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Apex KinderCare | Daycare, Preschool & Early Education in Apex, NC

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Apex KinderCare

Welcome to Apex KinderCare

Welcome to Apex KinderCare in Apex, North Carolina! Conveniently located just off Western Wake Freeway, our center offers a variety of learning programs for kids from six weeks to twelve years old. Our students are able to learn and develop by making their own choices and engaging in play that requires exploration. It is our mission to instill confidence for life in each and every one of our students. We love our families and welcome everyone to our circle!

Meet Nicole Burroughs, Our Center Director

Meet Nicole Burroughs! She is the Center Director at Apex KinderCare in North Carolina. Nicole attended Concordia University, where she earned a Master’s Degree in Education. She has been with KinderCare since June 2010 but began working in the Early Childhood field in 2004. Every day, Nicole looks forward to providing children with a nurturing learning environment. “Play is really the work of childhood.” – Fred Rogers. Outside of work, Nicole enjoys going on hikes and spending time at the beach with her family.

• Apex KinderCare Programs
• Our Teachers
• Family Stories
• FAQs

AMERICA’S MOST ACCREDITED

We’re so proud!

Nationally only 10% of daycares are accredited – nearly 100% of our learning centers are. That’s a big difference,
and that means KinderCare kids are getting the very best. Here’s why.

SCHOOL-READY

What Learning Looks Like

Our talented early-childhood teachers set kids down the path toward becoming lifelong learners in a positive, safe, and nurturing environment.

Apex KinderCare Programs

Infant Programs (6 weeks-1 year)

Leaving your baby in someone else’s care is a big step. Everyone at our
centers—most importantly, our naturally gifted infant teachers—will work with
you to make sure the transition goes smoothly. When you step into our infant
classroom, you’ll see how much we want your infant to feel safe, loved, and
ready to explore their world.

Toddler Programs (1-2 Years)

Everything in our toddler classroom is designed for little explorers. That’s
because a lot is going on at this age. When your child is wandering all over the
place, that means they’re learning and discovering new things every day. We’ll
help them explore their interests (and find new ones!) as they play and learn.

Discovery Preschool Programs (2-3 Years)

This age is filled with so much wonder and curiosity. That’s why we offer a ton
of books and toys and bring artwork down to kids eye level. Children in
discovery preschool also begin to learn how we all work together in a
classroom. Simple math and science, pretend play, and group play help them
get used to a more structured school setting.

School Break Programs (preschool, prekindergarten, and school-age)

Winter break, spring break, summer break—when school’s out (but you still need to work), you
can count on KinderCare to provide a safe and supportive learning environment that’s focused
on fun. We welcome children ages 5-12 during school break times and make sure they have a
sensational, screen-free experience they won’t forget.

Our Teachers

We’re the only company in early childhood education to select teachers based on natural talent. Being a great educator isn’t enough though.
KinderCare teachers are also amazing listeners, nurturers, boo-boo fixers, and smile-makers. Put more simply,
we love our teachers and your child will, too.

Meet just a few of our amazing KinderCare teachers!

A KINDERCARE TEACHER WITH

An Artist’s Heart

“My classroom is full of art!” says Mary Annthipie-Bane, an award-winning early childhood educator at KinderCare. Art and creative expression, she says, help children discover who they really are.

We put our best-in-class teachers in a best-in-class workplace. We’re so proud to have been named one of Gallup’s 37 winners of the Great Workplace Award.
When you put great teachers in an engaging center, your children will experience
an amazing place to learn and grow.

Family Stories

Share Your Story


If you have a story about your experience at KinderCare,

please share your story with us
.

Who Are KinderCare Families?

They hail from hundreds of cities across the country from countless backgrounds, and proudly represent every walk in life. What our families have in common,
though, is the want to give their children the best start in life. We are so proud to be their partner in parenting.

Hear from just a few of our amazing KinderCare families.

A Globe-Trotting Family Finds A

Home in Houston

Four young children, four different passports, two languages, two full-time jobs…oh, and a few triathlons thrown in for good measure.
Meet the globe-trotting Colettas—a family on the go.

Frequently Asked Questions

What accreditations does KinderCare have?

We are your trusted caregiver. Our centers are state-licensed and regularly inspected to make sure everything meets or exceeds standards, including child-to-teacher ratios and safe facilities. Our centers aren’t just licensed—most are accredited, too! Find out more.

Do you offer part-time schedules at Apex KinderCare?

Everybody’s schedule is different. We’re happy to offer quality, affordable part-time and full-time childcare. Drop-in care may also be available. Reach out to your Center Director to learn more.

How does naptime work at Apex KinderCare?

Our teachers meet every child’s needs during naptime. Our teachers know how to get babies to nap. In fact, they are pros at getting children of any age to nap. Visit our article on “10 Ways We Help Kids Get a Great Daycare Nap” to learn more.

Do you support alternative diets?

We strive to be as inclusive as possible. To that point, we provide a vegetarian option at mealtime, take care to not serve common allergens and can adapt menus based on your child’s food sensitivities. If your child has additional needs, we’ll work with you to figure out a plan.

Are meals included in tuition? Can I choose to send my child with lunch?

We provide nutritious meals and snacks developed by a registered dietician to meet the needs of rapidly growing bodies and minds. If your child has special dietary requirements and you would prefer to bring in their lunch, please make arrangements with the center director.

Does my child need to be potty-trained?

Every child begins toilet learning at a different age. Until your child shows an interest in toilet learning, we’ll provide diaper changes on an as-needed basis. When your child shows an interest, we’ll discuss how to work together to encourage toilet learning.

Bright Start Child Care Llc Home Preschool – Apex, NC 27502

Daycare in Apex, NC

Bright Start Child Care Llc provides childcare for families living in the Apex area. Children engage in play-based, educational activities to help them achieve important milestones. The facility is a home daycare which fosters the development of social skills in a safe, caring environment. The director offers age-appropriate programming for kids aged 0 to 12. Contact Bright Start Child Care Llc to discuss operating hours, tuition rates, and schedule a free tour for you and your family.

Weekly Tuition Packages

Bright Start Child Care Llc is a home daycare that offers childcare for families in Apex and the surrounding Raleigh-Durham area. Teachers help their students achieve important milestones by engaging in play-based, educational activities. The facility fosters the development of social skills in a safe, caring environment.

WeeCare lists childcare providers that are recommended by parents and have active state licenses
that are in
good standing. Our mission is to make finding safe and affordable childcare options accessible to
all.

Our parent-loved app not only helps families pay tuition and stay up-to-date with what their kiddos
are achieving, but it was also built to help providers streamline their businesses so they have more
time to do what they love!

For more information, please contact:
grow@weecare. co

Apex, NC
27502

Location is approximate

WeeCare lists childcare providers that are recommended by parents and have active state licenses
that are in
good standing. Our mission is to make finding safe and affordable childcare options accessible to
all.

Our parent-loved app not only helps families pay tuition and stay up-to-date with what their kiddos
are achieving, but it was also built to help providers streamline their businesses so they have more
time to do what they love!

For more information, please contact:
[email protected]

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Newborn baby care.

All the subtleties

Pregnancy is the most beautiful and at the same time disturbing time. And now it’s over for you: the long-awaited baby was born, his first days of adaptation in the maternity hospital have passed. And, , finally, you and your baby were discharged home.

Here you face the age-old question: “What to do next?” After all, you need to take care of the little man: clean your ears and eyes, change diapers, treat the umbilical wound, bathe, and so on.

However, do not panic: in fact, all these seemingly complex problems are solved quite simply. To do this, it is enough to get to know your baby better, not being afraid to take him in your arms, and “shoe” yourself with theoretical knowledge.

Then the fear will pass, and even if you are a young and inexperienced mother, you can easily cope with this task, difficult at first glance.

Complete baby’s makeup bag

Most likely, you have already prepared all the necessary hygiene products for the newborn in advance, but it will not be superfluous to list them again.

You will need:

• non-sterile cotton pads

• ear sticks with stopper

• flagella or cotton swabs for cleansing the nose

• Hypoallergenic water-based baby wipes for skin treatment

• baby cream/ointment (e.g. Bepanthen)

• baby or boiled vegetable oil

• small handy liquid container: bowl or cup

• one of the antiseptics for treating the umbilical wound: 1% solution of brilliant green, 5% solution of potassium permanganate, 1% alcohol solution of chlorophyllipt.

• 3 % – hydrogen peroxide solution

• special nippers or scissors for cutting the nails of babies

• boiled cooled water

• special anti-seborrheic shampoo for babies

• baby hairbrush

• water thermometer

How to care for a newborn?

Before proceeding with the procedures, choose the most optimal time for them and “agree” with the baby. To do this, make sure that he gets enough sleep, is not hungry and is generally in a good mood. Otherwise, the “concert” is provided to you. After all, cleansing the ears and nose, treating the umbilical wound and the eye are procedures not from pleasant for the baby.

Lugs

Nature has made sure that the ears clean themselves, so you don’t need to go deep into your baby’s ear canal. Moreover, if this precaution is neglected, then you can damage the eardrum or push the wax deep into the ear canal, which will lead to the development of complications (otitis media, deafness).

How do I clean my ears?

“Arm yourself” with cotton swabs with a limiter and after bathing the child, carefully wipe with them only the visible part of the ear canal (no deeper!), as well as the outer ear. For each ear, use a hotel cotton swab.

How often should I do this?

Clean your baby’s ears two to three times a week after bathing, as wax swells with water and flows freely out of the ear canal.

Eyes

A small white discharge gradually accumulates in the inner corners of the eyes of a newborn throughout the day, which must be removed.

How to clean the eyes?

Pour water into a container (cup or bowl), soak a cotton pad in it. Then with smooth movements, start rubbing the eye from the outer corner, moving towards the bridge of the nose. During the procedure, the baby closes his eye, and you actually wipe the cilia.

How often should I do this?

Wipe the eyes in the morning, and if necessary, then repeat the procedure again in the evening.

Important! Use a separate cotton pad for each eye.

Spout

This organ is so delicate that the baby often does not like being poked around in it, so the spout must be cleaned very carefully. For this, by no means not use ear sticks, but only turundas or cotton flagella.

How to clean the spout?

Lay the baby on its back, dip the flagellum in boiled vegetable or baby oil. Then with twisting movements move 1-1.5 cm deep into the nasal passage , and then move in the opposite direction. Thus, clean both nasal passages in turn. Repeat the steps until the turundas are clean.

