What is social development of a child: What Is Social and Emotional Development

Social development – Be You

• 
  Social development in young children
  

  From birth, children delight in positive social interactions with people.

  Babies spend almost every waking minute developing their first relationships with primary caregivers and other members of the family. When these first relationships are based on secure attachment, children learn that they can trust others to care for them, get their needs met and enjoy life with others. This is the start of give and take in relationships.

  Friendships and relationships with other children become more important to children as they grow. Social development strategies in learning communities and the broader community help children learn and enjoy getting along with others.




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  Social development as children and young people grow
  

  To achieve healthy social development, children and young people need to form social bonds with others who can model and encourage positive social values and behaviours.

   

  To create these bonds, children and young people need:

  • opportunities for social interaction
  • active participation and meaningful engagement with others including family members, educators and peers
  • to learn social skills through guidance and modelling in daily informal interactions and incidental opportunities, as well as planned teaching which might include participation in social skills programs
  • recognition and reinforcement when positive social interaction occurs.

  Opportunities, skill development and recognition need to be appropriately matched to children and young people’s age and stage, as well as individual characteristics.

  Children’s understandings and behaviours are closely interwoven with emotions and temperament and the values and attitudes of those around them. Through ongoing interactions with the important people in their lives (such as family members and educators), children refine social skills such as turn-taking, listening, cooperation and respect to help them build positive relationships and friendships.  

  Prior to the school years, families have the greatest influence on social development. As children and young people grow older, they become increasingly influenced by peer group values and the behaviours of community role models such as sporting heroes or media personalities.

  When adults are fair, caring and respectful, children and young people feel a greater sense of trust and belonging.

  Children and young people are more likely to cooperate with adult guidance when they feel valued and respected. By contrast, when they feel they’ve been treated unfairly, they’re less likely to listen and more likely to avoid or resist discipline. 




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  Learning social values
  

  Children and young people’s ability to understand others and take their needs and views into account develops over time.

  Young children are naturally self-focused

  They often play beside, rather than with, other children and tend to think that everyone sees things the same way that they do. In early primary school, children learn that others may see things differently from them. Then, as their thinking skills develop, children and young people are more able to understand another person’s point of view and, finally, to appreciate multiple ways of looking at the same event or situation. 

  Teaching children how to put themselves in someone else’s shoes helps them to relate better to others and manage conflict more effectively. It promotes caring, respect and fairness. Research shows that children and young people who’ve learnt to value others are more likely to include and appreciate people who are different from them or who are viewed negatively by others.

  Be You Professional Learning

  Check out content on social and emotional learning (SEL) and teaching for resilience in the Learning Resilience domain.




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  References
  

  Collaborative for Academic, Social, and Emotional Learning (CASEL) (2018). Core SEL competencies. Chicago: CASEL. Retrieved from https://casel.org/core-competencies/. 

  Garvis, S., & Pendergast, D. (2014). Health and wellbeing in childhood. Melbourne: Cambridge University Press.

  Haggerty, K.P.,
  & McCowan, K.J. (2018) Using the social development strategy to unleash the
  power of prevention. Journal of the
  Society for Social Work and Research. 9(4), 741 – 763. https://doi.org/10.1086/700274.  

  Humphrey, N. (2013). Social and emotional learning: A critical appraisal. London, UK: SAGE Publications Limited.

  Wilks, T., Gerber, R.J., & Erdie-Lalena, C. (2010). Developmental milestones: Cognitive development. Pediatrics in Review, 31(9), 364-367. 




• 
  External links
  

  Collaborative for Academic, Social, and Emotional Learning (CASEL)

  Harvard University Centre on the Developing Child: Serve and Return

   

   

   

Social Development

Social development involves learning the knowledge, skills, and values that enable children to relate to others effectively. This learning is achieved both directly by those who care for and teach them and indirectly through social relationships. A child’s social development begins soon after birth and continues through adolescence as he learns to effectively interpret social cues and respond to others around him in appropriate ways.1 The ability to get along with others and adapt to new situations is referred to as social competence.

Child development involves emotional, cognitive, social, and physical development as interrelated domains that influence each other. Children’s experiences in their earliest years affect how their brains work, the way they respond to stress, and their ability to form trusting relationships. Their thinking and language skills become more complex, and they begin to understand their own feelings and those of others.

