Definition of social development of a child: Social Development in Children | SCAN of Northern Virginia
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.
Social Development during Different Ages
Meaning of Social Development
Human beings posses a unique characteristic which separates them from animal beings. Their behaviour is social. Society is essential as food to them. They believe in the maintenance of social relationships and try to adjust with others. But this does not mean that the child is born with such social behaviour and social qualities. Like other aspects of growth and development, he develops the necessary social characteristics in him.
The process of the development of such qualities which brings desirable changes in his social behaviour is referred to as social development or socialisation of the child.
Social development occupies very important place in the overall process of growth and development. We cannot even describe an individual a person if he has not passed through the process of social development or socialisation.
Social development theory attempts to explain qualitative changes in the structure and framework of society, that help the society to better realize aims and objectives. Development can be defined in a manner applicable to all societies at all historical periods as an upward ascending movement featuring greater levels of energy, efficiency, quality, productivity, complexity, comprehension, creativity, mastery, enjoyment and accomplishment.
Definitions of Social Development
Some of the definitions are given below:
1. According to Sorenson, “By social growth and development we mean increasing ability to get along well with oneself and others.”
2. According to Freeman and Showel, “Social development is the process of learning to confirm to group standards, more and traditions and becoming imbued with a sense of oneness, inter-communication and co-operation.
“
3. According to Mrs. Hurlock, “Social development means the attaining of maturity in social relationships.”
4. According to Garret, “Socialisation or social development is the process whereby the biological individual is converted into a human person.”
During the process of social development there is a progress in the social abilities or skills of an individual. Social development refers to the process by which a person acquires the necessary knowledge, skills and disposition that makes him an acceptable member of his own group. If develops group loyalty and encourages mutual dependence, co-operation and cohesiveness. It is the process which helps an individual to behave in accordance with social traditions and mores and thus makes him able to adjust in his social environment.
It asserts that as in the case of emotional development, the goal is to attain emotional maturity. similarly there in the case of social development, the goal should be the attainment of social maturity.
An individual should have all the opportunities to modify or improve his social behaviour so that he may be able to maintain proper social relationships and can adjust himself to his social environment. Socialisation and social development the process of social interaction-helps the individuals to attain essential personality characteristics.
Social Development during Different Ages
1. Social Development in Infancy
The behaviour of the human infant is not social at birth. He is too much self-centered. He is only concerned with the satisfaction of his physical need. He does not even distinguish between people and inanimate objects.
Social behaviour is said to be taking is birth when the infant first distinguishes between persons and objects. He is dependent upon the adults for the satisfaction of his needs, therefore, normally the baby’s first social contacts are with an adult Mrs. Hurlock in her book Child Psychology’ has beautifully explained the process of social development during the first two years as a result of the contact with adults.
Below we give the summary of her findings.
| S.No. | Duration of Age | Pattern of Social Behaviour |
| 1. | During first Month | Cannot differentiate between the human voices and other noises. |
| 2. | Second Month | Recognises the sounds of human beings and gives smiles to the person. |
| 3. | Third Month | Recognises its mother and feels unhappy on separation. |
| 4. | Fourth Month | Shows selective attention to the human face and feels happy in company. |
| 5. | Fifth Month | Reacts differently to smiling and scolding and distinguishes between friendly and angry voices. |
| 6. | Sixth Month | Recognizes familiar person a smile and shows define expressions of fear of strangers. |
| 7. | Eight and Ninth Month | Attempts to imitate the speech, simple acts and gestures observed in others. |
| 8. | Between the tenth | Plays with his image and even kisses it as and twelve month if it were another person. |
| 9. | At twelve Month | Can refrain from doing things in response to ‘no-no or some other form or request. |
| 10. | At two years | Can cooperate with adults in a number of routine activities and becomes an active member of the family. |
2. Social Development during Childhood
As we have seen that during the period 2 to 6 years a child progresses from being relatively unsocial to distinctly socialized individual.
He learns to share, to cooperate and to do things with others. But the circle of his social contacts is limited at this stage. Therefore, we cannot expect much from him regarding his social development.
With the entrance in childhood most of the children begin to go to school. The area of their social contacts is now widened. We note the following changes in the social behaviour of a child:
1. This period is marked by greater degree of social awareness. There is a great expansion of child’s social world. Most of the important types of social behaviour; necessary to adjustment with others, begin to develop at this stage.
2. He tries to seek independence from his parents and others elders and spends less time with them. In actual sense he now drives no enjoyment from them. Thus, interest in playmates of his own age gets increased.
