1. Chapter 14: The Social Domain
Vanessa Almquist
Signature Assignment ECD 470
Fresno Pacific university

2. References
Kostelnik, M., Soderman, A., Whiren, A., & Rupiper, M. (2015). Developmentally appropriate curriculum: Best practices in early childhood education. Upper Saddle River, NJ: Pearson.

3. Social Domain
The Social Domain has 4 dimensions of a child's development and education. Those Domains are:
Social Skills:
When children develop social skills this means how the child interacts with others
Socialization:
The learning of values, beliefs, customs
3. Social Resonsibility:
Caring for one another and our world.
4. Social Studies:
Learning how to contribute to the public good within a diverse and democratic society.
“Through social interactions we obtain knowledge of who we are and how the world works (pg. 433).”

4. Social Competence
How well children perceive, interpret and respond to a variety of social situations they encounter is a measure of social competence.
Influences how children feel about themselves and how other percieve them.
Children who have stronger skills tend to have positive attitudes towards school, they are able to focus on the subject matters because they have already learned to control their impluses and learned to cope with social rejections.
“All the knowledge and skills children need to engage in statisfying interaction with other while also successfully managing life tasks (Rose-Krasnoe & Denham, 2009).”

5. Learning to be social in the classroom
FUNDAMENTAL SOCIAL SKILLS:
Establishing Contact:
Offer Greeting
Respond positively
Smile
Speak pleasantly
Invite others to do something
Make plans
Cooperate
Follow rules
Maintaining Relationships:
Look at others/look interested
Answer another child's question
Wait and take turns

6. Learning to be social in the classroom Continued
Resolving Disagreement:
Settle conflicts without hurting or retreating
Suggest solutions
Accept solutions
Compromise
Control anger outbursts
Acknowledge mistakes
Forgive others mistakes
“As children grow, they begin to understand engaging and interacting. With time and practice and
the support from adults children will begin mastering the skill. (Pg. 434).”

7. How adults promote Social skills
Adults provide support by:
Creating opportunities for children to interact and play in a class room environment
Making sure children have enough time to become absorbed in their interaction with one another
Providing a variety of hands on materials
Although communities and family contribute to developing a childs social skills, developmentally appropriate
Classrooms are also a contributing factor.
Teachers provide curriculum and lesson plans that target social concepts and social skills.

8. Play
A natural way for children to develop social skills is through play. It allows for children to have spontaneous interactions with their peers.
Play gives children the opportunity to communicate with one another, to use their words to express how they are feeling, what they like and what they dislike.
Play allows to negotiate the rules which these are all parts of developing their social skills.

9. Scaffolding tool Modeling
When in the classroom, teachers should be able to allow the children to make
decisions on their on.
Teachers should model a skill
Help initiate the skill
And quietly exit so that peers can carry on
Model social behaviors for children to observe. Children look up to adults, rather we realize or not
So set the example for the children we have in our classrooms and outside our classroom.
Give children verbal scripts:
Example: if in the dramatic play area, let the children know you are shoppers, ask them
What is good to by there . This allows for children to engage in conversations.

10. Scaffolding tools 2. Expanding:
Sometimes children need further expansions in their play. When this is the case
teachers should provide the following:
New props
Introducing new roles
Asking questions
By expanding during activities the teacher jumps in for a few quick changes, and allows
the child to carry on with the changes.
Children's interactions get stagnate and dissolve, it is the teachers job to continue to
develop and build on the prior activities for the children.

11. Scaffolding tools 3. Coaching:
Providing information on how a child's action might effect others
Giving children information about how other might perceive their behavior
Translating one childs actions for another to better understand
Providing scripts for children
Example: Jason if you are not done with the magnets say, “ I am not done
With them yet, you may have them after I am done.”
Being able to work through problems before it results in a fight or aggression

12. Scaffolding tools 4. Mediating:
Children between the ages 3-8 years old have disagreements over objects, rights, and
Territory.
Usually children become aggressive when they are not able to defuse the conflict
Amongst themselves.
Stepping in to help children discuss their feelings and
Problems allows the child to build their language and
Behaviors associated with peaceful problem solving.
Do not just step in and tell the children to stop or
Separate them with out discussing what is going on. By
Doing so we are taking away valuable learning
Opportunities.

13. Mediation model
Step1. Initiating mediation: stopping hurtful behaviors or arguments.
Step 2: Clarifying each child’s POV: hearing and paraphrasing each child's perceptive.
Step 3: Summing up: After each of the children have explained what they have to say, come up with
what is important and how to get along with mutual terms.
Step 4: Generating Alternatives: this step is for children to think of different possible solutions
Step 5: Agreeing on a Solution: Have children agree on a plan of action. Mediator helps children
explore the possibilities and find an idea or combination of ideas that is acceptable.

14. Social Responsibility
We must remember that mastering socialization takes time and patience. Learning rules
And being able to follow them takes time and practice.
The Ultimate goal for in the socialization domain, is for children to learn and understand
To follow rules even when adults are not present.
Early childhood educators should create a classroom that allows for children to develop
Social responsibility. By doing so the teacher should:
Create a caring classroom
Allowing children to experience and practice prosocial behavior
Which allows them to create for their natural world

15. PROSOCIAL BEHAVIOR What is Prosocial Behavior?
Prosocial Behavior is when simple interactions are what represent the very best of human behavior.
Examples include:
Cooperating,
Helping
Taking care of one another
Sharing
Giving
Cooperating
Sympathizing
Encouraging
Is all positive behavior prosocial?
The answer is “not necessarily.”
The reason is:
When a child does something not because he feels bad or feels remorse, but does it
to expect a reward, not because of a genuine actiion.

16. Social Domain Teaching Strategies
Help children learn eachothers names.
By doing this it helps children become more comfortable. Using their names during positive situations help children develop good feelings about themselves.
Provide Frequent opportunity for children to practice social skills
Exploring and guided discovery provides time for children to become immersed in interactions with on another.
Prompt children to tune in to other peoples emotions
Label emotions children have in common
Describe children's contracting emotions
Help children more accurately interpret emotional cues.
These prompts are most powerful in relation to real incidents when they occur.
Teach children assertive language
This is when children have to claim the next turn, rather it is going to a different center when one child leaves, or their turn at a classroom job, or them using a specific color of marker next.
Examples: “May I have that next?”
“I want a turn.”

17. Social Domain Teaching Strategies
As we continue to interact with children in the classroom there are plenty of oppurtunities to
build a child’s Social domain.
We need to continue to have open conversations, allow the child to lead, mediate when need
be, and encourage Conversations amongst their peers.
Give children the opportunity to have experiences with democracy in the classroom.
Plan for activities that allow the child to identify solutions, and determine agreements.
Be a coach to children and model specific behaviors for them to learn from.