Of course, you may not be able to do everything right the first time, because this procedure requires some skill. However, over time, you will get better at it.

How often should I do this?

Clean your baby’s nose as needed, but no more than once a day if he is healthy. And if he has a runny nose, see a doctor.

Leather

There is nothing in the world more tender than the skin of a newborn. However, , unfortunately , she is prone to dryness and flaking. Therefore, to care for her, use moisturizers, wash your baby’s face, wash your baby when changing a diaper.

How to take care of your skin?

• Facial care

Take a cotton pad, soak it in cooled boiled water and wipe the baby’s face.

Do this procedure twice a day: morning and evening.

• Body care

Wipe the baby’s skin with a damp cloth, paying special attention to the neck and skin folds (perineum, gluteal folds, armpits, skin behind the ears). Since in these places particles of keratinized skin and clothes accumulate, which lead to the formation of chafing and diaper rash.

Wipe baby’s skin 1-2 times a day.

• Hair and scalp care

In newborns, crusts sometimes form on the scalp. Unfortunately, pediatricians have not yet come to a consensus: this is a feature of a newborn or a manifestation of an allergy.

There are two ways to remove scabs:

• • Baby anti-seborrheic shampoo

While bathing, lather the baby’s hair with shampoo and leave for five minutes, then rinse.

Shampoo no more than once or twice a week.

• • Grandma’s way

Before bathing, rub boiled vegetable or baby oil on the baby’s head and put on a cap. After one or two hours, buy the baby, remove it from the water and blot the scalp. After that, brush the scales with a baby brush.

Of course, you will not remove all the scales at once, so repeat all the steps during the next bath.

• Washing

If your baby gets a little wet, only wet wipes or cotton pads soaked in water can be used when changing the diaper.

However, if the genitals and buttocks of the crumbs are “smeared” with feces, then it is better to wash it. Since there is a risk of infection in the urinary tract and the development of diaper rash.

Wash baby only with running water , the temperature of which should not exceed 37 ^o C.

How to wash?

Place the baby on your forearm so that its back is on top, and support it with your hand in the pelvic area. Then bring it to the sink and, under running water, begin to wash, making movements from front to back: from the pubis to the pope. This is necessary to prevent infection in the urinary tract.

And before putting on a diaper, lubricate all the folds and skin of the perineum with baby protective cream to prevent diaper rash.

Important! When washing, never expose the glans penis to boys and the labia majora to girls.

Treatment of the umbilical wound and cord residue

As a rule, the umbilical cord falls off during the stay of the crumbs in the maternity hospital. However, if this does not happen, then the baby is discharged home with the umbilical cord residue, which disappears within a few days.

How to handle cord residue?

Take an antiseptic solution, soak a cotton swab in it and treat the cord residue completely, starting from the umbilical ring.

How to treat an umbilical wound?

First soak a cotton swab in the hydrogen peroxide solution. Then fix the umbilical ring with your thumb and forefinger. Treat the wound, moving from the center to the periphery and removing the formed crusts.

Next, remove the resulting foam with a dry cotton swab and treat the umbilical wound with another cotton swab dipped in an antiseptic solution.

How often should I do this?

Morning, evening and after bathing /

Nails

There is an opinion that it is impossible to cut a baby’s nails until a month old, but it is erroneous. Because if the nails have grown, then the baby can get hurt by them.

How to cut nails?

Use special baby scissors or wire cutters. Cut your nails straight, without rounding the edges, so as not to stimulate their growth and prevent ingrowth into the skin.

For cutting nails, choose the most optimal time: when the baby is sleeping.

How often should I do this?

Nails in newborns grow at different rates, so it’s up to you how often to cut them – usually this procedure is carried out at least twice a week.

As you can see, there is nothing difficult in caring for a newborn baby. The main thing – take your time, be careful and always focus on the mood of the little man. And you will succeed!

Author : Koretskaya Valentina Petrovna, pediatrician,

pediatric resident

Care of a newborn baby in the first months

After a long-awaited discharge from the maternity hospital, some mothers may be confused. Even if young families prepare in advance for the role of parents, new questions often arise after the birth of a child. When to start walking with a newborn? How to bathe a child? Whether to process the navel? Sometimes the answers to them are not easy to find: either there is too little information on the Internet, or, conversely, there is so much of it that some publications contradict each other. In this article, you will find answers to popular questions about child care. I hope that the material will help you gain not only new knowledge, but also self-confidence.

What should be the temperature in the children’s room?

First, it is important to understand that the baby’s body temperature is labile. After all, thermoregulation in a child is only being formed. This means that the body temperature of a newborn can be either higher or lower than the values ​​that adults are used to. And if the deviations are minor, then you should not worry.

Secondly, if we talk about the ambient temperature, then we must take into account that babies are more likely to overheat than to hypothermia. Therefore, a comfortable temperature for newborns is approximately 20-22 degrees. For premature and underweight babies, it is sometimes advisable to warm the air up to 25 degrees in the room. In this case, the correct solution would be to gradually reduce the temperature in the room, bringing it closer to 20 degrees. Humidity for a newborn is optimally kept at 55-65 percent. This will avoid overdrying of the mucous membrane of the nasal passages and ensure comfortable breathing for the baby.

How long to walk with a newborn?

One of the first questions that some mothers are puzzled after discharge is: when can I walk with a newborn? The answer is simple – you can walk right away! Contrary to the popular stereotype, there is no need to sit at home, waiting for the baby to grow up.

A healthy child comfortably tolerates walks after discharge from the maternity hospital. The main thing is to know how to dress the baby for a walk, not too warm in summer and warm enough in winter.

We must not forget about protective creams and frostbite sticks before winter walks. And if you are going for a walk in a hot summer, you should use sunscreen for babies with a filter of at least 50.

It is impossible to answer the question of how long to walk with a baby without knowing the circumstances: the baby’s age and season, weather conditions. You can start as early as 30 minutes, gradually increasing the time of the walk.

When can you bathe a newborn?

There is a misconception that a baby should not be bathed until the umbilical wound has healed. In medical language, this process is called “epithelialization”. In fact, the baby can and even needs to be bathed immediately after being discharged from the maternity hospital. It is not necessary to wait for the umbilical cord to fall off and the navel to heal completely.

In addition, many clinicians now recommend “dry cord management”. This means that the wound does not need to be treated using aggressive local antiseptics. The decision on the need for treatment, the appointment of local drugs or the restriction of water procedures is made only by the pediatrician based on the examination of the baby.

How long does it take for a newborn’s navel to heal? The umbilical wound usually stops bleeding after a few days, and the cord remnant falls off on its own within about 1-2 weeks. Then the umbilical wound gradually tightens and the navel heals. If the remnant of the umbilical cord does not fall off for a long time, or if there are signs of inflammation of the navel, be sure to consult a doctor

How to bathe a newborn?

How to prepare for bathing a baby? Let’s try to put such an important procedure into 5 steps.

The first is to prepare everything you need before the baby is in the bathroom. Easy access to bathing products, water at the right temperature, a surface (table) with a towel where you can put the baby after bathing. Suitable water temperature for bathing a child is 36-37 degrees.

Second – enlist the help of household. Until the baby grows up, and the parents do not master the rules for bathing a newborn, it will be correct and safe to insure each other.

Third – in which water should a newborn be bathed? Is it necessary to bathe a child in boiled water? Should I use herbs for bathing a newborn? Should we add any disinfecting components (potassium permanganate, or simply “potassium permanganate”) is confidently leading in the top parental questions? We answer – clean water is enough for bathing a baby, and it does not need to be boiled. It is reasonable to use herbal decoctions for preparing aromatic drinks, but it is not recommended to use them for bathing a newborn – the risk of allergic reactions in a child is high.

When bathing a baby with increased dryness of the skin and a tendency to peel (initial manifestations of atopy), it is recommended to use special bath oils, and after bathing, apply baby emollients to the skin – special moisturizing emulsions.

Fourth – duration of bathing the child. Focus on a conditional interval from 10 to 40 minutes: 10-15 minutes is enough for a full-fledged bathing procedure for a baby, and if the baby is tired and the mother is still inexperienced, this can be limited. But in order to fully enjoy the water procedures, the baby needs about half an hour, and the older the baby, the more willingly he spends time in the water. By the year, the duration of water procedures usually reaches an hour. An evening bath becomes a familiar ritual for a child, helping to form the right bedtime.

Fifth – bath toys. While the baby is very tiny, he takes a bath using a special slide for swimming or using a baby bath. Bathing toys are not yet interesting for the baby – he enjoys communicating with his mother, being in the water, and pleasant sensations. But after 3 months, when the baby outgrows the swimming slide and his bath, it’s time to move into an adult bath (provided that the parents are already confidently managing the little swimmer). Now is the time to add a play element to the bath. Make sure toys are labeled according to the child’s age and safety standards.

How often should a newborn be bathed? It is not necessary to wash the child every day, 3-4 times a week is enough. Frequency with age

Wipe the newborn after bathing with soft, soaking movements. The scalp of the child can also get wet, and the moisture will be absorbed into the towel.

After bathing, the baby should be breastfed or given water to drink.

Newborn hygiene.

What do you need to know?

Hygiene is an important aspect of newborn care. Washing, treatment of folds, care for the eyes of a newborn, prevention of diaper rash in a child.

It is better to wash the child after a night’s sleep, and then treat the baby’s eyes with a cotton swab moistened with warm boiled water in the direction from the outer edge of the eye to the inner one. Do not use the same cotton pad for different eyes!

Don’t know how to clean your child’s ears? Outside only: Wipe the ear canal and creases behind the ears. You can’t put ear sticks or turundas into the child’s ear canal.

Wash your newborn frequently, at every diaper change.

In care, it is important to use the minimum amount of cosmetics. Here, baby products based on panthenol, lanolin, baby skin care emulsions and bathing oil / gel can come in handy.

How to enjoy motherhood while caring for a baby?

The most important thing is to delegate authority correctly. The baby is the fruit of the love of dad and mom equally, which means that dad can and should share with mom the admiration for the first smile and the first conscious coo, and the hassle of disposing of diapers or processing the breast pump after expressing milk.

The second most important moment is help in everyday life. Not every mother can openly ask for help around the house, and here it is the sensitivity and attention of family members that should support a young woman and a baby in such an unusual and difficult period.

Good nutrition, healthy sleep, attention of relatives – three “pillars” on which comfortable motherhood is based. By the way, about nutrition – the diet of a nursing mother should be varied and saturated with basic nutrients. Eat well and feed with pleasure!