3. He becomes an active member of a ‘peer groups and this group gradually replaces the family group in its influence over his behaviour and attitudes.
The members of such a group are almost of the same age. They believe in group loyalty and thus try to confirm to the rules and the values maintained by their group.
4. We find a sort of segregation among boys and girls of this age. They form their group among members of their own sex because of a definite and clear differentiation between their habits, interest and attitudes etc.
3. Social Development during Adolescence
Adolescence is a period of rapid change and adjustments. In the social sphere also it holds a greater significance. The social development of this age is marked by the following characteristics:
1. Adolescence is marked with too much sex consciousness, sexual development and the accompanying attraction for opposite sex. Boys and girls of this age try to attract and hold the attraction of each other through their style of dress, manner of taking and other forms of social behaviour. They also try to seek friendship and even sexual relationships.
In this way. the social behaviour pattern of the adolescence is almost dominated by sexual needs and desires.
2. During this stage group loyalty becomes very much pronounced Like childhood, it does not confine itself to the gang only but extends to the school, the community, the province and to the nation. Martyre and patriots are the product of this age. Cooperation reaches its speak during this period and the individuals are in mood to sacrifice their own interest for the greater cause of the group, society and nation.
3. Adolescence is also marked with the increase in friendly relationship. The nature of friendship maintained at the stage differs much from that of childhood. While in the childhood the friends are generally chosen from the neighbourhood or class, in adolescence there is no such bar of distance. The adolescents tend to choose friends of their own age, mental level and from the same socio-economic group to which their own family belongs. Their friendships are based on their common interests, hobbies and skills or the satisfaction of their mutual needs and subsequently tend to last longer than the friendship made in early childhood.
It sometimes ties them in life long relationships.
4. Adolescence is a period of intense emotions. Emotional behaviour dominates the social characteristics and qualities of adolescents. An adolescent is highly sensitive, idealist and social reformer by nature. He feels strongly for the weak and sufferers. He is always ready to do some sort of social and community service. From time to time he exhibits his desire for bringing reforms in the social set-up and is highly critical of social evils and injustice.
Read also
- Physical Growth and Development
- Meaning, Nature, Characteristics, Principles and Stages of Human Development
- Difference Between Growth and Development
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)
(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:
- 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. - Specific knowledge –
- Role behavior –
- Social qualities,
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.
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.
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.
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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
- Alyabyeva E.A. Moral and ethical conversations and
games with preschoolers. M., 2003 - Arnautova E. P. Teachers family M., 2002
- Blinova L.F. Social and personal development
older preschool children. Kazan., 2007 - Galaguzova M.A. Social Pedagogy M., 2001
- Danilina T.A., Stepina N.M. social
partnership of teachers, children and parents. M., 2004. - Kolomiichenko L.V. Concept and program
social development of preschool children
age. Perm, 2002. - Komratova N.G., Gribova L.F.
Socio-moral education of children. M., 2005 - Ryleeva E.N. More fun together! M., 2004
P. Teachers family M., 2002 Social development of preschool children | Consultation (senior group) on the topic:
The preschool age of a child is a period of formation of social development and behavior, an important stage of his social education. So, what should be the social education of the child and what is the role of the preschool institution in this?
What is the social development of a preschooler?
The social development of a child is the assimilation of the traditions of the society, culture, environment in which the child grows up, the formation of his values, communication skills.
Even in infancy, the child establishes the first contacts with the world around him. Over time, the child learns to establish contacts with adults and trust them, control his body and actions, build his speech and frame it with words. To form a harmonious social development of the child, it is necessary to give him and his curiosity maximum time and attention. This is communication, explanations, reading, games, in a word, arming the child with a maximum of information about the human environment, the rules and norms of communication, behavior.
The family at the first stage is the main cell for the transfer of experience and knowledge accumulated earlier. To do this, the parents of the baby, his grandparents are required to create an optimal psychological atmosphere in the house. This is an atmosphere of trust, kindness, mutual respect, which are called the primary social education of children.
Communication is a key factor in the social development of a child’s personality.
Communication underlies the social hierarchy, which is manifested in the relationship “children-parents”. But the main thing in these relationships should be love, which begins from the womb. No wonder psychologists say that a desired child is a happy, self-confident and, in the future, successful person in society.
Social education of a preschooler
Social education is the basis of a child’s social development. It is at preschool age that the formation of a system of relationships between children and adults takes place, the types of children’s activities become more complicated, and joint activities of children are formed.
In early childhood, children learn a wide range of activities with objects, they discover ways to use these objects. This “discovery” leads the child to the adult as the bearer of the way to perform these actions. And the adult becomes a model with which the child compares himself, whom he inherits, repeats his actions.
