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.