1. Lavoie’s 4 Social Categories Popular- students who have established positive relationships within a variety of groups. Controversial-students who have established a circle of friends based upon common interests or proximity, but seldom move beyond that circle. Isolated-students who, although not openly rejected, are ignored by classmates and are uninvolved in the social aspects of school. Rejected- students who are consistently subjected to ridicule, bullying, and harassment by classmates.

2. NURTURING SOCIAL SKILLS IN THE EARLY CHILDHOOD CLASSROOM Adapted from LEAP Outreach District Training Revised by Donna Actable & Gloria Bodker Summer Institute 2010

3. Objectives Introduce teachers to the components of an effective Social Skills model Provide teachers with methods of teaching children the necessary skills for developing and increasing positive social interactions

4. Why Be So Concerned About Social Skills DDefining characteristic of many children. BBest predictor of positive, long term outcomes. FFoundation upon which many other crucial skills are built. OOften the first priority for families.

5. Social Findings The acquisition (or lack) of social skills may affect areas of development in childhood (Odom, McConnel, McEvoy, 1992). Children whose behaviors interfere with the opportunities to experience positive interaction with adults and peers will develop secondary, more serious problems (Berk & Winsler, 1995). As many as 10% of all children show social skills impairment or delays that could lead to peer rejection (Ashner, 1990). Early peer relationship difficulties predict later disturbances. Specifically, peer rejection, aggression, withdrawal from school, certain forms of criminality, and possible mental health problems (Kupersmidt, Cole, & Dodge, 1990).

6. Social Findings Children as young as 36 months can be taught social and communicative initiation strategies Peers use of facilitative strategies results in higher interaction rates for children Intervention strategies produce DAY 1 effects Use of peer-mediated strategies with children can lead to social participation rates within the typical range

7. Benefits for Children  More positive/accepting attitudes about people.  More social skills  Equal, if not greater, developmental progress  Less disruptive/inappropriate classroom behavior  Viewed as more socially skillful by teachers and parents

8. Preparing for Social Interactions Teachers will: 1.Plan for social opportunities during curriculum planning times 2.Make time to physically teach social skills ( generally during group times) 3.Arrange the environment to support/promote social interactions 4.Be prepared to prompt for peer social interactions

9. Promoting Social Interactions Teachers will: Set-up or arrange materials that can help promote social interactions. Join in the activity Expand on children’s current skill set Encourage activity-related talk Follow the child’s lead Encourage peer to peer interactions by providing materials that require two children to operate Invite children to exchange materials (share) Invite children to engage in interactions

10. FIELD TRIP TO TCUS Practicing Social Interactions in Interest Areas Choose a center Arrange materials to “increase interactions” Observers will document findings

11. PEER MEDIATED STRATEGIES Social Skills Curriculum

12. PEER MEDIATED STRATEGIES Developed over past 20 years and has been extensively researched Used by parents and teachers to increase levels of interaction Consists of 5 social skills Skills must be taught in sequence Expect that each skill will take at least two months to master. Mastery is achieved when 80% of the students are using this skill on their own Always review skill previously learned before moving on to a new skill

13. Peer Mediated Strategies Social Skills Curriculum 1.Getting Your Friends Attention 2.Sharing - “Giving Toys” 3.Sharing - “Requesting Toys” 4.Giving a Play Idea/Organizer “You be the Mommy.” 5.Giving a Compliment “I like your painting.”

14. Teaching the Skills - Script 1.Describe Skill 2.Demonstrate the “Right Way” 3.Demonstrate the “Wrong Way” 4.Child Practice with Adult 5.Child Practice with Child 6.Set up Reinforcement System Nice train track! Thank You Give a Compliment

15. Super Stars Social Reinforcement System 1.Have a reinforcement plan in place for peer social interactions 2. Tell children what they will be reinforced for 3. Watch for natural occurrences of the target behavior. 4. Reinforce with behavior specific praise and specified reinforcer. 5. Reinforce the behavior every time it happens while the skills are being taught (the goal is that every child will earn a “reinforcer”) 6. Reinforce only the skill being taught

16. Embedding Social Opportunities into Your Day During each activity you should have at least one planned, consistent opportunity for peer to peer social interactions Social interaction should be part of the activity –Activity

17. ActivityPlanned Social Interactions Additional Ideas to Promote Interactions Table Time 1. 2. Clean Up/ Transition 1. 2. Circle Time 1. 2. Centers 1. 2. Clean Up/ Transition 1. 2. Story Circle 1. 2. Transition 1. 2. Snack 1. 2. Books 1. 2. Outside 1. 2.

18. Social Systems & Friendship Activities

19. Buddy System Children are paired with a buddy for the first 10 minutes of Center Time/Small Group –The teacher preselects buddy pairs for Small Group –The children choose a buddy for the first 10 minutes of Center Time (Strategies) –Teachers monitor children during Center Time to ensure they are staying and playing with their buddies. Children will learn how to play together, compromise, share and take turns. Reward successes. –Have the children recall their success with their buddies. Schedule buddy time as it works best for your class.

20. Family Style Lunch/Snack Promoting social interactions by assigning a child to set up for lunch or snack –Tables should have a Captain –Use visual cues (e.g., necklace or hat) to help identify the Captains –Use visual cues to identify items needed for set-up –Teachers nearby to facilitate exchanges

21. Peer Books Develop book/s with photos of all children in the classroom Keep book/s in Centers for children to look at Use a familiar book as a framework (e.g., Brown Bear)

22. Peer Statues Full length photos of children and adults in the classroom made into statues to use as play props –Children can use to reenact familiar activities like “Duck Duck Goose” –Cook for friends –Play/build houses for statues –Act out social stories

23. Friendship Activities Taking fun games and songs and adding social actions –If You’re Happy and You Know It Hug a Friend –Simon Says, give a friend “High 5” or a Thumbs Up

24. Additional Tips for Promoting Social Interactions  Arrange materials and classroom environment.  Place children in positions where they can interact.  Be sure children look at each other and use names.  Nonverbal children can use physical contact.  Remind children to try again if they don’t get a response.  Remind children to “Play with your friends”.  Tell children exactly what to say using simple sentences.

25. Be Careful and Remember  DO:  Remind children to use their words before “helping” too much  Stand back when you can, and let the children play.  DON’T  Make or expect children interact all of the time  Try not to interrupt an interaction

26. Assessment of Social Skills Creative Curriculum Obj. 5-13 Assess children’s social skills at the beginning of the year to identify additional skills you need to teach Assess specific skills that you are teaching Assess skills that you have embedded into your classroom routine

27. Final Thoughts  Plan for targeting social skills during your curriculum planning meetings.  Teach the skills to everyone during structured group time and reinforce in small groups.  Arrange the environment to facilitate social interactions.  Have children “review” by telling their peers what they did.

28. Final thoughts Objective of the social curriculum is to develop and increase social interaction. Research findings and teachers role as it relates to the 4 social categories If a child doesn’t know how to read we teach them. If a child doesn’t know how to do math we teach them. If a child doesn’t know how to behave we…..