In a positive environment, an infant develops an emotional bond with his caregivers. A secure attachment promotes a positive relationship with others and decreases the risk for social and emotional problems later in childhood. 2 When parents are available and attuned to their child, the child feels a sense of security that creates a strong foundation for allowing that child to explore the world.3 As a child receives unconditional love and acceptance from his family, he is provided with a solid base for confidence and good self-esteem to build further social relationships with others.4

As children age, they develop their social skills and learn how to act in social settings through play. In 1932, sociologist Mildred Parten at the University of Minnesota’s Institute of Child Development developed a system for classifying social development through play by children that has been widely accepted. Her six stages were unoccupied play, solitary play, onlooker play, parallel play, associative play, and cooperative play. Her theory was that as children grew older with improved communication skills and more opportunities for interaction with other children, their solitary play would become more social.5

Parten’s categories provide guidelines for understanding how children move from playing alone to more social situations. 6 Children will move through the six stages as they grow and develop, although they might not progress in a linear order. Depending on the children’s physical environment and their individual temperament, they may engage in different stages at different times.7

An initial form of playing, unoccupied play is described as the random movements an infant makes as he becomes aware of objects around him. Because toddlers have limited social, cognitive, and physical skills, their self-centered nature encourages them to engage in playing by themselves, exploring their world in solitary play. Onlooker play describes when children observe other children playing, but don’t join in with them. By the time children reach three years of age, they may engage in parallel play where they play independently, but side by side seemingly not involved with others. Parallel play is seen as an important bridge to the later stages of social play.8 Associative play also describes children playing separately from one another, but they are involved with what the others are doing. Cooperative play focuses on children working together to achieve a common goal, such as building a play structure, putting together a puzzle, or engaging in dramatic play.9

School-age children move from a self-centered view to an understanding of the importance of social rules to develop friendships.10 They are able to understand another’s point of view, which leads to empathy, caring, respect, and fairness. Friendships take a vital role for happiness during adolescence, and teenagers assign great importance to socializing with their friends.11

To understand the significance of the relationship between play and social development, several play theorists have made contributions to this study. Jean Piaget’s developmental theory emphasized cognitive development of children from birth to adolescence; however, he recognized the importance of peer relationships in developing social competence. Erik Erikson maintained that make-believe play permitted children to learn about their social world and was a vehicle for developing new social skills. Lev Vygotsky’s sociocultural theory suggested that pretend play helped children realize their play was influenced by social expectations, which helped them conform to the rules of play and develop self-regulation.12

• 1. “Social development.” KidsMatter. 18 Oct. 2016.
• 2. “What Do We Know About Social and Emotional Development in Early Childhood?” Urban Child Institute. 18 Oct. 2016.
• 3. Stern, Susan. “The Importance of Attunement.” November 2009 – Volume 47 newsletter. The Social Skills Place, Inc. 23 May 2016.
• 4. Grace, Elizabeth. “Stages of Children’s Social Development.” Kids’ Development. 18 Oct. 2016.
• 5. Tomlin, Carolyn R. “Play: A Historical Review.” EarlychildhoodNEWS. 9 June 2016.
• 6. Frost, Joe L., Sue Wortham, and Stuart Reifel. Play and Child Development. Upper Saddle River, NJ: Prentice-Hall, Inc. 2001.
• 7. Cecchini, Marie E. “Encouraging Cooperative Play.” EarlychildhoodNEWS. 11 Oct. 2016.
• 8. Rock, Amanda. “10 Types of Play Important to Your Child’s Development.” Verywell. 11 Oct. 2016.
• 9. Op. cit., Cecchini.
• 10. Anderson-McNamee, Jona K. and Sandra J. Bailey. “The Importance of Play in Early Childhood Development.” Montana State University Extension. 11 Oct. 2016.
• 11. Grace, Elizabeth. “General Stages of Social Development.” Kids’ Development. 18 Oct. 2016.
• 12. Frost, Joe L., Sue Wortham, and Stuart Reifel. Play and Child Development. Upper Saddle River, NJ: Prentice-Hall, Inc. 2001. p. 182.

