Social Learning for the Preschool Child

Social Learning for the Preschool Childlearning to make contact and play with other childrenlearning to interact with peers, give and takelearning to get along with peers, interact in harmonylearning to see things from another childs point of view

1Social Learning for the Preschool Childlearning to take turns, wait for a turnlearning to share with otherslearning to show respect for others rightslearning to resolve interpersonal conflicts2

Play is the primary mode for childrens 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.Partens Categories of Playunoccupied behavioronlooker behaviorsolitary independent playparallel activityassociative playcooperative playHelping Children Develop Social Skills for Peer AcceptanceArrange classroom for small-group activitiesObserve and record social skillsHelp children initiate contacts with othersHelp children gain access to ongoing playHelp children maintain play rolesHelp children learn to resolve conflicts Spends Time Watching Others PlayPlays by Self with Own Toys/MaterialsPlays Parallel to Others with Similar Toys/MaterialsPlays with Others in Group PlayMakes Friends with Other ChildrenECE Standards DebateTexas Essential Knowledge and Skills (TEKS)Teacher-Directed InstructionDidactic Methods of InstructionDevelopmentally Appropriate Practice (DAP)Child-Centered LearningLearning through doing processes

Strategies to Gain Access to Ongoing PlayObserving the group to see what is going onadopting the groups frame of reference as in parallel playcontributing something relevant to the playasking again if they can playMaintaining a Role in Ongoing PlayCarry on a conversationmaintain eye contact when speakinglisten to and watch other speakersadjust own conversation content in order to be understoodLearning through Group Dramatic PlayAdjusting their actions to the requirements of their role and the groupbeing tolerant of others and their needsnot always expecting to have their own waymaking appropriate responses to othershelping others and receiving help from themSequence of Pretend PlayAge 2 - can pretend & play with imaginary objects2-4 years - complex group dramatic play with children who can articulate verbally5 years - more complex dramatic play6 years - group dramatic play declines7 years - dramatic play disappears, games with rules more prominent

Encouraging Dramatic Play in the ClassroomArrange class for small group activitiesField trips/propsModel playPuppetsChange dramatic play area regularlyAdd accessories to block areaBooksCauses of ConflictRolesDirection of playTurnsToysConflict Resolution Strategiesignoringdistractingreasoningnegotiatingcooperatingcompromising18Constructive Conflict ResolutionDefine problemBrainstorm possible solutionsUse negotiation skillsChoose solutions to satisfy both sides19Helping Children Resolve Conflictobserve and discuss play with youuse puppetscoach child on how to actdo group role playbookstimersrhymes20Prosocial/Moral BehaviorEmpathyGenerosityCooperationCaringRespectResponsibilityFairnessCourageHonestyEmpathyShows concern for someone in distressCan tell how another feelsGenerosityShares something with anotherGives something to anotherCooperationTakes turns without a fussComplies with requests without a fuss CaregivingHelps another do a taskHelps care for another in needRespectUses please and thanks when making and receiving requestsTreats others as would want to be treatedResponsibilityCorrects behavior when appropriate behavior is modeledNotices and redirects another child behaving inappropriatelyFairnessTakes turns, follows rulesListens to what others sayCourageDoes what is right even when the task is hardHonestyTells truthDoes what he/she says will doFocus on Prosocial BehaviorsValue and emphasize consideration for others needsModel prosocial behaviors/Highlight in othersLabel and identify behaviorsAttribute positive social behaviors to children themselves, people they know and historical figuresEncourage understanding of feelings and perspectivesAcknowledge and encourage understanding and expression of childrens feelingsFacilitate perspective and role-taking skills and understanding others feelingsEmphasize consequences of behavior

Encourage Problem Solving for Prosocial BehaviorsIdentify the problemGather informationList and consider optionsConsider advantages and disadvantagesChoose and try a solutionDecide if the solution worked

Encourage Prosocial BehaviorUse questionsShow PicturesUse childrens literatureUsing Childrens Literature in Moral EducationStory should have a well-defined dilemnaCharacters should model levels of reasoning and decision-making close to the reasoning level of children in classStory should be appropriate for follow-up activities and extensionsQuality of story should be high powerful plot, lively characters, satisfying conclusionsStory should promote critical thinking skillsCharacters should promote a wide range of physical, social, emotional features and clear representations of good and evilLeading Moral DiscussionsWhat 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 characters behavior] unkind?What does this story remind you of in your own life? In what way?Do you agree with outcome? Why?Positive DisciplineProtecting against media violenceAlternatives to aggressive behaviorsChoicesTechnology