How to ensure the safety of the child?

The pediatric community has a list of rules to help keep your baby safe:

• Don’t leave your baby unattended on a changing table or other surface.
• Do not shake (shake, vigorously shake) the child.
• In the first month of life, especially in the first days after discharge, it is not recommended to leave the baby alone with pets.
• Use rollers, baby carriers and positioners wisely.
• Organize a sleeping place for a newborn: it should not have lush frills, pillows, even bumpers and blankets are not needed at first and can be dangerous. It is better to use a sleeping bag or swaddle the baby*.
• Do not leave the baby in the prone position during a long night’s sleep.
• Do not hesitate to contact the pediatrician in any incomprehensible situation.
• Always use an infant carrier or car seat to safely transport your child in the car**. Children under one year old can only be transported in a Class 0 infant carrier.

Read about safe sleep arrangements for your baby (both co-sleeping with mom and in a separate bed) here.

How to wash baby clothes?

Taking care of the baby in the first months of life, it is important to take a responsible approach to choosing a detergent for washing children’s clothes. The skin of a child differs from the structure of the skin of an adult, and the subcutaneous vessels are located closer to the surface, so the likelihood of a reaction to a low-quality product is many times higher.

The requirements for children’s washing powders in terms of toxicological indicators also differ significantly – they do not include a number of certain additives that can be in universal washing powders. When choosing a baby powder, it is better to focus on the age marking corresponding to the age of your child. With this tool, you can wash clothes of all age categories above this age. That is, children’s underwear should not be washed with the usual means, but adult clothes can be washed with baby powder.

Scheduled examinations of the child: monitoring the health of the baby!

It is important not to forget that the health of a newborn depends not only on the efforts of the parents, but also of the pediatrician. The first examination of the child will take place no later than 1-3 days after discharge (the timing may vary slightly from region to region) ***, and it is carried out by a local pediatrician or patronage nurse. If the baby has any diseases or is at risk for the development of any pathology, then the newborn is examined on the day of discharge. If the discharge from the maternity hospital fell on weekends or holidays, then the patronage is carried out by the on-duty pediatrician of the polyclinic.

Patronage of newborns is carried out free of charge under the MHI (compulsory medical insurance) system for all children without exception. Important – even if there is no registration and medical policy, then patronage is still available! Parents always have a choice: patronage can be carried out in private medical centers or polyclinics at large children’s hospitals offering their patronage services.

Next, scheduled examinations of the newborn will be supplemented by visits to doctors of other narrow specialties – pediatric neurologists, orthopedists, surgeons, and in due (declared) terms of examination, the mother will be able to make sure that everything is in order with her baby.

Social Development in Children | SCAN of Northern Virginia

Ask any parent about their child’s development, and they’ll often talk about speech and language development, gross motor skills or even physical growth. But a child’s social development—her ability to interact with other children and adults—is a critical piece of the development puzzle.

What is social development?

Social development refers to the process by which a child learns to interact with others around them. As they develop and perceive their own individuality within their community, they also gain skills to communicate with other people and process their actions. Social development most often refers to how a child develops friendships and other relationships, as well how a child handles conflict with peers.

Why is social development so important?

Social development can actually impact many of the other forms of development a child experiences. A child’s ability to interact in a healthy way with the people around her can impact everything from learning new words as a toddler, to being able to resist peer pressure as a high school student, to successfully navigating the challenges of adulthood. Healthy social development can help your child:

• Develop language skills. An ability to interact with other children allows for more opportunities to practice and learn speech and language skills. This is a positive cycle, because as communication skills improve, a child is better able to relate to and react to the people around him.
• Build self esteem. Other children provide a child with some of her most exciting and fun experiences. When a young child is unable to make friends it can be frustrating or even painful. A healthy circle of friends reinforces a child’s comfort level with her own individuality.
• Strengthen learning skills. In addition to the impact social development can have on general communication skills, many researchers believe that having healthy relationships with peers (from preschool on up) allows for adjustment to different school settings and challenges. Studies show that children who have a hard time getting along with classmates as early as preschool are more likely to experience later academic difficulties.
• Resolve conflicts. Stronger self esteem and better language skills can ultimately lead to a better ability to resolve differences with peers.
• Establish positive attitude. A positive attitude ultimately leads to better relationships with others and higher levels of self confidence.

How can parents make a difference when it comes to social development?

Studies show that everyday experiences with parents are fundamental to a child’s developing social skill-set. Parents provide a child with their very first opportunities to develop a relationship, communicate and interact. As a parent, you also model for your child every day how to interact with the people around you.

Because social development is not talked about as much as some other developmental measures, it can be hard for parents to understand the process AND to evaluate how their child is developing in this area. There are some basic developmental milestones at every age, as well as some helpful tips a parent can use to support their child.

Infants & Toddlers:

During the first 2 years of life, huge amounts of development are rapidly occurring. You can expect your child to:
– Smile and react positively to you and other caregivers
– Develop stranger anxiety—though it can be frustrating, this is a normal step in development
– Develop an attachment to a comfort object such as a blanket or animal
– Begin to show anxiety around other children
– Imitate adults and children—just as a child develops in other ways, many social skills are learned simply through copying what a parent or sibling does
– Already be affected by emotions of parents and others around them

As a parent, you can:
– Respond to your baby’s needs promptly—your child is learning how to trust someone
– Make eye contact with your baby—get down to their level and connect visually when you interact with them
– Babble and talk to your baby, always pausing to allow them to respond
– Play copycat with words and actions
– Play “peekaboo”—this teaches your child that even if you “disappear” you will come back, and sets the stage for less stranger anxiety in the future
– Involve your baby in daily activities such as running errands or visiting friends—this shows them how you interact with others in a respectful, positive way
– Begin to arrange playdates so that your child can interact with peers

Preschoolers:

By this age, the stage has been set in the earliest years (mostly by parental and other family interactions) for a child to branch out. As preschool begins your child can:
– Explore independently
– Express affection openly, though not always accurately—there can still be much frustration for your child as language development is still happening
– Still show some stranger anxiety
– Perfect the temper tantrum—it can be stressful, but tantrums are a normal part of child development
– Learn how to soothe themselves
– Be more aware of others’ emotions
– Cooperate with other children
– Express fear or anxiety before an upcoming event (such as a doctor visit)

As a parent, you can:
– Demonstrate your own love through words and physical affection—which is a great way to begin teaching a child how to express other emotions as well
– Help your child express their emotions by talking through what they are feeling
– Play with your child in a “peer-like” way to encourage cooperative play—this is helpful when they are in a group environment and have to share toys and cooperate
– Continue to provide play dates and opportunities to interact with other children
– Provide examples of your trust in others, such as your own friendships or other relationships

School children:

By 5 and older, a child’s social development begins to reach new levels. This is a point in time when most children will spend more hours in a day with other children than with their parents. It is normal for them to:
– Thrive on friendships
– Want to please friends, as well as be more like their friends
– Begin to recognize power in relationships, as well as the larger community
– Recognize and fear bullies or display bully-like behavior themselves
– As early as 10, children may begin to reject parents’ opinion of friends and certain behaviors—this is a normal step, but can be especially frustrating for parents

As a parent, you can:
– Talk with your child about social relationships and values by asking them about school and friends every day
– Allow children the opportunity to discuss social conflicts and problem-solve their reactions/actions
– Discuss the subject of bullying and harassment, both in person and on the Internet
– Allow older children to work out everyday problems on their own
– Keep the lines of communication open—as a parent, you want to make yourself available to listen and support your child in non-judgmental ways

Your child’s social development is a complex issue that is constantly changing. But the good news is that parents can have a big impact on how it progresses. By modeling healthy relationships and staying connected with your child, you can help them relate to the people around them in positive, beneficial ways. By encouraging them to engage with other children and adults, you’re setting them up to enjoy the benefits of social health—from good self esteem to strong communication skills to the ability to trust and connect with those around them.

Developmental Stages of Social Emotional Development in Children – StatPearls

Continuing Education Activity

To apply knowledge regarding human growth and development, healthcare professionals need to be aware of 2 areas: (1) milestone competencies, for example, growth in the motor, cognitive, speech-language, and social-emotional domains, and (2) the eco-biological model of development, specifically, the interaction of environment and biology and their influence on development. This activity reviews the developmental stages of social-emotional development and discusses the role of the interprofessional team in educating parents on when they should expect children to achieve each milestone.

Objectives:

• Describe milestone competencies in children.

• Summarize the eco-biologic model of development in children.

• Review social-emotional development in children.

• Outline the developmental stages of social-emotional development and cover the role of the interprofessional team in educating parents on when they should expect children to achieve each milestone.

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Introduction

To understand human growth and development, healthcare professionals need to understand and learn about 2 areas: (1) knowledge of milestone competencies, for example, growth in the motor, cognitive, speech-language, and social-emotional domains, and (2) the eco-biological model of development, specifically, the interaction of environment and biology and their influence on development.[1][2] This article reviews the developmental stages of social-emotional development and also discusses the role of the interprofessional team in identifying the cause of social-emotional problems and therefore, intervening effectively.  

Social-emotional development covers 2 important concepts of development including the development of self or temperament and relationship to others or attachment. Clinicians will be able to identify and intervene to resolve social-emotional problems in early childhood if they have a better understanding of these concepts 

Temperament

Temperament is an innate attribute that defines the child’s approach to the world and his interaction with the environment across 9 dimensions which are activity level, distractibility, the intensity of emotions, regularity, sensory threshold, and the tendency to approach versus withdrawing, adaptability, persistence, and mood quality. We can define temperament as the child’s “style” or “personality,” and it is intrinsic to a child. It influences child behavior and interaction with others. Based on the above attributes that define temperament, researchers have categorized young children’s temperament into 3 broad temperamental categories:

1. Easy or flexible: This category includes children who are friendly and easygoing, comply with routines such as sleep and mealtimes, adapt to changes, and have a calm disposition.

2. Active or feisty: Children who are fussy, do not follow routines and have irregular feeding and sleeping schedules, are apprehensive of a new environment and new people, have intense reactions, and get easily upset.

3. Slow to warm up or cautious: Children who may be less engaged or active, have a shy disposition to a new situation and new people, may withdraw or have a negative reaction. They become more comfortable and warm up with repeated exposure to a new environment or person.