Social & Emotional Development in Children and Adolescents

Social/Emotional development starts with the bond between the child and its caregivers.  The primary bond is usually with the mother and with increasing participation of fathers in the care of infants, co-bonding is seen more frequently.  Bonding starts with the first gaze between the mother and child after delivery.  That starts the process that forms an attachment between a child and primary caregiver(s).   Healthy attachment is essential in that it provides the child with a sense of safety and security.  It was previously thought that this bond must be formed during the first months of life, but we now know that this bond can form at later stages of development as has been observed in the bonding between adoptive parents and children who were adopted later in life.

When a child is hungry, has a dirty diaper or feels insecure, he communicates by crying.  When the parent figures out what the child needs and meets that need, a sense of basic trust is built and the child feels safe and secure.

Gradually parents begin to understand the differences between the ways a child cries and can respond more quickly and calmly to the child’s physical or emotional need.  This indicates that the parent is becoming attuned to the child.  As children grow and develop, it is vital that parents remain attuned to the unique needs and characteristics of a child so they can respond to the child appropriately with understanding, reassurance, and guidance and help them learn how to be able to cope and regular their emotions independently.  Children vary in their ability to regulate emotions due to their temperament but when they experience empathy and soothing from their parents and are taught how to self-soothe and coping skills they will become better at this skill and as this happens their brain will actually be “re-wired” so that they will now automatically respond to situations more appropriately.

Another aspect of social/emotional development is the formation of self-concept and self-esteem.  Early on children are very attuned to the reactions of others.  Smiling comes naturally.  If a parent laughs at something the child does, they smile and usually repeat it over and over.  If children and see frowns or are yelled at, they will withdraw.  When children struggle to learn a new skill, and they receive encouragement and assistance, they feel supported and keep trying until they master the skill.  They will spontaneously praise their accomplishment.  They then feel confident and are more likely to try new things.   If on the other hand, the child is given negative feedback such as “this is easy, what’s wrong with you?” and do not receive any assistance, they will most likely experience frustration and will feel defeated and think they are incompetent.  A child who has had this experience will most likely easily give up on new tasks and show anger towards themselves.  They may even refuse to try.  Thus, one child develops a positive self-concept and the other a negative self-concept and low self-esteem.

Social/emotional development also includes the development of a moral code.  Children gradually learn what behaviors are acceptable in their environment and what behaviors are seen as unacceptable.  Children will learn quickly when feedback includes why the behavior is unacceptable and what the expected behavior should be in a given situation.  The ability of children to develop these skills changes as they grow and develop.  Parents should know what is considered age-appropriate for their child so that they don’t expect too much or possibly too little.

Finally, humans are most definitely highly social.  Children are naturally social.  Some seem to be better at picking up social cues than others.  Parents should not only encourage social interaction but frequently engage in social interactions with their children.  Parents may need to help some children develop age-appropriate empathy for the feelings of others.  They should prepare children for new social situations and teach them how to interact appropriately.  To be socially accepted children need to learn the manners expected in their social environment.  For some children, these come almost naturally while others will need help and encouragement.

Tips for Parents

A Few Things Parents Can Do To Promote Social/Emotional Development

• Spend time in social engagement with your child frequently from infancy to adolescence
• Provide empathy and encouragement when they are upset
• Find/make time to listen and talk to your kids 1:1
• Make it possible for them to spend time with same-age kids
• Play with your children and have fun
• Prepare your child for new social situations, providing coaching on appropriate social behavior
• If they are socially inappropriate in a situation, take them aside and calmly explain how they are affecting others and coach them on appropriate skills
• Affirm positive behavior
• Let them know you love them unconditionally
• Eat together as a family and share your day (what went well as well as not so well)
• Play games both outdoors and indoors
• Have family game nights
• Watch family situation comedies together and comment on the interaction
• Teach manners

Recommended Books for Parents

Ages and Stages: A Parent’s Guide to Normal Childhood Development  By Charles E. Schaefer, Theresa Foy DiGeronimo  Written in an engaging, practical style, Ages and Stages offers you the benefits of the most current research on child development, featuring helpful tips and techniques to foster your child’s maturation.

How to Talk So Kids Will Listen & Listen So Kids Will Talk   By Adele Faber, Elaine Mazlish  This is one of my favorite books to recommend to parents.  Communication is so important in establishing and growing cooperative and loving relationships.  The advice will help you develop a strong bond with your child as well as mutual respect.  This is definitely parenting 101.  

