Social Learning for the Preschool Child w learning to make contact and play with other children w learning to interact with peers, give and take w learning to get along with peers, interact in harmony w learning to see things from another child’s point of view

Social Learning for the Preschool Child w learning to take turns, wait for a turn w learning to share with others w learning to show respect for others’ rights w 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 w unoccupied behavior w onlooker behavior w solitary independent play w parallel activity w associative play w cooperative play

Helping Children Develop Social Skills for Peer Acceptance w Arrange classroom for small-group activities w Observe and record social skills w Help children initiate contacts with others w Help children gain access to ongoing play w Help children maintain play roles w 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 w Observing the group to see what is going on w adopting the group’s frame of reference as in parallel play w contributing something relevant to the play w asking again if they can play

Maintaining a Role in Ongoing Play w Carry on a conversation w maintain eye contact when speaking w listen to and watch other speakers w adjust own conversation content in order to be understood

Learning through Group Dramatic Play w Adjusting their actions to the requirements of their role and the group w being tolerant of others and their needs w not always expecting to have their own way w making appropriate responses to others w helping others and receiving help from them

Sequence of Pretend Play w Age 2 - can pretend & play with imaginary objects w 2-4 years - complex group dramatic play with children who can articulate verbally w 5 years - more complex dramatic play w 6 years - group dramatic play declines w 7 years - dramatic play disappears, games with rules more prominent

Encouraging Dramatic Play in the Classroom w Arrange class for small group activities w Field trips/props w Model play w Puppets w Change dramatic play area regularly w Add accessories to block area w Books

Causes of Conflict w Roles w Direction of play w Turns w Toys

Conflict Resolution Strategies w ignoring w distracting w reasoning w negotiating w cooperating w compromising

Constructive Conflict Resolution w Define problem w Brainstorm possible solutions w Use negotiation skills w Choose solutions to satisfy both sides

Helping Children Resolve Conflict w observe and discuss play with you w use puppets w coach child on how to act w do group role play w books w timers w rhymes

Prosocial/Moral Behavior w Empathy w Generosity w Cooperation w Caring w Respect w Responsibility w Fairness w Courage w Honesty

Empathy w Shows concern for someone in distress w Can tell how another feels

Generosity w Shares something with another w Gives something to another

Cooperation w Takes turns without a fuss w Complies with requests without a fuss

Caregiving w Helps another do a task w Helps care for another in need

Respect w Uses please and thanks when making and receiving requests w Treats others as would want to be treated

Responsibility w Corrects behavior when appropriate behavior is modeled w Notices and redirects another child behaving inappropriately

Fairness w Takes turns, follows rules w Listens to what others say

Courage w Does what is right even when the task is hard

Honesty w Tells truth w Does what he/she says will do

Focus on Prosocial Behaviors w Value and emphasize consideration for others’ needs w Model prosocial behaviors/Highlight in others w Label and identify behaviors w Attribute positive social behaviors to children themselves, people they know and historical figures

Encourage understanding of feelings and perspectives w Acknowledge and encourage understanding and expression of children’s feelings w Facilitate perspective and role-taking skills and understanding others’ feelings w Emphasize consequences of behavior

Encourage Problem Solving for Prosocial Behaviors w Identify the problem w Gather information w List and consider options w Consider advantages and disadvantages w Choose and try a solution w Decide if the solution worked

Encourage Prosocial Behavior w Use questions w Show Pictures w Use children’s literature

Using Children’s Literature in Moral Education w Story should have a well-defined dilemna w Characters should model levels of reasoning and decision-making close to the reasoning level of children in class w Story should be appropriate for follow-up activities and extensions w Quality of story should be high – powerful plot, lively characters, satisfying conclusions

w Story should promote critical thinking skills w Characters should promote a wide range of physical, social, emotional features and clear representations of good and evil

Leading Moral Discussions w What happened in the story? w Why do you say that? w What did you learn from this story? w Should we forgive [a character]? Why? w Why was [a character’s behavior] unkind? w What does this story remind you of in your own life? In what way? w Do you agree with outcome? Why?

Positive Discipline w Protecting against media violence w Alternatives to aggressive behaviors w Choices w Technology