the social domain chapter 14. appropriate practice teachers facilitate the development of social...
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The Social DomainChapter 14
Appropriate Practice• Teachers facilitate the development of social skills, self
control and self regulation in children by using positive guidance techniques, such as modeling and encouraging expected behavior, redirecting children to more acceptable activities, setting clear limits and intervening to enforce consequences for unacceptable, harmful behavior. Teachers expectations respect children’s developing capabilities, Teachers are patient, realizing that not every minor infraction warrants a response.
Inappropriate Practice• Teachers spend a great deal of time
punishing unacceptable behavior, demeaning children who misbehave, repeatedly putting the same children who misbehave in time out or some other punishment unrelated to the action, or refereeing disagreements,
Inappropriate Practice • Teachers do not set clear limits and do not
hold children accountable to standards of acceptable behavior. The environment is chaotic and teachers do not help children set and learn important rules of group behavior and responsibility
Kansas Early Learning Standards• SE Standard 1 Exhibits a sense of self• SE Benchmark 1.1 Can differentiate
between themselves and others – Pre3 1 Describes personal attributes (name,
boy girl, taller, shorter, what they look like, what they possess)
– Indicates pride in personal accomplishments
SE benchmark 1.2 Knows Personal Information
– Pre3 1 Knows name and gender– Pre4 1: Shares personal experiences with
others– Pre4 2 Knows personal information in addition
to own name
Standard 2: Develops positive social relationships• Pre3 1: Encourages or praises peers• Pre4 1 Offers to help other who may be in
distress (crying, frowning, looking confused)
Benchmark 2.2 Seeks and maintains friendships• Pre3 1 Expresses interest, acceptance,
affection to others• Pre3 2: Plays with different friends each day• Pre4 1 Demonstrates an understanding of
what it means to be a friend (some one who cares, listens, shares ideas, trustworthy, provides comfort)
SE Standard 3.1 Develops self control and personal responsibility• Benchmark 3.1: Demonstrates an understanding
of simple rules and limitations– Pre3 1: Follows rules and simple directions– Pre3 2: Takes turns (using things, sharing,
expressing self or getting own way)– Pre4 1: Adapts behavior appropriate to
different environments– Pre 41 Copes with frustration
Benchmark 3.2 Recognizes, expresses and copes with feelings appropriately • Pre3 1; Describes situations which can elicit
various emotions (tells a story tat is supposed to make listener sad)
• Pre4 1 Understands which forms of emotional expression are acceptable for a given environment (when to laugh, cry, talk quietly)
• Pre4 2: Accepts consequences for own actions.
Standard 4 Participates in large and small group activities • Benchmark 4.1 Responds appropriately
during group activities– Pre3 1: Provides individual and choral responses
when appropriate (listens to a story and repeats lines or words with the group)
– Pre 3 2: Remains quiet while others are speaking–
• Pre4 1 Answers questions that are relevant to the activity or conversation
• Pre4 2 Listens while others are speaking
Standard 5 Demonstrates imagination and creativity in play• Benchmark 5.1 Engages in various levels of
play– Pre3 1 Engages in constructive play by
manipulating objects or materials for the purpose of constructing or creating something (builds a fence with block, makes a snake out of clay)
– Pre 4 1:Engages in dramatic play (plays house, builds airport with blocs)
Benchmark 5.2 Engages in play with others • Pre3 1 Creates and occasionally
coordinates play with others • Pre4 1 Plays games with simple rules
(musical chairs, or red light, green light)• Pre4 1 Collaborates with others to carry out
a play theme (hospital or grocery store)
Social SKILL development• Foundation on which other types of
learning occur• Essential for future success
3 critical issues directly affecting school life• #1 Relationships with peers
– Making and keeping friends– Demonstrating pro social behaviors (helping
and cooperation)
#2• Child’s interactions with adults
– How to fit their behavior into adult expectations and rules
#3• Learning to understand and appreciate
differences in a diverse society and responding as a democratic citizen
Children’s Friendships• Friends are important
– Stimulation– Assistance– companionship– Social comparison– Affection– Try out different roles – Sense of belonging and security
Children’s Friendships• Children’s ideas change about friendship as
they grow older and understand the world more
• There is a great deal of skill involved in developing friendships much of which is not taught
Friendship Skills• Being approachable• Being cordial• Acting friendly • Sometimes coaching is necessary
Second level• Maintaining Positive Relationships
– Speak directly to one another– Are attentive to others– Respond in an interested fashion– Offer suggestions
Third Level• Resolving Conflicts
– Democratic ways – Taking into consideration other’s view points,
feelings, etc. – Use problem solving tactics
Teaching Strategies• Help children make friends at school by
using their names
• Help children make friends at school by promoting social interactions.
• Provide activities that allow children to practice social skills
• Help children become more helpful and cooperative
• Help children understand and follow expectations for behavior
• Help children develop positive attitudes toward diversity.
• Provide children with classroom activities, materials and discussions that address the wide range of diversity
• Help children deal with stereotypical ideas
• Help children learn to care for their near and far environments
• Help children build social students concepts by practicing democracy in the classroom.– Problem solving
• Help children build social studies concepts through theme/project choices.
• Help children build social students, concepts and skills across the curriculum.
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