Raising An Emotionally Intelligent Child The Heart of Parenting  By Ph.D. John Gottman, Joan Declaire  There are many skills a child needs to develop.  The ability to regulate emotions can be learned.  This approach helps the child learn to understand and accept their feelings as well as express them appropriately.  This changes the game of parenting from how to control your child to teaching them self-control.  

The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind  By Daniel J. Siegel, Tina Payne Bryson This book is based on the latest brain research and provides easy to use strategies that foster healthy brain development, leading to calmer, happier children. The authors explain—and make accessible—the new science of how a child’s brain is wired and how it matures.  

The Parent’s Handbook: Systematic Training for Effective Parenting 

 By Don Dinkmeyer Sr., Gary D. McKay, Don Dinkmeyer Jr. One of the country’s most popular parenting guides. Helps parents meet the challenges of raising a family today. The Parent’s Handbook shows parents how they can become more knowledgeable, confident and successful in relating to their children. Discusses misbehavior, communication, encouragement, natural and logical consequences, family meetings, drug and alcohol abuse prevention.  

Parenting Teenagers: Systematic Training for Effective Parenting of Teens  By Don Dinkmeyer Sr. PhD, Gary McKay PhD, Joyce L. McKay, Don Dinkmeyer Jr.  Parents know the challenges of raising teenagers. This popular STEP (Systematic Training for Effective Parenting) guide is filled with easy-to-understand-and-apply skills that helps parents connect with teens and deal with their “issues.” From the STEP/teen program, with practical guidance on social pressure, dating, grades, career plans, and alcohol, tobacco, and drug abuse prevention. This handbook is an excellent choice for parents who want to improve their relationship with teens.  

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Social/Emotional Developmental Mile Stones:

Infant (0 to 18 m)Toddler (18 m – 3y)Preschooler (3y – 5y)School Age (6y – 12y)Teens (13-18)

Birth to Six Months

• Expresses affection.
• Shows interest in human faces.
• Has a sense of humor.
• Becomes excited when played with.
• Stares at strangers.
• Smiles at familiar faces.
• Develops attachment to the primary caregiver.
• Becomes trusting when needs are met; fretful when needs are not met.
• Shows displeasure when he loses contact with a person.
• Smiles and babbles at people and toys.
• Reacts to discomfort and pain
• Recognizes parent’s voice
• Makes eye contact
• Shows affection by looking, waving, kicking and smiling
• Shows feelings of security when held or talked to
• Expresses delight
• May form attachment to one special object
• Laughs when tickled
• Builds trust when cries are answered
• May begin to cling to primary caregiver

Six to 12 Months

• Becomes more emotionally attached to the caregiver.
• Protests at separation from mother.
• Shows some negative reaction to strangers.
• Seeks approval; doesn’t want disapproval.
• Plays simple games with adults.
• Enjoys being the center of attention.
• Enjoys communicating with others.
• Smiles, pats and plays with her image in a mirror.
• Expresses pleasure and displeasure.
• Enjoys being with other children
• Has an increased drive for independence
• Expresses anger more dramatically
• Has a fear of strangers
• Is aware of social approval or disapproval
• Performs for others
• Has pride in personal accomplishments

12 to 18 Months

• Is self-centered, demanding, stubborn and self-assertive
• Imitates adults.
• Is inconsistent in expressing emotions.
• May become upset when adults place limitations on activities.
• Expresses anger.
• Engages in parallel play.
• Rolls ball to adult.
• Likes to show off for an audience.
• Shows fear of strangers.
• Is unable to share.
• Responds to simple instructions.
• Takes pride in accomplishments.
• Increases negativism.
• May show fear of storms and animals.
• Is easily distracted.
• Prefers to keep caregiver in sight while exploring his environment
• Demands personal attention
• May reveal stubbornness
• Unable to share
• Responds to simple requests

