Reported BY: BEEDIV-1 @CUP

1. g
Social
Skills

2. Block Building
• Practiced in block-building center.
TYPES OF BLOCKS
*Unit Blocks- traditional wooden blocks with rounded corner and edges. These are
used to construct structures.
*Hollow Blocks- large blocks built with an opening in the middle. Used to make large
structures they can put themselves into for imaginary play.
*Table Blocks- are small, often colored, and come in a variety of unusual shapes.
These blocks are used for small construction and with small figures.

3. Unit Blocks
•Are used realistically to construct roads,
bridges, and buildings or more abstractly as
cars, planes spaceships, or anything else a
child`s imagination can conceive.

4. Children build by themelves:
•Solitary Play
•Parallel Play
•Cooperative Play

5. Social Skills Checklist
Child`s Name _________________________ Date _______________
__________ Observe others at paly as an onlooker
__________ Plays in solitary manner away from a group.
__________ Plays parallel to other children, but alone.
__________ Seeks other children to play with or joins a group.
__________ Enters ongoing play without a fuss.
__________ Takes turns with roles, toys and equipment.
__________ Waits for turn without a fuss.
__________ Shares toys, materials and equipment
__________ Solves interpersonal conflicts on own.
__________ Makes friends with another child.
E
X
A
M
P
L
E

6. Handling Interpersonal Conflicts
“He took my block!”
“She won`t let me
play!”

7. Adult Direction must be:
• Encourage children at the outset to help them get started, but
then you should tactfully withdraw.
• Redirect their play when it gets out of hand, but then you should
set aside.
FOR GROUP PLAY:
• Children need to manage their social roles by themselves.
Vitancor, Kimberly J.
Beed IV-I

8. Other-Esteem Conflict Conversion
• Help both children recognize each other`s point of view and emphatize
about their feelings by listening to each, thanking them for telling
you what happened , and then by asking how each one thinks the
other child feels about it. This is quite different from the usual
blame and shame approach, or asking a child how she feels.
Children are usually surprised to be asked how the other child
feels. After they finally reply, then you can ask what each one
thinks should be done to make the other child feel better.

9. Teacher`s Role in Children`s Conflicts
• Listen to the child.
• Thank each child for telling you what happened.
• Do not blame either one or get into a blaming aargument.
• Ask each child how thinks the other child feels.
• Ask each child what should be done to make the other child feel better.
• Follow the agreed-upon solution.

10. The Shy Child
•Classroom materials can sometimes help
shy children become involved with others.
Materials through which they can project,
yet not reveal themselves totally.

11. Example Materials:
•Toy cellphone
•Puppets
•Stuffed animals
Pagayon, Rubylyn
Beed IV-I

12. Books as a Lead-Ins to Helping Children Get Involved with
Others
•The Classroom Guinea Pig (Berenzy,
2005) is the perfect book to help get a shy
child involved with classroom activities
and other children.

13. Helps Children Learn To Find Playmate-Friends
• Friendship among young children is not the same as it is among
older children or adults. Preschoolers often value friends for their
abilities to meet their needs rather than for their personalities.
Young children need a friend to help them build a block building,
or play firefighter, or push a wagon around. Because young
children are self-centered, early friendships ae often one sided and
fluid. A friend is valued if he satisfies certain needs of the other
child.

14. Children`s friendship-building strategies
• Invite another child to play or work
together.
• Share toys and materials.
• Carry on a conversation.
• Offer to help.
• Exchange play ideas.
• Read or listen to a book together.
• Follow another child`s lead, or lead
another
• Walk, eat , play together.
• Be partners on a field trip
• Laugh together.
• Have fun together.
Reyes, Jessica
Beed IV-I

15. Listening Partners
•You as a teacher may have to help. You
might start by reading a book about
friendship to two children. You can
choose the book, pick pairs of children,
and invite them to listen to the story.

16. Creating a Kindness Class
• The class itself can reflect your focus on treating one
another with respect and kindness. Friendship grows out
of little acts of kindness such as one chid helping another
to pickup the blocks without being asked, sharing a lunch
sandwich within another, or giving up a computer turn to
someone else.

17. The teacher can do:
• Act of Kindness- Commenting to the children on
every kind act he saw and writing it down on a slip
of paper that can be posted on a bulletin board.
• Kindness of Jar- teacher wrote down acts on cards
and put them into a large glass.