This classification is for ease of discussion, and all temperaments will not fit into one or other categories exactly. Discussion about temperament with parents and caregivers can better identify the child’s strengths and needs. Based on this, caregivers can adapt their management and caregiving styles to match the child’s temperament. This can mold a child’s behavior and facilitate the child’s successful interaction with the environment, defined as “goodness of fit. ”[3]

Attachment

The social-emotional development begins with parental bonding with the child. This bonding allows the mother to respond to the child’s needs timely and soothe their newborn. The consistent availability of the caregiver results in the development of “basic trust” and confidence in the infant for the caregiver during the first year of life. Basic trust is the first psychosocial stage described by Erickson. This allows the infant to seek for parents or the caregiver during times of stress, known as attachment.[4]

Even before acquiring language, babies learn to communicate through emotions. One may argue that learning emotional regulation and impulse control may determine later success in life more than IQ.  There is a rapid growth in social and emotional areas of the brain during the first 18 months of life. The nonverbal parts of the right brain, including the amygdala and the limbic system, receives, processes and interprets stimulus from the environment that produce an emotional response and build emotional and stress regulatory systems of the body.   The lower limbic system, outside the cortex, dictates most of our spontaneous, instinctive emotional responses, like fear resulting in a racing heart or weak knees. The upper limbic system part of the cerebral cortex, known as the limbic cortex, controls conscious awareness of emotions and refines the responses according to the environmental culture of the individual. The amygdala is an almond-shaped structure that lies at the junction of the cortex and subcortical areas of the brain and plays a pivotal role in sensing emotions and connects them both to higher and lower limbic structures. During the second half of infancy, emotional information from the lower limbic system moves up and becomes part of the babies’ consciousness. Frontal lobe activity increases and myelination of the limbic pathways also begin during this time. With this gain in the limbic system, a caregiver’s soothing and consistent response to the child’s emotions develops into the child’s attachment to the caregiver, usually the mother. Attachment is regarded as a pivotal event in a person’s emotional development. It lays the foundation of a child’s security, harbors self-esteem, and builds emotional regulation and self-control skills.

Function

In healthy children, social-emotional stages develop on an expected trajectory, and monitoring these milestones is an imperative part of preventative health supervision visits. The caregiver’s sensitive and available supportive role is imperative to establish attachment and the skill set that follows.

Three distinct emotions are present from birth; anger, joy, and fear, revealed by universal facial expressions. Cognitive input is not required for emotional response at this stage. During the brief periods of alertness in the newborn period, the newborn may return a mother’s gaze. Soon the infant explores her face. The first measurable social milestone is around one to two months of age, and it is the infant’s social smile in response to parental high-pitched vocalizations or smiles. She recognizes the caregiver’s smell and voice and responds to gentle touch. Infants can use a distinct facial expression to express emotions in an appropriate context after 2 months of age. In the first 2 to 3 months infant learns to regulate physiologically and needs smooth routines. She progressively learns to calm herself, gives a responsive smile, and responds to gentle calming.

Sensitive cooperative interaction with the caregiver helps the infant to learn how to manage tension. Around 4 months of age turn-taking conversation (vocalizations) begin. The infant learns to manipulate his environment. They let their caregiver know whether taking away his toy upsets them or if they are happy when held. A sensitive but firm response from the caregiver helps infants manage emotional stress. She can recognize the primary caregiver by sight at around 5 months of age. In between 6 to 12 months effective attachment relationships establish with a responsive caregiver. Stranger anxiety emerges as an infant distinguishes between the familiar and unfamiliar. The infant becomes mutually engaged in her interactions with the caregiver. The infant seeks a caregiver for comfort, help, and play. He shows distress upon separation.

Around 8 months of age, joint attention skills develop. An infant will look in the same direction as the caregiver and follow his gaze. Eventually, they will look back at the caregiver to show that they share the experience.

Between 12 to 18 months, the infant learns to explore his environment with support from a caregiver. By 12 months of age, proto-imperative pointing emerges, in other words, the infant requests by pointing at the object of interest and integrates it with eye contact between the object and the caregiver. Proto-declarative pointing follows at 16 months of age when the child points with eye gaze coordination to show interest. Around 18 months of age, the child brings the object to show or give it to the caregiver.

Around 12 months of age, the child takes part in interactive play like peek-a-boo and pat-a-cake. They use gestures to wave bye-bye and communicate his interests and needs. At around 15 months of age empathy and self-conscious emotions emerge. A child will react by looking upset when he sees someone cry or feel pride when applauded for doing a task. The child imitates his environment, helps with simple household tasks, and explores the environment more independently.

Between 18 and 30 months, individuation (autonomy) emerges. The confidence in the child-parent relationship and continued firm parenting helps the child face environmental challenges on his own more persistently and enthusiastically. The child’s temperament manifests itself more, and they are aggressive and reserved or friendly and cooperating. Around 18 to 24 months they learn to pretend-play such as talking on a toy phone or feeding a doll and playing next to or in parallel with another child. He may imitate other child’s play and look at him but he cannot play in a cooperative, imaginative way with another child yet. During preschool years he learns to manipulate his subjective emotions into a more socially accepted gesture. He uses a “poker face”, and exaggerates or minimizes emotions for social etiquette. For example, he will say thank you for a present he didn’t like. The child refers to himself as “I” or “me” and possessiveness “mine” and negativism “no” emerge.

Between 30 and 54 months, impulse control, gender roles, and peer relationship issues emerge. A caregiver plays a major role in helping preschoolers define values and learn flexible self-control. Testing limits on what behaviors are acceptable and how much autonomy they can exert is an expected phenomenon. Thoughtful parenting with a balance between setting limits and giving choices will successfully establish a child’s sense of initiative and decrease anxiety from guilt or loss of control. At 30 months pretend play skills emerge and the child shows evidence of symbolic play, using an object as something different like pretending a block to be a telephone or a bottle to feed a doll. The play scenarios become more complex with themes and storylines. By 3 years of age, the child engages more in interactive play, masters his aggression and learns cooperation and sharing skills. They can play with 1 or 2 peers, with turn-taking play and joint goals. Imaginative and fantasy play begin like pretending to be a cat and role-play skills develop. The child, however, cannot yet distinguish between reality and imagination and it is common to be afraid of imaginary things. They master this skill to differentiate between real and imaginary around 4 years of age. They enjoy playing tricks on others and are worried about being tricked themselves. Imaginary scenarios and play skills are developing and becoming more complex. They can play with 3 to 4 peers, with more complex themes and pretend skills.

At 5 and 6 years of age, the child can follow simple rules and directions. They learn adult social skills like giving praise and apologizing for unintentional mistakes. They like to spend more time in peer groups and relate to a group of friends. Imaginative play gets more complex, and he likes to play dress, and act out his fantasies.

At 7 and 8 years of age, the child fully understands rules and regulations. They show a deeper understanding of relationships and responsibilities and can take charge of simple chores. Moral development furthers, and he learns more complex coping skills. At this age, a child explores new ideas and activities and peers may test his beliefs. Children identify more with other children of similar gender and find a best friend in common.

At 9 and 10 years of age, peer and friend groups take precedence over family. Children at this age will show increasing independent decision-making and a growing need for independence from family. Parents can use responsibilities and chores to earn time with friends. A positive nurturing relationship with a caregiver with praise and affection and setting up a reasonable balance between independence and house rules builds self-confidence and self-assurance. Promoting supportive adult relationships and increasing opportunities to take part in positive community activities increases resilience.

Greater independence and commitment to peer groups drive the transition to adolescence. This will include indulging in risky behavior to explore uncertain emotions and impress peer groups. Social interactions include complex relationships, disagreements, breakups, new friendships, and long-lasting relations. Normally the adolescent will learn to cope with these stresses with healthy adult relationships and guidance to make independent decisions. As young adulthood approaches, school success and work-related activities become important. For a healthy transition to adulthood positive and supportive adult guidance and opportunities to take part constructively in the community play a pivotal role.

Issues of Concern

The inability to reach age-appropriate milestones can be a manifestation of psychosocial disturbance and needs further exploration. Examples of early childhood social-emotional disturbance include autism, reactive attachment disorder, social anxiety disorder, generalized anxiety disorder, attention-deficit hyperactive disorder, bullying, oppositional defiant disorder, conduct disorder, and post-traumatic stress disorder, among others.

Clinical Significance

A failure to follow the expected trajectory of social-emotional development can lead to undetected mental and emotional health problems. Adverse childhood experiences can alter development significantly. Thus, alongside screening for child development, actively screening for family dysfunction and supporting families in establishing a healthy nurturing environment is vital. By having a thorough knowledge of developmental pathways and adverse childhood experiences, and having a close follow-up established with families in the medical home, pediatricians and medical professionals are in a prime position to identify risk factors and developmental delays timely.

Medical professionals taking care of children should begin with identifying and addressing the family’s concerns, asking open-ended questions regarding social-emotional milestones, and intentionally observing parent-child interaction and child’s interaction with the environment including themselves. While examining the patient, they should observe age-appropriate developmental interaction.  They should give teenagers the opportunity to engage in health visits in a private and safe environment without a caregiver. Also, should be able to address questions about parenting advice. These include advice on temper tantrums and defiant behaviors, child care and preschool guidance, referring to parent training management when appropriate, and counseling on temperament differences and “goodness of fit” models. 

The American Academy of Pediatrics (AAP) and Bright Futures Guidelines for Health Supervision of Infants, Children, and Adolescents emphasize active screening for developmental delays and environmental risk factors on top of clinical surveillance. This includes the use of standardized screening tools for social-emotional development and for environmental risks appropriate to the risk level of the population you serve. Environmental risk factors should include caregiver/family functioning, caregiver mental health, socio-economic stress, refugee/immigrant status, safety concerns, caregiver drug addiction, etc. AAP recommends screening for autism spectrum disorder (ASD) at both the 18- and 24-month health supervision visits, and whenever concerns are raised. When using screening tests, one should be cognizant of some potential limitations including the inability to administer and score the screening tool correctly, using it as a diagnostic tool, failure to incorporate other available clinical data, and using a linguistic or culturally inappropriate tool.[5] 

If screening identifies any risk factor or delays, it should always follow with further assessment and evidence-based interventions. Screening for maternal depression especially during the first year of childbirth is important. Identifying and intervening for maternal depression early on can avoid attachment and social-emotional problems in the child later. With clear delays in social and language development, it is important to initiate services even before a confirmed diagnosis as early intervention is the key. If the child is younger than 3 years should be referred to local Early Intervention EI services. A child 3 years of age or older should be referred to their school district. Anticipatory guidelines should include evidence-based strategies for age-appropriate behavioral interventions such as the management of temper tantrums for toddlers. Implementing the use of developmental screening tools in clinical practice has shown an encouraging trend though still, a wide gap in practice remains.[6] Practices that have successfully established screening are struggling with coordinating referrals and monitoring progress.[7] We need further research to identify barriers to the use of standardized tools and the coordination of services and interventions.

