The Social Domain Chapter 14

Appropriate Practice Teachers facilitate the development of social skills, self control and self regulation in children by using positive guidance techniques, such as modeling and encouraging expected behavior, redirecting children to more acceptable activities, setting clear limits and intervening to enforce consequences for unacceptable, harmful behavior. Teachers expectations respect children’s developing capabilities, Teachers are patient, realizing that not every minor infraction warrants a response.

Inappropriate Practice Teachers spend a great deal of time punishing unacceptable behavior, demeaning children who misbehave, repeatedly putting the same children who misbehave in time out or some other punishment unrelated to the action, or refereeing disagreements,

Inappropriate Practice Teachers do not set clear limits and do not hold children accountable to standards of acceptable behavior. The environment is chaotic and teachers do not help children set and learn important rules of group behavior and responsibility

Kansas Early Learning Standards SE Standard 1 Exhibits a sense of self SE Benchmark 1.1 Can differentiate between themselves and others –Pre3 1 Describes personal attributes (name, boy girl, taller, shorter, what they look like, what they possess) –Indicates pride in personal accomplishments

SE benchmark 1.2 Knows Personal Information –Pre3 1 Knows name and gender –Pre4 1: Shares personal experiences with others –Pre4 2 Knows personal information in addition to own name

Standard 2: Develops positive social relationships Pre3 1: Encourages or praises peers Pre4 1 Offers to help other who may be in distress (crying, frowning, looking confused)

Benchmark 2.2 Seeks and maintains friendships Pre3 1 Expresses interest, acceptance, affection to others Pre3 2: Plays with different friends each day Pre4 1 Demonstrates an understanding of what it means to be a friend (some one who cares, listens, shares ideas, trustworthy, provides comfort)

SE Standard 3.1 Develops self control and personal responsibility Benchmark 3.1: Demonstrates an understanding of simple rules and limitations –Pre3 1: Follows rules and simple directions –Pre3 2: Takes turns (using things, sharing, expressing self or getting own way) –Pre4 1: Adapts behavior appropriate to different environments –Pre 41 Copes with frustration

Benchmark 3.2 Recognizes, expresses and copes with feelings appropriately Pre3 1; Describes situations which can elicit various emotions (tells a story tat is supposed to make listener sad) Pre4 1 Understands which forms of emotional expression are acceptable for a given environment (when to laugh, cry, talk quietly) Pre4 2: Accepts consequences for own actions.

Standard 4 Participates in large and small group activities Benchmark 4.1 Responds appropriately during group activities –Pre3 1: Provides individual and choral responses when appropriate (listens to a story and repeats lines or words with the group) –Pre 3 2: Remains quiet while others are speaking

Pre4 1 Answers questions that are relevant to the activity or conversation Pre4 2 Listens while others are speaking

Standard 5 Demonstrates imagination and creativity in play Benchmark 5.1 Engages in various levels of play –Pre3 1 Engages in constructive play by manipulating objects or materials for the purpose of constructing or creating something (builds a fence with block, makes a snake out of clay) –Pre 4 1:Engages in dramatic play (plays house, builds airport with blocs)

Benchmark 5.2 Engages in play with others Pre3 1 Creates and occasionally coordinates play with others Pre4 1 Plays games with simple rules (musical chairs, or red light, green light) Pre4 1 Collaborates with others to carry out a play theme (hospital or grocery store)

Social SKILL development Foundation on which other types of learning occur Essential for future success

3 critical issues directly affecting school life #1 Relationships with peers –Making and keeping friends –Demonstrating pro social behaviors (helping and cooperation)

#2 Child’s interactions with adults –How to fit their behavior into adult expectations and rules

#3 Learning to understand and appreciate differences in a diverse society and responding as a democratic citizen

Children’s Friendships Friends are important –Stimulation –Assistance –companionship –Social comparison –Affection –Try out different roles –Sense of belonging and security

Children’s Friendships Children’s ideas change about friendship as they grow older and understand the world more There is a great deal of skill involved in developing friendships much of which is not taught

Friendship Skills Being approachable Being cordial Acting friendly Sometimes coaching is necessary

Second level Maintaining Positive Relationships –Speak directly to one another –Are attentive to others –Respond in an interested fashion –Offer suggestions

Third Level Resolving Conflicts –Democratic ways –Taking into consideration other’s view points, feelings, etc. –Use problem solving tactics

Teaching Strategies Help children make friends at school by using their names

Help children make friends at school by promoting social interactions.

Provide activities that allow children to practice social skills

Help children become more helpful and cooperative

Help children understand and follow expectations for behavior

Help children develop positive attitudes toward diversity.

Provide children with classroom activities, materials and discussions that address the wide range of diversity

Help children deal with stereotypical ideas

Help children learn to care for their near and far environments

Help children build social students concepts by practicing democracy in the classroom. –Problem solving

Help children build social studies concepts through theme/project choices.

Help children build social students, concepts and skills across the curriculum.