Nicole Richardson - Assignment #1

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Nicole Richardson - Assignment #1

  1. 1. By: Nicole Richardson THE ROLE OF THE ADULT IN DEVELOPING SOCIAL COMPETENCE
  2. 2. <ul><li>Teachers </li></ul><ul><li>Families </li></ul><ul><li>Community Members </li></ul>WHO IS INVOLVED?
  3. 3. <ul><li>What is social competence? </li></ul><ul><li>Is everyone born with the same level of social competence? </li></ul><ul><li>How can adults strengthen these skills? </li></ul>BACKGROUND ON SOCIAL COMPETENCE
  4. 4. <ul><li>In early school years teachers play an important role in how they provide instruction. </li></ul><ul><li>Different cultures can affect the social competence of a child. It is important that a teacher creates a classroom community that is understanding of other cultures. </li></ul>What is the Teacher’s role?
  5. 5. <ul><li>Guiding children individually and in small groups is more effective. </li></ul><ul><li>Children benefit from participating in situations. </li></ul><ul><li>Teachers can give warm suggestions when working individually. </li></ul>TEACHERS
  6. 6. <ul><li>What is your parenting style? </li></ul><ul><li>Socially competent children come from families that are well balanced both socially and emotionally. </li></ul>What is the family’s role?
  7. 7. <ul><li>Parents and caregivers need to talk with their children about their friendships. </li></ul><ul><li>Communicating ideas about situations, and role playing in the home is an appropriate way to build socially competent children. </li></ul>FAMILIES
  8. 8. <ul><li>Who are community members? </li></ul><ul><li>The community should not be taken for granted because it plays an important role in children’s lives. </li></ul>What is the community’s role?
  9. 9. <ul><li>The community provides a sense of belonging to a child. </li></ul><ul><li>Children are the future community members. </li></ul><ul><li>The best way to teach them to be community members is through observation. </li></ul>COMMUNITY MEMBERS
  10. 10. <ul><li>Social-Emotional Learning in Early Childhood: What we know and where we go from here </li></ul><ul><li>http://www.casel.org/downloads/SELearlychildhood.pdf </li></ul><ul><li>Center of the Social and Emotional Foundations for Early Learning </li></ul><ul><li>http://www.vanderbilt.edu/csefel </li></ul><ul><li>Early Child Development in Social Context: A Chartbook on Socioemotional Development </li></ul><ul><li>http:/www.commonwealthfund.org/usr_doc/ChildDevChartbk.pdf </li></ul>LINKS FOR SUPPORT
  11. 11. <ul><li>This checklist was created for adults that interact with children. This checklist will help to see if children are on the right track when it comes to social competence. </li></ul><ul><li>The intent of this checklist is not to prescribe correct social behavior but rather to help teachers, caregivers, and community members understand the child’s social competence. </li></ul>THE SOCIAL ATTRIBUTES CHECKLIST
  12. 12. <ul><li>I. Individual Attributes </li></ul><ul><li>The child: </li></ul><ul><ul><li>Is usually in a positive mood. </li></ul></ul><ul><ul><li>Usually comes to the program willingly. </li></ul></ul><ul><ul><li>Usually copes with rebuffs or other disappointments adequately. </li></ul></ul><ul><ul><li>Shows interest in others. </li></ul></ul><ul><ul><li>Shows the capacity to empathize. </li></ul></ul><ul><ul><li>Displays the capacity for humor. </li></ul></ul><ul><ul><li>Does not seem to be acutely lonely. </li></ul></ul>THE SOCIAL ATTRIBUTES CHECKLIST
  13. 13. <ul><li>II. Social Skills Attributes </li></ul><ul><li>The child usually: </li></ul><ul><ul><li>Interacts nonverbally with other children with smiles, waves, nods, etc. </li></ul></ul><ul><ul><li>Expects a positive response when approaching others. </li></ul></ul><ul><ul><li>Expresses wishes and preferences clearly; gives reasons for actions and positions. </li></ul></ul><ul><ul><li>Asserts own rights and needs appropriately.  </li></ul></ul><ul><ul><li>Is not easily intimidated by bullies.  </li></ul></ul><ul><ul><li>Expresses frustrations and anger effectively, without escalating disagreements or harming others. </li></ul></ul><ul><ul><li>Gains access to ongoing groups at play and work.  </li></ul></ul>THE SOCIAL ATTRIBUTES CHECKLIST
  14. 14. <ul><li>II. Social Skills Attributes </li></ul><ul><li>The child usually continued: </li></ul><ul><ul><li>Enters ongoing discussion on a topic; makes relevant contributions to ongoing activities. </li></ul></ul><ul><ul><li>Takes turns fairly easily. </li></ul></ul><ul><ul><li>Has positive relationships with one or two peers; shows the capacity to really care about them and miss them if they are absent. </li></ul></ul><ul><ul><li>Has “give-and-take” exchanges of information, feedback, or materials with others. </li></ul></ul><ul><ul><li>Negotiates and compromises with others appropriately. </li></ul></ul><ul><ul><li>Is able to maintain friendship with one or more peers, even after disagreements. </li></ul></ul><ul><ul><li>Does not draw inappropriate attention to self. </li></ul></ul><ul><ul><li>Accepts and enjoys peers and adults who have special needs. </li></ul></ul><ul><ul><li>Accepts and enjoys peers and adults who belong to ethnic groups other than his or her own. </li></ul></ul>THE SOCIAL ATTRIBUTES CHECKLIST
  15. 15. <ul><li>III. Peer Relationship Attributes </li></ul><ul><li>The child: </li></ul><ul><ul><li>Is usually accepted versus neglected or rejected by other children. </li></ul></ul><ul><ul><li>Is usually respected rather than feared or avoided by other children. </li></ul></ul><ul><ul><li>Is sometimes invited by other children to join them in play, friendship, and work. </li></ul></ul><ul><ul><li>Is named by other children as someone they are friends with or like to play and work with </li></ul></ul>THE SOCIAL ATTRIBUTES CHECKLIST
  16. 16. <ul><li>IV. Adult Relationship Attributes </li></ul><ul><ul><li>  Is not excessively dependent on adults. </li></ul></ul><ul><ul><li>Shows appropriate response to new adults, as opposed to extreme fearfulness or indiscriminate approach. </li></ul></ul>THE SOCIAL ATTRIBUTES CHECKLIST
  17. 17. <ul><li>Promoting the Social Development of Young Children </li></ul><ul><li>by Charles Smith </li></ul><ul><li>The Cooperative Sports and Games Book </li></ul><ul><li>by Terry Orlick </li></ul><ul><li>Creative Teaching with Puppets </li></ul><ul><li>by B. Rountree </li></ul><ul><li>The New Games Book: Play Fair, Nobody Hurt </li></ul><ul><li>by A. Fluegelman </li></ul>BOOKS TO HELP WITH SOCIAL COMPETENCE
  18. 18. <ul><li>Katz, L. (2002).  Illinois early learning project . Retrieved from http://illinoisearlylearning.org/faqs/socialcomp.htm </li></ul><ul><li>Kemple, K.M. (2004). Let's be friends: Peer competence and social inclusion in early childhood programs . Early Childhood Education Series. Publication of the American Psychological Association (APA Manual), 6 th ed. </li></ul><ul><li>Todd, C. (1996, February).  National network for child care . Retrieved from http://www.nncc.org/Guidance/dc14_develop.social.skill.html </li></ul>REFERENCE

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