The Importance Of Being Socially Competent Member Within Our Society Essay

To give children the best opportunities in developing their social and emotional skills you need to give the child support and show them how to be with others, how to be kind to others and help them understand why people may behave in certain ways. They also need to be given positive interaction by the people around them.

As an early year practitioner, it is very important to support the child development and confidence, help them learn about how to manage their feelings and behaviour and making relationship with others.

If a child or young person struggles with social activities, this can then impact their social and communication development, making it hard to build and maintain relationships with others. This then means that they will not develop fully-functioning social skills, making it harder to in later

As a preschool director, a newly licensed teacher, and community volunteer, with many years of experience working with children, I am very much involved with their social, emotional and behavior development. Currently, I am enrolled in a human development course at Capella University and have learned a great deal about my students’ developmental differences. Studying the various developmental theories with Bronfenbrenner Ecological System of Development being my favorite, has allowed me to observe and apply the various theories to the developmental stages of my students.

This lack of social development is a big barrier to achieving all the PILES outcomes. Language is learned through conversing with others. Intellectual development is increased when learning together. Children learn a lot about the world through interacting with others and collaboration is a very important learning tool.

What are several principals for teaching social skills to students with learning and behavior problems? The text expresses many key principals that educators may employ for teaching social skills to students with learning or behavior problems. Teachers are encouraged to develop cooperative learning activities and groups. Students should be encouraged to work with their fellow peers in supportive and structured activities. Teachers should employ effective instruction strategies such as identifying target behaviors, modeling, rehearsing, role-playing, and providing students with positive feedback. Learned and target social skills should be taught and modeled in a way that students are able to transfer these skills from the classroom to outside of the classroom. Teachers need to empower students and help them identify their strengths. Students should feel that they are actively involved with their learning, as well as, understand the consequences to their

In this essay, we will identify and describe the seven goals for teaching appropriate social skills. First, helping children develop empathy and to learn to be generous, altruistic, and able to share equipment, experiences, and people with other children. Furthermore, helping children learn that being kind to others feels good and teaching children that everyone has rights and these rights are to be respected by all. While also emphasizing the value of cooperation and compassion rather than stressing competition and winning. Finally, helping children discover the pleasures of friendship and helping children with special needs fit into the life of the group.

One strategy provided is to create “Safe Place” in the class where children can feel safe and release their emotions (Hoffman, Hutchinson & Reiss, 2009, p. 37). These Safe Place can have objects such as stress balls to help relieve anxiety. Similarly, teachers can establish a “We Care” area, where children can create letters for their friend. Ultimately, this would help support students’ social expression. These two strategies would be appropriate for preschoolers and K-3 setting. However, it would not be appropriate for infants nor toddlers because it is difficult for them to comprehend what to do in the Safe Place nor in the We Care

Many children have attended a preschool or nursery before starting school, they are now entering a new setting and as part of a much larger group they will need to adapt to much more complex social situations (Yael Schmueli-Goetz). Yvonne Skipper said that 10%have trouble socially, without the friendships they do not have the opportunities to practice skills like ‘listening, responding, it may effect cognitive development because they may struggle more with listening instructions, and responding to teachers. (Yvonne Skipper o.u. video 2015 in Yael schmueli-Goetz.) By having friends children campractice the listening, responding and turn taking which will help them with the school routine once they begin their formal

Vygotsky discussed how children learn socially, in a group with others, by using signs and cultural tools (Smidt, 2009). Once children begin to understand the world around them they begin to learn and develop. We can help this, as practitioners, by being their “more knowledgeable others” (Vygotsky, 1978) and furthering their understanding of the world in which they live. In my setting I find we can do this well by listening and responding to their conversations, moving their beliefs along and filling in gaps (Johnston and Nahmad-Williams). Once they have learnt something on a social level, the next step is to complete it individually. Once this has occurred the child has successful learnt something (Vygotsky, 1978) which we can view through planned observations. This is called the Zone of Proximal Development (Vygotsky and Cole 1978) more sensitive interactions can help children further into the next step of their development and understanding. In my setting I see this displayed a lot, by sitting with the children, firstly observing what they are doing and seeing how I can help them get a better understanding of the task. For

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,

For this essay there will be a critical evaluation of the counselling approaches and skills that are used which can guide the practice of education professionals and benefit relationships with children/ young people in supporting their social and emotional well-being. The approaches that will be looked at and compared are the Person-centred approach and the Psychodynamic approach. The approaches will be discussed and linked to the use in an educational context by teachers with children and young people. The strengths and weaknesses of these approaches will also be examined. It is important for teacher to support children and young people’s social and emotional development right for the start of their educational experiences in the early years. The statutory frame work for the early years published by the department for education in 2014 makes sure that every practitioner follows by law the learning and development requirements of every child. The DFE 2014 suggests educational programs have to include activities and experiences involving the children as suggested: personal social and emotional development entails assisting children to develop an encouraging view of themselves, and others; to make positive relationships and develop respect for others, progress on their social skills and acquire the skill how to deal and control their feelings, to know how to behaviour correctly in groups and to have self confidence in what they can do. From this practitioners can pick up on

Secondly, it is important to consider the strengths of naturalistic observation as a method. This was identified when the child was consistently moving and doing different activities that allowed me to understand how he communicates with other children, how he behaves and what he learns from others. In the play setting the child was able to develop his thinking and according to the Framework for the Assessment of Children in Need and their Families (DOH, 2000) through social relationships, the child was encouraged to express his feelings, emotions, which was achieved by the setting creating an enjoyment environment.

Social competencies opportunities need to be provided for group interaction, socialization with guest and friends so that the child learns to accept his strengths and weakness.

Every builder knows "A house is only as strong as its foundation". They also know that they have to evaluate and become familiar the land before beginning to work. This rationale can be used as a guideline for teachers across the world, especially with the children in the early childhood stage, ages 2-6, because how teachers assist children in this stage will serve as the foundation for the life ahead of them. A child develops physically, cognitively and socially. It is important for the teachers to know how the child is developing in order for them to effectively teach the students because they lack of understanding can lead problems for the child. Additionally, if the teacher is aware of how the