Standardized Screening Instruments

Caregiver Functioning

1. Adverse Childhood Experience Score

2. Parenting Stress Index-Short Form

3. Depression, Anxiety, and Stress Scale

4. Patient Health Questionnaire-2

5. Edinburgh Postnatal Depression Screening

6. Center for Epidemiologic Studies Depression Scale                                        

Temperament

Carey Temperament Scales

Infancy to Early Childhood

1. Ages and Stages Questionnaire: Social-Emotional 

2. Survey of Well Being of Young Children

3. Communication and Symbolic-Behavior Scale

4. Developmental Profile, Infant Toddler Checklist

5. Brief Infant-Social Emotional Assessment

Early Childhood to Adolescence

1. Eyberg Child Behavior Inventory

2. Pediatric Symptom Checklist

3. Pictorial Pediatric Symptom Checklist

Multidimensional

1. Infant-Toddler Social Emotional Assessment

2. NCAST Parent-Child Interaction Feeding and Teaching Scale

3. Achenbach System of Empirically Based Assessment

4. Behavior Assessment Scale for Children Second Edition

5. Connors Comprehensive Behavior Rating Scales

6. Child Symptom Inventories-4

7. Vanderbilt Parent and Teacher Assessment Scales

Single Dimension Attention-Deficit/Hyperactivity Disorder

1. Conners Third Edition

2. Attention Deficit Disorders Scale

3. Brown Attention Deficit Disorder Scales

Single Dimension Anxiety/Depression

Beck Youth Inventories

(Adapted from Duby JC, Social and Emotional Development.  In: Voigt RG, Macias MM, Myers SM, eds. Developmental and Behavioral Pediatrics. Elk Grove Village, IL: American Academy of Pediatrics; 2011:241–248)

Enhancing Healthcare Team Outcomes

Optimal child growth and development need orchestrating enhanced communication between the pediatrician/primary care provider and various medical specialties including but not limited to the mother’s obstetrician, nursery/NICU teams, nursing staff, psychology, psychiatry, child life, and social work. Twenty percent to 25% of children seen in primary care clinics experience social-emotional problems that are clinically significant. Access to mental health services and parenting classes and education is limited due to stigmatization, cost, and availability. In 2004, the American Academy of Pediatrics organized a Task Force on Mental Health to enhance identification and intervention for social-emotional problems in primary care pediatric practice. One of the key findings in its report was having integrated models of care with collaboration with psychologists, social workers, psychiatrists, and others in the community to formulate a comprehensive care plan.  With help from other professionals, primary care practice should be able to put together a list of clinical and family concerns, coach the family on self-management techniques, and create a resource list including professionals involved in care, community partners available to the family and child, and treatment goals and strategies.[8] Building a comprehensive system of care with a focus on prevention and early intervention can address the unmet needs of social-emotional development and behavioral problems in children. To achieve such a system, it is imperative to establish training models with an integrated system of care. Such a model will encourage and train professionals to collaborate mutually to prevent, identify, consult, educate and plan treatment for patients.[9]

Review Questions

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References

1.

Shonkoff JP. Capitalizing on Advances in Science to Reduce the Health Consequences of Early Childhood Adversity. JAMA Pediatr. 2016 Oct 01;170(10):1003-1007. [PubMed: 27548291]

2.

Boyce WT. The lifelong effects of early childhood adversity and toxic stress. Pediatr Dent. 2014 Mar-Apr;36(2):102-8. [PubMed: 24717746]

3.

Chess S, Thomas A. Temperament and the parent-child interaction. Pediatr Ann. 1977 Sep;6(9):574-82. [PubMed: 896313]

4.

Duschinsky R. DISORGANIZATION, FEAR AND ATTACHMENT: WORKING TOWARDS CLARIFICATION. Infant Ment Health J. 2018 Jan;39(1):17-29. [PMC free article: PMC5817243] [PubMed: 29314076]

5.

King TM, Glascoe FP. Developmental surveillance of infants and young children in pediatric primary care. Curr Opin Pediatr. 2003 Dec;15(6):624-9. [PubMed: 14631210]

6.

Radecki L, Sand-Loud N, O’Connor KG, Sharp S, Olson LM. Trends in the use of standardized tools for developmental screening in early childhood: 2002-2009. Pediatrics. 2011 Jul;128(1):14-9. [PubMed: 21708798]

7.

King TM, Tandon SD, Macias MM, Healy JA, Duncan PM, Swigonski NL, Skipper SM, Lipkin PH. Implementing developmental screening and referrals: lessons learned from a national project. Pediatrics. 2010 Feb;125(2):350-60. [PubMed: 20100754]

8.

Foy JM, Kelleher KJ, Laraque D., American Academy of Pediatrics Task Force on Mental Health. Enhancing pediatric mental health care: strategies for preparing a primary care practice. Pediatrics. 2010 Jun;125 Suppl 3:S87-108. [PubMed: 20519566]

9.

Stancin T, Perrin EC. Psychologists and pediatricians: Opportunities for collaboration in primary care. Am Psychol. 2014 May-Jun;69(4):332-43. [PubMed: 24820683]

Disclosure: Fatima Malik declares no relevant financial relationships with ineligible companies.

Disclosure: Raman Marwaha declares no relevant financial relationships with ineligible companies.

Social development of preschool children

Presentation for the lesson.

Slide №1

The problem of the development of social pedagogy
seems to be very relevant today.
Social assistance has deep historical
roots. Known since ancient times
numerous examples of charity,
guardianship.

The preschool period is extremely important for
entry of the child into the world of social relations,
for the process of his socialization, which
L.S. Vygotsky’s statements are considered
as “growing into human culture”.

Slide №2

Social development (socialization) is a process
assimilation and further development by the individual
social and cultural experience necessary for
its inclusion in the system of social relations,
which consists of:

• labor skills; (slide #3)
• knowledge; (slide #4)
• norms, values, traditions, rules; (slide
  #5)
• social personality traits that allow
  a person to live comfortably and effectively in
  society of other people, the development of tolerance
  consciousness of parents, teachers and children
  (tolerance for someone else’s way of life, opinion,
  behavior, values, ability to accept
  the point of view of the interlocutor, different from
  own). (slide #6)

The development of social competence is an important and
a necessary stage in the socialization of the child in general
the process of assimilation by him of the experience of social life and
public relations. Man by nature
is a social being. All the facts
describing cases of forced isolation
small children, the so-called “Mowgli”,
show that such children never become
full-fledged people: they cannot master
human speech, elementary forms
communication, behavior and die early.

Social and educational activities in
conditions of preschool educational institution – this is the work that includes
pedagogical and psychological activity,
aimed at helping the child, teacher and
parent in developing their own
individuality, organization of oneself, one’s own
psychological state; help in solving
emerging problems and their overcoming in communication; A
also help in becoming a little man in
society.

The very word “society” comes from the Latin
“societas”, meaning “comrade”, “friend”,
“buddy”. From the first days of a child’s life
is a social being, since any of its
need cannot be satisfied without
assistance and participation of another person.

Social experience is acquired by the child in
communication and depends on the diversity of social
relationships that are given to him.
the nearest environment. Development environment without
active position of an adult, aimed at
transmission of cultural forms of relationships in
human society, social experience is not
bears. The assimilation of the universal human
experience gained by previous
generations, occurs only in joint
activities and interactions with other people. Exactly
so the child masters speech, new knowledge and
skills; he develops his own
beliefs, spiritual values ​​and needs,
character is established.

All adults who interact with the child and
affect his social development
divided into four levels of proximity,
characterized by various combinations of three
factors:

• frequency of contact with the child;
• emotional richness of contacts;
• informative.

All parents are at the first level
three indicators have the maximum value.

The second level is occupied by preschool teachers –
the maximum value of information content,
emotional richness.

Third level – adults with
child situational contacts, or those that
children can observe on the street, in the clinic, in
transport, etc.

Fourth level – people, about existence
which the child may know, but with which he
never meet: residents of other cities,
countries, etc.

Child’s immediate environment – first and second
level of proximity – due to emotional
saturation of contacts with the child, not only
affect its development, but they themselves change under
the impact of these relationships. For success
social development of the child is necessary to
his communication with the closest adult environment was
dialogically and without prejudice. However
even face-to-face communication between people
is a complex and multifaceted process.
It carries out communicative
interaction and exchange of information.
The main means of human communication are
speech, gestures, facial expressions, pantomime. Not yet owning
colloquially, the child accurately responds to
smile, tone and tone of voice. Communication
involves people understanding each other. But
young children are self-centered. They believe that
others think, feel, see the situation in the same way,
like them, so it’s hard for them to get into position
another person, put yourself in his place.
It is the lack of understanding between
people most often causes conflicts.
This explains the frequent quarrels, disputes and
even fights between children. Social
competence is achieved through
productive communication between the child and adults
peers. For most children, this level
development of communication can only be achieved in
educational process.

Basic principles of process organization
social education (slide number 8)

• individual assistance in the elimination of conflict
  and critical
  situations in the social interaction of the individual,
  the value formation of her life relations;
• education in a person of abilities and
  needs to discover and create oneself in
  basic forms of human activity;
• developing the ability to know oneself in unity
  with the world, in dialogue with it;
• development of the ability of self-determination,
  self-actualization based on reproduction,
  development, appropriation of cultural experience
  self-development of mankind;
• the formation of the need and ability to communicate
  with the world on the basis of humanistic values ​​and
  ideals, the rights of a free man.

Modern system development trends
education in Russia are connected with the implementation
request for an optimal update of it
content and methods in line with progress
society, science, culture. public order for
the development of the education system is predetermined
its main purpose is to prepare the growing
generations to active creative
life in the world community,
capable of solving global problems
humanity.

Current state of science and practice
early childhood education testifies to
huge potential in the area
development and implementation of programs and technologies
social development of preschoolers. Given
the direction is reflected in the requirements
state educational standard,
included in the content of federal and
regional integrated and partial programs
(“Childhood”, “I am a man”, “Kindergarten is a home
joy”, “Origins”, “Rainbow”, “I, you, we”,
“Introducing children to the origins of the Russian folk
culture”, “Enduring values ​​of small
Motherland”, “The development of children’s ideas about
history and culture”, “Community”, etc. ).

