving whole classrooms, entire school systems, parents, and communities in creating classroom and home climates for prosocial expectations and learner support. Gives specific activities, strategies, guidelines, and resources. - Getting Along with Others: An Activity Book. Charts and Tips To Help You Teach Social Skills to Children and Reward Their Good Behavior. Grades Pre K-6
Author(s) Herron, Ron
Author Affiliation: Father Flanagan's Boys' Home, Boys Town, NE.(BBB29451)
Pages: 30
Publication Date: 1996
Notes: Teacher's Choice Award winner for 1997 from "Learning Magazine."
Availability: Boys Town Press, 14100 Crawford Street, Boys Town, NE 68010; phone: 1-800-282-6657; fax: 402-498-1310; web address:http://www.girlsandboystown.org/products/btpress/index.asp
Noting that children need to learn to cooperate with peers, older children, adults, and parents, this activity book presents 30 charts to help parents help their children learn and practice social skills. The illustrations, coloring activities, and rewards for parents to offer are designed to keep children entertained and motivated. The book includes hints for parents and tips on setting up rewards and how often to reward. Skills included on the charts include: (1) listening to others; (2) showing you care; (3) following instructions; (4) controlling your anger; (5) accepting "no"; (6) correcting mistakes; (7) interrupting in a nice way; (8) saying something nice; (9) telling the truth; (10) saying you are sorry; and (11) offering to help someone. A list of additional social skills for children to learn is included.
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