Educators role in Social Development

Thank you for stopping by our blog. If this is your first time visiting I hope you enjoy our personal views for the early years. Our topics and ideas are based on years of home childcare experience mixed with a balance of theory and new ideas from around the world.

Today we're discussing how we as educators and parents can support children on their social development journey. We all know children who are born extroverts. They exude confidence and appear comfortable in any situation. In direct opposition, the introverted children in our lives do not appear confident in social situations. Often they pull away from peers and play independently. 

Home childcare programs. early-years classrooms, playdates at the park, and even individual home environments will have a mix of multiple personalities. Each child is an individual, and their individuality is to be respected. We are not "fixing" their deficits; instead, we are encouraging respectful and appropriate inclusiveness. 

I love a good child development theory. To start our discussion on supporting social development, it's only fair we go straight to Eric Erikson. Let's have a look at Erikson's first three stages. 

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The common theme between the three stages is Relationships. Before children can build positive and reciprocal peer relationships, they need to build strong relationships with the core adults whom they interact with daily. These include but are not limited to parents, guardians, core educators, and caregivers. The importance of early relationships is a big reason why I love Home Child Care as much as I do. Home Daycare by it's very formation is one educator who cares for the child from infancy to school age. Whereas in a daycare centre the child is transitioned to a new room, new educator, possibly a whole new group of peers as they enter each new age group. There are a few daycares who follow the Reggio Emilia approach and keep the same educator with the same group of children as they grow from infancy to school age. Again the core value that early relationships are crucial to life long success is paramount. 

So how does this knowledge guide us to support children's social development? 

1. We need to recognize that children need to be respected inherently. The adage of "respect is earned" has no value or purpose in the early years. It's an out of date, masculine phrase degrading of a person's self-worth. Children learn how to respect adults and their peers from the way adults treat them. If the core adults in their lives are overly cynical, give harsh or degrading consequences, and undermine their ideas, it's no wonder they either "act out" or "isolate" themselves. 
   
2. Remember, children are great at imitating our actions. Modeling positive, calm, and respectful social communication with the child, their peers, and other adults is a great place to start. Here are a few great tips to remember
   
   1. engage in one-to-one and face-to-face interactions with children
   2. use a pleasant, calm voice and simple language
   3. provide warm, responsive physical contact
   4. follow the child's lead and interest during play
   5. help children understand home and program expectations
   6. redirect children when they engage in challenging behaviour (before it goes too far)
   7. Listen to children and encourage them to listen to others
   8. acknowledge children for their accomplishments and effort.  

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Another practical step we can take to support social development is to intentionally plan activities and "invitations to play" that promote social interaction. 

Learning in the early years is fundamentally a social experience. As children learn about themselves and others, they strengthen their emotional intelligence, their ability to construct plans, and attend to what's important. They do all this based on the values and practices their core adults provide through daily activities. Thoughtfully planned "curriculum" supports children to develop these skills through potential social interactions with their peers and adults. 
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These "5 Great Curriculum Starters" listed are just that, STARTERS. When planning daily activities, reflective practices are paramount. The use of different centres and manipulative's within a childcare environment are what create opportunities for meaningful play. Not listed in the infographic are imaginative play centers. These include dress-up, kitchens, tool benches, cleaning supplies, animal care kits, and more. 
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ELECT (Early Learning For Every Child Today) is a valuable resource used by early childhood educators and childcare providers. This document outlines developmental domains and lists indicators of skills for each age group. As a next step, I encourage you to review social and emotional development for each age group. Linking "indicators of skills" to your specific curriculum can support how you view the children in your care. Hopefully, by observing and reflecting on "what's developmentally normal," you are better able to scaffold the children's learning. 

Click here to be redirected to ELECT

sources: 
Clinton J., (n.d). The power of positive adult child relationships: connection is the key. Retrieved from: http://www.edu.gov.on.ca/childcare/clinton.pdf​

Joseph, G. & Strain, P. S. (2004). Building positive relationships with young children.Young Exceptional Children, 7(4), 21-29.

Ontario Ministry of Education (2007). Early Learning for Every Child Today: A Framework for Ontario’s Early Childhood Settings. Retrieved from http://www.edu.gov.on.ca/childcare/ oelf/continuum/continuum.pdf

Ostrosky, M. M. & Jung, E. Y. (2010). What Works Briefs: Building Positive Teacher-Child Relationships. Center on the Social and Emotional Foundations for Early Learning. Retrieved from http://csefel.vanderbilt.edu/briefs/wwb12.pdf