An analysis of existing programs allows one to judge
the possibility of implementing certain areas
social development of preschoolers.

(Slide №9)

Social development is a process during
which the child learns the values, traditions
of his people, the culture of the society in which he
to live. This experience is presented in
personality structure with a unique combination
four closely interdependent
components:

1. Cultural skills – are
   set of specific skills
   society to a person in various situations as
   mandatory. For example: ordinal counting skill
   up to ten before starting school.
2. Specific knowledge –

representations
received by a person in individual experience
exploration of the surrounding world and bearing
traces of his interactions with
reality in the form of individual
passions, interests, value systems. Their
distinctive feature – a close semantic and
emotional connection with each other. Their
the totality forms an individual picture
peace.


3. Role behavior –

behavior in a specific
situation due to natural and
sociocultural environment. Reflects familiarity
a person with norms, customs, rules,
regulates his behavior in certain
situations, determined by his social
competence. Even in preschool childhood,
the child has many roles: he is a son or daughter,
Kindergarten student, someone’s friend. not without reason
a small child behaves differently at home than in
kindergarten, and communicates with friends differently than
with unfamiliar adults. Every social
the role has its own rules, which can
vary and are different for each subculture,
value systems accepted in a given society,
norms and traditions. But if an adult is free
and consciously accepts this or that role, understands
possible consequences of their actions and is aware of
responsibility for the results of their behavior,
the child has yet to learn.


4. Social qualities,

which can be
combined into five complex characteristics:
cooperation and caring for others,
competition and initiative
autonomy and independence, social
adaptability, openness and social
flexibility.

All components of social development are
in close relationship. Therefore, changes in one
of which will inevitably lead to changes in
the other three components.

For example: the child has been accepted into games
peers who had previously rejected him. Him
social qualities immediately changed – he
became less aggressive, more attentive and
open to communication. His horizons expanded
new ideas about human
relationships and myself: I am also good, me,
it turns out that children love, children are not evil either, with them
having fun, etc. His cultural
skills after a while is inevitable
enriched with new methods of communication with objects
the world around him, because he will be able to observe
and try these tricks with playmates.
Previously, this was not possible, the experience of others
rejected because the children themselves were rejected,
attitude towards them was unconstructive.

All deviations in the social development of the child
preschool age is the result of wrong
behavior of surrounding adults. They just don’t
understand what their behavior creates in life
child of situations with which he cannot
cope, so his behavior starts
be antisocial.

The social development process represents
is a complex phenomenon in which
there is an appropriation by the child objectively
given norms of human society and
constant discovery, self-assertion as
social subject.

The content of social development is determined,
on the one hand, the totality of social
influences of world-class culture,
universal values, on the other hand,
attitude towards this individual,
actualization of one’s own “I”, disclosure
creative potentials of the individual.

How to promote social development
preschooler? The following tactics can be suggested
interaction between the teacher and the children in order to
formation of socially acceptable forms
behavior and assimilation of the moral norms of society:

• discuss the consequences of the child’s actions more often
  or an adult to the feelings of another person;
• emphasize similarities between different people;
• offer children games and situations in which
  cooperation and mutual assistance is needed;
• involve children in discussions of interpersonal
  conflicts arising on moral grounds;
• consistently ignore cases
  negative behavior, pay attention to
  a child who behaves well;
• do not repeat the same demands over and over,
  prohibitions and punishments;
• clearly formulate the rules of conduct.
  Explain why you should do it instead of
  otherwise.

Social experience to which one joins
child from the first years of his life accumulates
and manifests itself in social culture. assimilation
cultural values, their transformation,
contributing to the social process, is
one of the fundamental tasks of education.

In relation to the content of pre-school
education in the aspect of social development speech
can go about the following sections of culture and
their respective areas of organization
pedagogical process: culture of communication,
included in the content of moral
education; psychosexual culture,
the content of which is reflected in the section on sexual
education; national culture realized in
the process of patriotic education and
religious education; ethnic
culture included in content
international education; legal
culture, the content of which is presented in
section of the foundations of legal consciousness. Such an approach
perhaps a little limited content
social development, excluding sections
ecological, intellectual, labor,
valeological, aesthetic, physical,
economic education.

Slide #10.

However, the process of social development
involves the implementation of an integrated approach,
legitimacy of the conditional allocation of these sections
from a holistic pedagogical process
confirmed by one of the essential grounds,
related to the social identity of the child in
preschool age: species (child – person),
generic (child is a member of the family), sexual (child
– carrier of sexual essence), national
(a child is a carrier of national characteristics),
ethnic (the child is a representative of the people),
legal (the child is a representative of the legal
states).

The social development of the individual is carried out in
activities. In it a growing man passes
way from self-distinction, self-perception through
self-affirmation to self-determination, socially
responsible behavior and self-actualization.

Due to the specifics of the development of mental
processes and functions identification of a preschooler
possible at the level of empathic experience,
arising from identification with
other people.

The effectiveness of social development as
the result of socialization-individuation
due to the action of various factors. IN
aspect of pedagogical research the most important
of which is education, the purpose of which is
familiarization with culture, its reproduction,
appropriation and creation. Modern
research on the personality development of the child (in
in particular, the team of authors for the development
basic program “Sources”) allow
supplement, specify
list and refer to the universal human
abilities a number of basic characteristics
personalities, the formation of which is feasible in
process of social development: competence,
creativity, initiative, arbitrariness,
autonomy, responsibility,
security, freedom of conduct, self-awareness
personality, the ability to self-esteem.

Social experience to which one joins
child from the first years of his life accumulates
and manifests itself in social culture. assimilation
cultural values, their transformation,
contributing to the social process, is
one of the fundamental tasks of education.

• social development content of preschoolers
  determined by various bases of social
  identification, dominant in one or another
  age: younger preschool age – species and
  generic identification; middle – specific,
  generic, gender identification; senior –
  species, generic, gender, national,
  ethnic, legal identification;

Of great importance in the process of assimilation of culture
and in the development of universal social
abilities has an imitation mechanism as one
from the paths of penetration into semantic structures
human activity. Initially,
imitating the surrounding people, the child masters
generally accepted ways of behaving
depending on the features of communication
situations. Interaction with other people is not
differentiated by species, genus, sex,
national signs.

As the intellectual
activity, enrichment of semantic social
the spectrum of interaction occurs awareness
values ​​of each rule, norm; their application
becomes associated with a particular
situation. Actions previously mastered at the level
mechanical imitation, acquire a new one,
social meaning. Awareness of value
social action means
the emergence of a new mechanism of social
development — normative regulation, influence
which in preschool age is invaluable.

Implementation of the tasks of social development of children
preschool age is most effective for
the presence of a holistic pedagogical system,
built in accordance with the basic
approaches of the general scientific level of methodology
pedagogy.

(Slide #11)

• The axiological approach allows us to determine
  set of priority values ​​in
  education, upbringing and self-development of a person.
  Applied to social development
  preschoolers as such can be
  communicative, psychosexual,
  national, ethnic, legal culture.
• A cultural approach allows you to take
  into account all the conditions of place and time, in
  which a person was born and lives, the specifics of his
  immediate environment and historical past
  of their country, city, main values
  orientation of representatives of their people, ethnic group.
  Dialogue of cultures, which is one of the dominant
  paradigms of the modern education system,
  impossible without sharing the values ​​of one’s own
  culture.
• The humanistic approach involves the recognition
  personal beginning in the child, orientation to his
  subjective needs and interests, recognition
  his rights and freedoms, the inherent value of childhood as
  foundations of mental development,
  cultural-creative function of childhood as one
  one of the most important aspects of social development,
  psychological comfort and welfare of the child
  priority criteria in performance evaluation
  social institutions.
• Anthropological approach improves
  the status of psychological and pedagogical diagnostics in
  determining the dynamics of social development
  preschoolers, take into account different (age,
  gender, national) features of personal
  development in the process of moral, sexual,
  patriotic, international, legal
  education.
• A synergistic approach allows
  consider each subject of pedagogical
  process (children, educators, parents) as
  self-developing subsystems
  transition from development to self-development. In aspect
  social development of children this approach
  provides for, for example, a gradual change
  general orientations of the teacher in the formation
  main activities (from perception to
  reproduction according to the model – to independent
  reproduction – to creativity).
• The polysubjective approach involves
  the need to take into account the influence of all factors
  social development (microfactors: family,
  peers, kindergarten, school, etc.; mesofactors:
  ethno-cultural conditions, climate; macro factors:
  society, state, planet, space).
• The systems-structural approach involves
  organization of work on social development
  preschoolers in accordance with the holistic
  pedagogical system of interconnected and
  interdependent goals, objectives, content,
  means, methods, forms of organization, conditions and
  results of interaction between teachers and children.
• An integrated approach involves the relationship
  all structural components of pedagogical
  systems for all links and
  participants in the pedagogical process. IN
  the content of social development is included
  orientation of the child in the phenomena of social and
  own life, in oneself.

• The activity approach allows you to determine
  dominant relationship of the child with the environment
  world, actualize the implementation of the needs
  in understanding oneself as a subject of activity.
  Social development is carried out in the process
  meaningful, motivated activities,
  a special place among which is occupied by the game, as
  value-added activity that provides
  feeling of freedom, subordination of things, actions,
  relationships, allowing the most complete
  realize yourself “here and now”, achieve
  states of emotional comfort
  involved in a children’s society built on
  free communication of equals.
• Environmental approach allows to solve the problem
  organization of educational space as
  means of social development of the individual. Wednesday
  is a combination of niches and elements,
  among which and in cooperation with which
  the life of children goes on (Yu.S. Manuilov). Niche is
  a certain space of possibilities,
  allowing children to satisfy their
  needs. Conventionally, they can be divided into
  natural, social, cultural. Applied
  to the tasks of social development organization
  educational space requires the creation
  subject-developing environment that provides
  the most effective way to involve children in
  standards of culture (universal,
  traditional, regional). The element represents
  an unrestrained force acting in
  natural and social environment in the form of various
  social movements manifested in
  moods, needs, attitudes. IN
  regarding the social development plan element
  will be found in the interaction of children and
  adults, in the dominant value orientations,
  hierarchy of targets in relation to
  ranking of educational tasks.

