1. Social Development from One - Three
Standard(s): 2.3
Workplace Skill(s): 1. Complex Communication

2. Important Vocabulary
Socialization – process by which young children learn to get along with other people, first in families, then groups
Parallel Play – playing near, but not actually with other children
Cooperative Play – playing with another child
Self-Discipline – the ability to control one’s own behavior
Autonomy - independence

3. General Social Patterns
Eighteen months
Begin developing some independence from family unit
Don’t interact much with each other; engage in parallel play
Treat people more like objects than human beings

4. General Social Patterns, cont’d
Two Years
Good at understanding and interacting with main caregivers
Usually engage in parallel play, but may interact with other kids
Start to understand idea of sharing or taking turns
Two and One-Half Years
May refuse to do anything for one person, while happily doing anything for someone else
Begin to learn about the rights of others
Social play is still parallel
Frequent, but brief squabbles

5. General Social Patterns, cont’d
Three Years
Will share, help, or do things another person’s way just to please someone
Begin cooperative play
Seek friends on their own
Three and One-Half Years
Disagreements occur less often
Use several different strategies to resolve conflicts
Take more notice of what others are like
Play includes more conversation

6. Making Friends
Ability to make friends is important to normal social development
Important to have contact with other people so they learn the give-and-take of socializing

7. How to Help Kids Develop Social Skills
Model good social skills
Show respect for other people’s belongings
Help children understand and respect others’ feelings
Show children how to use words rather than being physical

8. Imaginary Friends
May appear as early as two; more common around 3 or 4
Often used to find a way to examine their own thoughts and feelings
No cause for concern unless they continue on through adolescence

9. Guidelines for Guidance
Guidance means using firmness and understanding to help children learn how to control their own behavior
Caregivers need to help children develop self-discipline
Gradually children develop a conscience – or inner sense of what is right and wrong

10. Setting Limits Show an understanding of the child’s desires
Set the limit and explain it
Acknowledge the child’s feelings
Give alternatives!!!

11. Encouraging Independence
Important for caregivers to promote autonomy, or independence
Ex. Give children unbreakable dishes when self-feeding
Ex. Choose clothes that are easy to take on and off when self-dressing

12. Possible Behavioral Problems
Biting & hitting are common forms of misbehavior
Important to guide the child to more appropriate behavior and find out why the child is acting in a certain way
The may not know how to express themselves differently
Some experts believe time-outs help; they are another way of saying “you can’t do that”

13. Activity
Draw up a simple set of rules about getting along with other people.
Base the rules on self-respect, respecting others, and respecting things.
Word the rules so that two- and three-year-olds understand the rules and the three principles.