Boys and girls carefully study the world of adults, highlighting the relationship between them, ways of interaction.
The social upbringing of a preschooler is the comprehension of the world of human relations, the discovery by the child of the laws of interaction between people, that is, the norms of behavior. The desire of a preschooler to become an adult and growing up consists in subordinating his actions to the norms and rules of behavior of adults accepted in society.
Since the leading activity of a preschooler is a game, the role-playing game becomes the main one in shaping the child’s social behavior. Thanks to this game, kids model the behavior and relationships of adults. At the same time, in the foreground for children – the relationship between people and the meaning of their work. By performing certain roles in the game, boys and girls learn to act, subordinating their behavior to moral standards. For example, children often play hospital. They take on the roles of patient and doctor.
Moreover, the role of a doctor is always more competitive, since it has the function of recovery and assistance. In this game, children inherit the behavior of a doctor, his actions with a phonendoscope, examination of the throat, syringes, writing a prescription. Playing the hospital reinforces the relationship of mutual respect between the doctor and the patient, the implementation of his recommendations and appointments. Usually, children inherit the pattern of behavior of the doctors they visited at the clinic or their district pediatricians.
If you watch the children in the role-playing game “Family” or, as children say, “like dad and mom”, you can find out what kind of atmosphere reigns in the family of children. So, the child will subconsciously take on the role of leader in the family. If it’s a dad, then even girls can be a dad, go to work, and then “go to the garage to fix the car.” They can give instructions to their “half” to buy something in the store, cook their favorite dish.
At the same time, the moral climate, the relationship between parents, can also manifest itself in children’s play. This is a kiss of parents before leaving for work, an offer to lie down after work and relax, the tone of communication is ordered or affectionate. The copying by the child of the standards of behavior of the parents indicates that it is they who form the model of relations in the family in the child. Equality will be either submission, mutual respect or dictate – it depends on the parents. They must remember this every minute.
Social education of a preschooler — is the formation of humanistic feelings and relationships. For example, attention to the interests of other people, their needs, interest in their work, respect for any profession. This is the ability of a boy and a girl to sympathize with troubles and rejoice in other people’s joys. Today this is very important, because envy is often formed in children already at preschool age.
And this is precisely the inability to rejoice for one’s neighbor, which, as the child grows up, develops into duplicity and chameleonism, the predominance of material values over moral ones. Social education is also the child’s ability to experience his guilt for violating generally accepted norms of behavior. For example, a boy should feel remorse for having taken a typewriter from a peer, he should ask for forgiveness for an offense. The girl should worry about the damaged doll. She must understand that it is impossible to spoil toys, they should be treated with care, like all things, objects, clothes.
Social education of preschool children is the ability to live in a team of peers, respect for adults, compliance with the norms of behavior in public places, in nature, at a party.
Social development in kindergarten
Since the majority of parents are busy and working people (students), the kindergarten and educators play an important role in the social development of girls and boys of preschool age.
The social development of children in kindergarten is the purposeful formation of values and traditions, culture and norms of behavior in society. This is the assimilation of ethical norms by the child, the formation of love for nature and all the people around. Such tasks of the social development of children, covering their activities in a preschool institution. Playing and communicating with adults, the child learns to coexist with others, live in a team, take into account the interests of members of this team. In our case, kindergarten groups. If a child attends a kindergarten, then educators and music workers, nannies and physical education teachers take an active part in his socialization.
The child trusts the teacher and gives him authority, because the whole life of a boy and a girl in kindergarten depends on him. Therefore, often the word of the educator will be dominant over the word of the parents. “And the teacher said that you can’t do that!” – such a phrase and others like it are often heard by parents.
This suggests that the teacher is really an authority for the child. After all, she arranges interesting games, reads books, tells fairy tales, teaches to sing and dance. The teacher acts as a judge in children’s conflicts and disputes, she can help and regret, support and praise, and maybe scold. That is, the behavior of the educator serves as a model for the child in different situations, and the word of the educator serves as a guide in actions, deeds, and relationships with other children.
The social development of a child in kindergarten can only take place in a warm atmosphere of relations between children created by the teacher. A favorable climate in the group is when children feel relaxed and free, when they are heard and appreciated, praised and correctly given comments. A good teacher knows how to make the child feel significant in a peer group, while maintaining individuality. The child thus develops self-esteem and self-confidence. He knows that they hope for him at the matinee, that he is obliged to help the nanny and water the flowers on time on duty.