(Slide #12)

Brief overview of the main conceptual
provisions of the problem of social development
allows us to draw the following conclusions:

• social development is
  sequential, multidimensional process and
  the result of socialization-individualization, in the course of
  which is carried out the introduction of a person to
  “universal social” and constant opening,
  affirmation of oneself as a subject of social
  culture;
• preschool age is sensitive
  period in human social development;
• social development of preschool children
  carried out in the current multidirectional
  activities for the development of the objective world and the world
  relationships between people.

References

1. Alyabyeva E.A. Moral and ethical conversations and
   games with preschoolers. M., 2003
2. Arnautova E. P. Teachers family M., 2002
3. Blinova L.F. Social and personal development
   older preschool children. Kazan., 2007
4. Galaguzova M.A. Social Pedagogy M., 2001
5. Danilina T.A., Stepina N.M. social
   partnership of teachers, children and parents. M., 2004.
6. Kolomiichenko L.V. Concept and program
   social development of preschool children
   age. Perm, 2002.
7. Komratova N.G., Gribova L.F.
   Socio-moral education of children. M., 2005
8. Ryleeva E.N. More fun together! M., 2004

The role of social conditions in the development of the child | Article:

The role of social conditions in the development of the child.

Among the external factors that influence the development of a child, an important role is played by the environment, that is, the general situation in which it develops, especially social, environmental, cultural conditions of life. An illustration of this influence can be described in cases (Belgium, Hungary, Germany, Holland, India) when the development of small children took place not in human society, but among wild animals, their behavior, despite the specific human organization, resembled the behavior of animals. They, as a rule, perfectly climbed and jumped, climbed, gave out indistinct sounds, ate like animals. Not all of them, even after lengthy classes, learned to speak.

The social environment acts not only as a circumstance, a condition for development, but as its source, since it contains everything that a child should master. It consists not only of the immediate environment of the child, but constitutes the unity of the macroenvironment (society as a certain socio-economic, socio-political and ideological system), microenvironment (the immediate environment of life: family, neighbors, peer groups, cultural, educational institutions). In different periods of childhood, the components of the social environment in their own way affect the mental development of the individual.

The macro environment influences the development of the child, and the influence of the elements of the environment with which the child actively interacts is tangible. It is the microenvironment that connects the child with his macroenvironment. The choice of the nearest environment is influenced by the individual and age characteristics of the child, the attitude of adults and comrades towards it, their significance for the child, and the specifics of education. It depends on what kind of people form the child’s microenvironment, how they communicate with it and what kind of relationship it has with them, which personality traits will prevail in it.

The microenvironment affects the child from the first days of his life. This means that his mental development largely depends on the guardianship of adults. This is evidenced by studies, observations of the development of children in different families.

An important achievement of the infancy is the emergence in the child of the need to communicate with people, encourages her to seek contacts with adults, makes her sensitive to the relationships of adults, ready to restructure her behavior in accordance with their promptings, to master specific human actions. Deprived of communication, children do not show interest in the world around them, are in a half-asleep state, passively respond to external primary stimuli.

Hospitalism – a deep mental and physical retardation that occurs in the first years of a child’s life due to a lack of education.

The cause of hospitalism is the limited microenvironment, the lack of communication between children and adults. Special studies have shown that this deficit can be overcome by purposeful individual studies.

The formation of a child’s personal qualities is largely influenced by the atmosphere in the family: either parents take the same position; show to her mainly severity and exactingness or tenderness and exactingness; how warm friendly relations are in the family, etc. It has been proved by life experience and science that children who are brought up in a benevolent, democratic atmosphere have many advantages in their mental development.

When a child enters a preschool institution, a very important adult, the educator, is included in the child’s microenvironment. From communication with him, his behavior also depends on mental development, relationships, the formation of self-awareness of preschoolers.

In general, the microenvironment in its socio-psychological essence is a contact small group.

At the start of a person’s life path there is a genetically primary dyad: “mother (important adults) – child”. Then the “peer-peer” system is connected to it, which changes in the process of ontogenesis: a group of a preschool institution, a school class, an out-of-school team, a student group, a work team, a family microenvironment. The groups in which the child is included affect his emotional well-being and the development of his personality in different ways. However, the child is not a passive object of external influences, she also acts, influences. In this interactive process, her specific human properties are formed. In this case, its role, function in the group, activity in it play an important role.

If speech acquisition, which acts as a trigger for the formation of cortical functions, does not occur at the appropriate time, then the cortical tissue normally dedicated to speech and related abilities may undergo functional atrophy.

How To Answer A Child’s Why Question? (Facts & Solutions)

Children are curious about everything. As a result, they ask a lot of questions. One of the most asked questions by children is the “why” questions. As a parent or guardian, you might wonder how you can answer these types of questions. In this article, I will suggest some ways you can respond to your child’s why questions. 

How to answer a child’s why question? Sometimes it’s easier to say “no” or answer mindlessly. But as parents or guardians, you should respond in an elaborate yet easy to understand way. It is also helpful to turn it into a discussion or conversation. When all else fails, there’s nothing wrong with admitting that you don’t know the answer. Finding answers together will be a memorable experience for the child. 

Children ask tons of questions and sometimes it can be baffling. But, it is important to understand the reasons why they ask questions. It is also helpful to have an idea of how to answer them. Below are more details about a child’s “whys” and how to deal with it.

Why do children ask “why?”

When children reach a certain age, they start to be more curious and ask questions. According to a 2017 Independent UK article, children ask about 73 questions per day. This can be challenging – especially for first-time parents. Yet, the “why stage” of a child is a crucial part of their cognitive development. 

Children’s ability to ask questions shows the range of their cognitive capabilities. They ask “why” to seek facts or explanations. They are inquisitive by nature and interested in their environment. It is typical for them to ask how or why things work or happen.

Most common types of a child’s “why?”

Before learning how to respond to a child’s why question, it is helpful to know the classifications. Scholars at the University of Belgrade identified three types of most asked questions. Those are the cognitive, social, and operational queries.    

The cognitive why

Also known as the “curious why”, these are questions children ask to gain new information. These questions allow the child to have a better understanding of things or people around him or her. The primary purpose is to improve their knowledge.

The social why

The goal of these questions is to meet the child’s interpersonal needs. Although the queries also aim to get information, it aims to start a conversation. Some questions might be self-explanatory, but the child will ask it to socialize. In other words, children ask to seek attention.  

The operational 

These are questions that focus on seeking help or permission. Children ask them to have support for their operational needs. . 

Bonus: The mischievous why

Usually, this type of “why” is used when the child is having a temper tantrum. Children practice it to express feelings of anger or irritation. It is also a sign of disobedience and protests during arguments.  

Ways to respond

Sit and spend time to answer the question

Children ask so many questions and some of them are tough to answer. Still, parents or guardians should listen and engage. Allot time to listen and filter their questions. After that, you should try explaining in a way that the child can understand. Put an effort into answering questions that focus on the child’s learning. Communicating also improves the relationship between a parent or guardian and child. . 

Avoid saying “no” or “because I said so”

Discipline is different from being dismissive. Replying “no” or “because I said so” can cause the child to feel discouraged and confused. This hinders their curiosity and decreases their motivation to learn. Instead, empathize and give them reassurance. Most importantly, encourage them to ask questions.

Ask the child to answer the question/s

Sometimes try hearing about their thoughts or opinions. Ask the child what he or she thinks is the answer to the question. This encourages them to think and be confident

Admit it when you don’t know the answer

Of course, there are questions that even an adult can’t answer. It’s okay to mention that you don’t know the answer. It teaches them that being honest about not knowing is acceptable. 

Find answers together

After admitting that you don’t know the solution to your child’s question, join them in finding the answer. Turn it into an activity between you as a parent or guardian and the child. Help them realize there are many other ways to find answers.  

Talk about related topics or subjects

One way to respond when you don’t have an answer is to ask or tell them about something that is related to the question. This may spark their interest in various topics.  

Manage your emotions

Being bombarded with many questions can be exhausting. But instead of scolding your child, be patient. Calmly talk to them and explain why you can’t answer their questions. Whether it’s because you are busy or preoccupied, your child deserves an explanation.    

How to encourage a child to ask substantial questions

Some questions have straightforward answers. What, when, and who questions from a child are easy to resolve. From a child’s perspective, these queries might also be easier to understand. 

Questions such as why and how are different. This can be more complex and will need the child to have a broader understanding. These types of questions are more meaningful since it develops their cognitive skills.  

Listed below are tips to encourage a child to ask meaningful questions. 

Ask them questions

A young child will ask queries centered on who, what, where, and when. The level or type of questions improves as they grow and develop. You can influence them by asking them why (and how) questions. This can also exercise their critical thinking abilities.     

Use their favorite books or learning materials

A way to make them ask better questions are through their favorite books, shows, or toys. Ask them questions that are connected to the story or objects that they like. Some example questions include:

• Why did that happen?
• How does it work?
• Why did the characters (from the book or show) say that?
• Why is the character sad or happy?

Tell them the importance of asking questions

The best way to encourage a child is by talking to them. Tell them the beneficial effects of asking questions. Praise or recognize their effort for asking good queries. This can help increase their confidence. It also inspires them to learn more about many things.    

How to approach toughest why questions

Children have many questions – some are more challenging to answer. Sometimes these tricky questions are hard to explain. It can also be a philosophical issue that focuses on existential or complex subjects.  

Examples: 

• Why is my body different from my sister/brother or other kids?
• Why do we die? 
• Why do some people have smaller or no homes?
• Why are (the adults) fighting each other? 
• Why is my skin color different from my friend? 

Aside from the tips mentioned above, there are ways to address puzzling questions.   

Research

Usually, research is not required when responding to a child’s why question. It can be answered based on background knowledge or experience. But for harder queries, it does not hurt to do a little research. Seek books or learning materials that are child-friendly. These can provide an idea on how to answer. Give an age-appropriate answer to your child. Talk about it in a way that he or she can absorb what you are saying.   

Provide comfort and reassurance

Again, find out why the child is asking a certain question. Is it to gain information? To engage in conversation? Some sensitive questions may have an effect on a child’s well being. It is important to console and reassure the child before addressing the issues. 

Conclusion

Children have many various reasons why they ask “why?”. The main reason is because of their curiosity and eagerness to learn. They also ask questions to bond with other people. There are also many ways the parents or guardians can respond. The most important is to understand our children and encourage their development. Listening and communicating with them is the best approach you can do as a parent or guardian. 

