Transcript Social Learning for the Preschool Child

Social Learning for the Preschool
Child
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learning to make contact and play with
other children
learning to interact with peers, give and take
learning to get along with peers, interact in
harmony
learning to see things from another child’s
point of view
Social Learning for the Preschool
Child
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learning to take turns, wait for a turn
learning to share with others
learning to show respect for others’ rights
learning to resolve interpersonal conflicts
Play is the primary mode for
children’s 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.
Parten’s Categories of Play
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unoccupied behavior
onlooker behavior
solitary independent play
parallel activity
associative play
cooperative play
Helping Children Develop Social
Skills for Peer Acceptance
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Arrange classroom for small-group
activities
Observe and record social skills
Help children initiate contacts with others
Help children gain access to ongoing play
Help children maintain play roles
Help children learn to resolve conflicts
Spends Time Watching Others
Play
Plays by Self with Own
Toys/Materials
Plays Parallel to Others with
Similar Toys/Materials
Plays with Others in Group Play
Makes Friends with Other
Children
ECE Standards Debate
Texas Essential
Knowledge and Skills
(TEKS)
Teacher-Directed
Instruction
Didactic Methods of
Instruction
Developmentally
Appropriate Practice
(DAP)
Child-Centered
Learning
Learning through doing
processes
Strategies to Gain Access to
Ongoing Play
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Observing the group to see what is going on
adopting the group’s frame of reference as
in parallel play
contributing something relevant to the play
asking again if they can play
Maintaining a Role in Ongoing
Play
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Carry on a conversation
maintain eye contact when speaking
listen to and watch other speakers
adjust own conversation content in order to
be understood
Learning through Group
Dramatic Play
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Adjusting their actions to the requirements
of their role and the group
being tolerant of others and their needs
not always expecting to have their own way
making appropriate responses to others
helping others and receiving help from them
Sequence of Pretend Play
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Age 2 - can pretend & play with imaginary
objects
2-4 years - complex group dramatic play
with children who can articulate verbally
5 years - more complex dramatic play
6 years - group dramatic play declines
7 years - dramatic play disappears, games
with rules more prominent
Encouraging Dramatic Play in
the Classroom
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Arrange class for
small group activities
 Field trips/props
 Model play
 Puppets
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Change dramatic play
area regularly
 Add accessories to
block area
 Books
Causes of Conflict
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Roles
Direction of play
Turns
Toys
Conflict Resolution Strategies
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ignoring
distracting
reasoning
negotiating
cooperating
compromising
Constructive Conflict Resolution
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Define problem
Brainstorm possible solutions
Use negotiation skills
Choose solutions to satisfy both sides
Helping Children Resolve
Conflict
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observe and discuss play with you
use puppets
coach child on how to act
do group role play
books
timers
rhymes
Prosocial/Moral Behavior
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Empathy
 Generosity
 Cooperation
 Caring
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Respect
Responsibility
Fairness
Courage
Honesty
Empathy
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Shows concern for someone in distress
Can tell how another feels
Generosity
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Shares something with another
Gives something to another
Cooperation
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Takes turns without a fuss
Complies with requests without a fuss
Caregiving
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Helps another do a task
Helps care for another in need
Respect
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Uses please and thanks when making and
receiving requests
Treats others as would want to be treated
Responsibility
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Corrects behavior when appropriate
behavior is modeled
Notices and redirects another child
behaving inappropriately
Fairness
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Takes turns, follows rules
Listens to what others say
Courage
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Does what is right even when the task is
hard
Honesty
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Tells truth
Does what he/she says will do
Focus on Prosocial Behaviors
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Value and emphasize consideration for
others’ needs
Model prosocial behaviors/Highlight in
others
Label and identify behaviors
Attribute positive social behaviors to
children themselves, people they know and
historical figures
Encourage understanding of
feelings and perspectives
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Acknowledge and encourage understanding
and expression of children’s feelings
Facilitate perspective and role-taking skills
and understanding others’ feelings
Emphasize consequences of behavior
Encourage Problem Solving for
Prosocial Behaviors
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Identify the problem
Gather information
List and consider options
Consider advantages and disadvantages
Choose and try a solution
Decide if the solution worked
Encourage Prosocial Behavior
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Use questions
Show Pictures
Use children’s literature
Using Children’s Literature in
Moral Education
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Story should have a well-defined dilemna
 Characters should model levels of reasoning and
decision-making close to the reasoning level of
children in class
 Story should be appropriate for follow-up
activities and extensions
 Quality of story should be high – powerful plot,
lively characters, satisfying conclusions
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Story should promote critical thinking skills
Characters should promote a wide range of
physical, social, emotional features and
clear representations of good and evil
Leading Moral Discussions
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What 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 character’s behavior] unkind?
What does this story remind you of in your own
life? In what way?
Do you agree with outcome? Why?
Positive Discipline
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Protecting against media violence
Alternatives to aggressive behaviors
Choices
Technology