Increasing A Desired Social Skill For A Typically Developing Male

Social skills - By playing independently of adults, children have the chance to practise their social skills. They might squabble or raise their voices at times, but most children from 3 years or so are able to work things out themselves. Learning to take turns and cooperate helps children’s social skills.

I got an appointment for observation on July 13 at De-Anza Child Development Center. I chose room No. 26 for observation. I observed one child from 3:26 P.M. to 4:00 P.M. There are total 10 children present in room no.26 at the time of my observation. Out of 10 there are 4 girls and 6 boys. They range from 3 to 5 years of age. There are three adults in the room, all are female. One adult for every 3 children- 1:3. When I entered kids are doing free play. I settled myself and started to observe a kid named Aaron. He is around 3 and half years of age.

| * May be ready for toilet training * Will play happily alongside other children but doesn’t actually play with them (parallel play) * Can feed self with a spoon with no problems * Says ‘mine’ a lot when others try to play with his favourite toy * Takes exception if others get attention from his parent or carer

People, especially younger children, are learning daily from their role models and the environment. Any type of behavior display socially is learned primarily by observing and imitating the actions of others. The social behavior is also influenced by being rewarded and/or punished for these actions.

Children develop quickly at a young age. Young children under the age of six are capable of making thoughtful decisions about their behavior and environment (Epstein, 2003). They may even try to explain their behavior to others. In the case of Josh, a three year old boy that I will use for my observation and assessment project, social skills are still in the process of being developed and he hasn't begun to really start speaking at this point. After interviewing Josh's parents I was told that Josh says very few words and doesn't speak at all in sentences. He does, however, include himself socially with other children and plays easily with them. He understands English and Spanish. His

I observed Harper, a 23 month old little girl that is full of energy. Also participating in the interaction with Harper was her mother and five year old sister, Mya. Harper is very friendly and outgoing. She is very interested “reading books” and loves to be read to. She enjoys helping her mother clean and do simple tasks. She seems to be very confident with and without her mother in her sight. Harper’s father is not actively involved in her life because he lives in another state.

Treatment strategies are not as well established for disorganized attachment as they are with other attachments. However, there is a critical need to develop these strategies as this particular population struggles immensely with issues such as self-regulation, the development and maintenance of relationships, as well as many other conditions that affect their daily lives. An important and critical time for treatment is during early childhood, as the longer a person struggles with disorganized attachment, the more difficult it is to treat and correct that attachment. There are a number of different treatments that may be utilized, and researchers are in the process of determining their effectiveness. There have been some case studies that have discussed the potential for individual therapies that have a focus on both emotional regulation and the growth of relational abilities through non-directive play according to Zilberstein (2010, p.89) Other studies have instead choose to focus on the changes that are elicited through the basic parent-child

Timmy recently with the toilet training process, learned to ride and bike and will be starting preschool and then kindergarten. These are difficult adjustments which if not handled with care can cause issues down the line. Two-and- half to three years are experiencing Erikson’s psychosocial stages of autonomy versus doubt and autonomy versus guilt. Children require healthy attachment and bonding to a caregiver to effectively navigate the many stages they encounter throughout early

Another effective way of improving social skills is by engaging in conversation with the child as much as possible. It is important not to just ask them yes or no questions but to prompt them to express themselves, to engage in telling stories. In the long run, this can help with such aspects of conversational skills as paying more attention when someone is talking to them, being actively engaged in conversation by taking turns and taking into consideration what the other person is thinking, showing interest and staying on topic (Chin & Bernard-Opitz,

“This study was based upon the principal of reinforcement. The purpose of the study was to define observable terminal behavior, the use of descriptive adjectives during play; defining an observable terminal behavior, devising a method to record and measure important categories of spontaneous verbal behavior and manipulating the consequences of the children’s use of language, the presentation of social reinforcement and access to materials contingent upon a specific form of verbal behavior”. (Hart & Risley, 1968).

This study brought new knowledge to the field of developmental psychology in understanding the difference in the effect of explicit scaffolding in younger and older infants. Helping rates of young infants increased both during and after explicit scaffolding. In contrast, explicit scaffolding did not increase helping in older infants. The study presented a simple helping scenario in which an object was dropped. Older infants have a better understanding of others’ desires and expectations. This may have made it easier for them to understand the situation and respond appropriately. Thus, the effect of explicit scaffolding was not

This study is intended to document my observation of a child between the ages of 2-5. The small child I observed is a 4 years old male. Family arrangements consist of the mother being the primary caregiver of her son. Since the child is not old enough to consent to my amateur study, I have received permission from the mother and father. The method used in this clinical report is a naturistic observation in which I went to the family’s household where I recorded his behavior for an hour.

My observations were conducted at the Sacramento State's Associated Students Children’s Center, around 3:00 pm. My observations took place in La Casita One, which is the center for toddlers, ages one to three. La Casita One is for children who have been in the program since they were infants, and all stay in the same group. The room was spacious, had a few toddler tables on one side of the room, and a miniature kitchen for the children to play, toy bins for children to play, and a corner with books for the adults to read with the children. At the time of my observation a few children were snacking, while others were playing freely. I observe a boy, one and a half years old, playing away from the larger group. Furthermore, for privacy purposes he will be given a pseudonym (false name) and throughout the paper he will be referred as Charlie.

Daycare visit completed on June 23, 2017. Bruk was observed to play independently and not engage in joint play with peers unless cued by writer. Bruk engaged with his peers for brief periods with writer scripting and cueing him to share and take turns. Daycare staff are concerned about his play skills as mostly plays independently, and will scream when staff try to get him to play with his peers. Visual regard appropriate when engaged in play with writer. Bruk was observed to sit at window and watch the cars drive by. Staff report he will repetitively count cars or line up toys. Staff noted that Bruk knows his peers` names, colours and displays an aptitude for numbers and interest in music.

At an early age, children begin the process of socialization. In order for one to be able to communicate with others, it is essential for one to learn to socialize with the people around them. One cause