Related Questions

Does asking a child questions have the same effect on their learning and development? When parents start asking questions, children can sharpen their critical thinking. This allows them to express their feelings, opinions, and understanding of the subject. This can also guide them to plan and enquire questions. Giving the children time and opportunity to ask their queries.

Is there a connection between the responses and the amount of questions children ask? Children ask questions to people that they trust and/or love. They know these people might give them the information that they need. When deciding whether to ask more questions, children depend on the responses they get. If parents keep on dismissing the questions, children might feel discouraged. This might cause the child to control themselves from asking queries.

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成长与发展之间的区别（8个事实）

71 Questions of the Day for Kids They’ll Get Excited About

• DESCRIPTION

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• SOURCE

  AfricaImages / E+ / Getty Images

• PERMISSION

  Used under Getty Images license

Are you looking for questions of the day that kids will find fun and exciting to think about and answer? There are plenty of great ideas to consider. Whether you’re in search of just one question of the day for kids to get started or you’d like to see dozens of ideas, you’ll discover plenty of open-ended questions for kids here.

Thought-Provoking Questions for Kids

Some of the best question of the day ideas are topics described as critical thinking questions for kids. Encourage young people to put on their thinking caps by posing age-appropriate, thought-provoking questions.

• What special skills do you have? How could you teach them to other people?
• What three words best describe your personality? Why did you pick each of these words?
• What rule do you think everyone in the world should have to obey? Why?
• If you become a superhero, what would you want your superpower to be? How would you use it?
• What is your favorite type of weather? Why do you like it? Why is it important?
• If you were in charge of picking a new house for your family, describe what it would be like.
• If you decided to write a book, what would it be about? How would you make it interesting to readers?
• What are three things that kids can do to help make the world a better place?
• What items that are in your room at home could you use to build a fort? Describe how you’d put it together.
• If you made up a new board game, what would it be like? How would people play it?
• When you feel angry or upset, what do you do to help yourself feel better? Does it always help?
• What does joy feel like? How would you describe joy to someone who has never experienced it?
• What is something that you thought you could not do then found out that you really could do it? How did you feel when that happened?
• What do you wish your friends would say to you so that you would know for sure that they really like you?

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Kids are sure to enjoy answering questions about social matters, such as the activities they love doing and the friendships they are forging.

• What is your favorite game to play with friends? What do you like about the game?
• Which one of your friends do your parents like the best? What is it about that friend that your parents like?
• What would be your ideal birthday celebration? Describe what it would be like.
• What is your favorite sport to play or watch? What do you like about it?
• What would your perfect after-school playdate be like?
• If you could start a club at school, what would the theme be? Describe what club members would do.
• Who is your best friend? What is it about that person that you like the most?
• If you could spend a day with a character from a book, TV show or movie, who would you choose? Why?
• If a new student joined your class, what could you do or say to help them feel welcome?
• What is the nicest thing a classmate has said to you? How did you respond?
• Have you ever made a special effort to include a classmate with your group of friends? How would you go about doing this?
• What are the best places for kids your age to make friends other than school? Why are these good options?
• Have you ever felt left out by your siblings or the kids at school? What was that like?
• If someone wants to become your friend, what would be the best way for that person to let you know?

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Questions to Ask a Child About School

Children often get excited about new things they are learning or doing at school. That’s why questions to ask your child about school can make great ideas for question of the day activities.

• What’s the most interesting thing you learned in school this week? Why do you find it interesting?
• Think about the teacher who has been your favorite so far. What about that person makes them a great teacher?
• Which part of the school day is your favorite? Why do you like it so much?
• If you were in charge of improving your school, what three things would you change first? Why?
• If you were in charge of the lunch menu in the school cafeteria, what changes would you make? Why?
• Have you ever seen or experienced bullying in school? What happened? How did it make you feel?
• What have you learned in school that your parents didn’t already know? How could you explain it to them?
• If you could choose the uniforms that students wear at your school, what would they look like?
• What is your favorite subject to learn about in school? Why do you like it more than the others?
• What subject in school do you like the least? What is it about that subject that you don’t like?
• Do you think the school day should be longer or shorter than it is, or is it just right? Why?
• Do you like attending school virtually better than being in a classroom with your teacher and other students? Why?
• What is the best part about working on group projects at school? Why do you enjoy this?
• What is the most difficult part of working with a group or team at school? How do you cope?
• If you decided to run for president of your class, what would your campaign slogan be?

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Questions to Ask Kids About Their Family

Kids spend a lot of time with their family members, so getting them talking about their relatives can be a fun topic to include in question of the day activities.

• What activities does your family do together? Which ones are your favorite?
• Which of your family members are you the most like? In what ways are you similar to that relative?
• What’s your favorite family tradition for a holiday or other special occasion? What is it that you like about that tradition?
• If you could only use three words to describe your family, what words would you pick? Why did you choose these words?
• What’s a family rule at your home that everyone has to follow? Do you agree or disagree that it should be a rule? Why or why not?
• What is a rule that one of your friends has to follow at home that is not a rule in your house? Why do you think their family has that rule?
• In what ways do your parents or other older family members help you to be successful in school?
• Which of your family members do you want to be like when you grow up? Why?
• What can you do to set a good example for younger members of your family?
• What are some important ways kids can show respect to their parents and grandparents?
• How do you think your neighbors would describe your family? What three words would they probably use?
• What are the most important things adult family members can do to make sure that kids know they are loved?
• What do you do to let your parents or other grow-ups who take care of you know that you appreciate them?
• Describe spending a perfect day with your family. What would happen?

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Would You Rather Questions for Kids

Sometimes the best way to get kids to answer questions is to ask them to choose between two things. To get them thinking, follow-up by asking them to explain their choice.

• Would you rather stay inside and read a book or go outside and play with a group of kids? Why?
• Would you rather sleep late every day or get up early every morning? Why?
• Would you prefer to take a trip to the mountains or to the beach? Why?
• Would you rather eat pizza or scrambled eggs for breakfast? Why?
• Would you prefer to travel by train or by airplane? Why?
• Would you rather have a cat or a fish as a pet? Why?
• Would you rather be a unicorn or a dinosaur? Why?
• Would you rather eat a banana or a carrot? Why?
• Would you rather play at a park or in your yard? Why?
• Would you rather wear a t-shirt or a button-down shirt? Why?
• Would you prefer to clean your room or wash the dishes after dinner? Why?
• Would you rather ride a bicycle or go roller skating? Why?
• Would you rather take a nap or go play outside? Why?
• Would you rather go to a doctor or a dentist? Why?

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Printable Question of the Day Ideas

For quick access to a list of printable question of the day ideas, use this printable list. It includes several ideas from the lists above. It’s a great reference when you’re trying to think of what to ask. You could also distribute the list to kids and ask them to select which question(s) they’d like to answer.

Questions of the day

Click to View & Download

Fun With Question of the Day Ideas

Now that you’ve reviewed this extensive list of more than 70 questions of the day for kids, you have plenty of suggestions to consider. Of course, these are just a few dozen of the seemingly endless possibilities. For even more inspiration, review these journal prompts for kids that spark imagination. Be sure to vary the types of questions you ask each day to keep things interesting for you and the kids.

Child question

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Program “Radio Russia” “ Children’s question ” – winner of the National Prize “Radiomania – 2005”. Program website DETI.RADIORUS.RU

CONTACT TELEPHONE
(495)-232-98-02

Broadcasting frequencies in Moscow
CB 873 KHz 343.6 M
LW 261 KHz 1149 M
VHF 66.44 MHz
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Inna Zotova – author and presenter of the program:

“Our program is a family radio magazine in which the main characters are you and me … and children who live somewhere nearby, but it so happened that for some reason they are not very happy.”

“WHERE ARE YOU, MOM?”

Detailed information about these children can be found in the Internet version of the program (click on the photo). ————————————————-

We haven’t talked about these children on the air yet, but you can get to know them now!

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The contact number of our program is (495) 232-98-02 (works as an answering machine). Leave a message – we will call you back.

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Children asked – and adults answer. This is a community of adults who know the answers, know how to explain, love and want to answer simple and complex children’s questions. And when the children ask their questions to Alice, and not to their parents, Alice reads these answers to the children.

Grigory Levenets3 months

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I do astronomy and astrophysics, programming in Python and Lua

Anonymous question · 39 answers

No largest number. But there is a Graham number, and it’s amazing. If they write that the largest number is a googol, then you are being misled. It’s just that the Graham number is so big that… Continue reading

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Ekaterina5 months

2.2K

I’m learning Korean….💀

asks Vladimir Aleksandrov 39 answers

9000 2 I haven’t tried it myself. But it seems to work. You have to eat a pencil lead and the temperature will rise for several minutes or hours, I don’t remember exactly.

Maxim Aleshnikov1 month

102

I am max. I have a broad outlook. I lead eco-movements, a laser tag team, a research team. I like to get down to business and study along the way

Anonymous question · 42 answers

The amazing number pi 3.14156…… and many, many more numbers. All calculations use 3.14, but, as you probably understood, the calculation will not be accurate. For calculations you can use… Read more

Doc7month

906

Just Man

asksChildren want to know · 65 answers

And so I will describe the dangers and necessity of leaving and unplugging appliances. In the realities of our time and the widespread use of digital microprocessor technology.
Many electro… Read more

Elizaveta Novikova3 months

263

I am a person who can know a lot of things. My knowledge will not open until you ask!
ACTIVITY — STUDENT
I love answering all questions!

asks Gennady Nikitin 55 answers

Crash is a person you are in love with but don’t know personally. The second value is a global error, a crash (for example, from a game). I hope it helped, sorry if not relevant)

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Daria Miralimova2g

3.2 K

Anonymous question 130 answers

We need
1. Glue (any) main worker 9 0007 2. dye (optional)
3. shaving foam (optional)
4. sodium tetraborate (or any other thickener)

Yuliya1g

2.1K

I am a biologist, ecologist, zoologist, archaeozoologist, cat mother for 11 selected cats. These are the topics that are of interest.

asks Alexander Dosugov · 111 answers

Lice may be needed. They participate in the cycles of substances, reduce the number of those who have greatly multiplied.

Why are people needed? I doubt they are needed at all.

Andrey Kubovich6 months

416

I know minecraft inside and out. 🙂 I have been playing this game for 9 yearsyears.

asksKids want to know · 9 answers

I read all the answers to this question and noticed that no one mentioned the real reason for the cube (voxel) graphics in the game.