18 To 24 Months

• Expresses love and affection openly.
• Seeks approval and praise.
• Is outgoing, friendly and less self-centered.
• Continues to be easily distracted.
• May show need for security object.
• Expresses pride and jealousy.
• Continues parallel play.
• Is possessive; refuses to share.
• Shows strong positive and negative reactions.
• Shows strong desire for own way.
• May exhibit aggressive actions (hitting, biting, pushing).
• Pulls adults to show something or get help.
• Tests limits set by the caregiver.
• Is possessive
• Begins to show empathy
• Reveals a sense of trust
• Begins to play next to children
• Shows emotions of pride and embarrassment
• May dawdle
• Engages in imaginative play
• Tests limits of behavior
• Performs for an audience

Two to Three Years

• Becomes less easily distracted.
• Is self-centered, aggressive and temperamental.
• Views situations in terms of their own needs.
• See-saws between independence and dependence.
• Wants to do things for self.
• Desires consistency.
• Desires approval; feels hurt when disciplined for actions.
• Is unable to share.
• Wants to be accepted by others.
• Likes to play with adults and older children.
• Is difficult to understand and control.
• May continue to express negativism.
• Has temper tantrums.
• Resists naps but needs rest.
• Has a strong sense of ownership May begin cooperative play
• May show need for a security object
• Is becoming more independent

Three to Four Years

• Becomes less self-centered.
• Is sunny and agreeable most of the time.
• Displays feelings in a more acceptable manner.
• Learns to take turns and share.
• Shows new fears (animals, storms, dark and monsters).
• Makes friends easily and may prefer one over another.
• Engages in cooperative play.
• Tries to please caregivers; desires praise and approval.
• Usually follows requests and can be reasoned with.
• Has strong likes and dislikes.
• Is pleased with self.
• Expresses anger physically (hitting, biting and pushing).
• Seeks comfort from parents and caregivers.
• Engages in imaginative play.
• Has an imaginary friend.
• Enjoys assisting in simple housekeeping and mealtime tasks.

Four to Five Years

Struggles for independence

• Is moody.
• Doesn’t want to be told what to do.
• Accuses adults of being bossy and unfair.
• Feels strong attachment to family and home.
• Desires approval from parents and caregivers.
• Brags on parents and home.
• Enjoys cooperative play and simple competitive games.
• Is often bossy and inconsiderate.
• Increases interest in friends.
• Shares personal belongings.
• Has difficulty in taking turns.
• Resents being treated like a baby.
• Accepts changes in routine.
• Shows concern and sympathy for others.
• Expresses regret.
• Enjoys being with other children
• Has an increased drive
• for independence
• Expresses anger more dramatically
• Is aware of social approval or disapproval
• Performs for others
• Has pride in personal accomplishments
• Develops sex role identification
• Begins taking turns and
• negotiating

Five to Six Years

• Is more cooperative and conscientious.
• Desires support and approval.
• Asks permission and follows instructions.
• Likes to work and play with others.
• Prefers friends own age; usually own sex.
• Has a strong desire to please.
• Is proud of and likes to assist parents.
• May voluntarily help with younger siblings.
• Forms sex-role identity (what it means to be male or female).
• Respects other’s property.
• Expresses anger more verbally than physically.
• Boys quarrel more and use more physical force than girls.
• Engages in elaborate and imaginative role play situations.

Six to Nine Years

• Is more cooperative and conscientious.
• Desires support and approval.
• Asks permission and follows instructions.
• Likes to work and play with others.
• Prefers friends own age; usually own sex.
• Has a strong desire to please.
• Is proud of and likes to assist parents.
• May voluntarily help with younger siblings.
• Forms sex-role identity (what it means to be male or female).
• Respects other’s property.
• Expresses anger more verbally than physically.
• Boys quarrel more and use more physical force than girls.
• Engages in elaborate and imaginative role play situations.

Six to Nine Years

• Becomes more settled and quiet.
• Worries about many things.
• Shows fear of imaginary creatures (witches, monsters).
• Is fearful of being alone.
• Girls show more fear than boys.
• Questions adults’ ideas.
• Resents being told what to do.
• Wants adult approval and love.
• Desires independence.
• Understands right from wrong.
• Wants to be free of guilt.
• Offers excuses for wrongdoing.
• Complains about anything unpleasant.
• Shows increased interest in friends.
• Begins to have boy and girl friendships.
• Desires group acceptance.
• Boasts constantly.
• Tells secrets, whispers and giggles.

Nine to 12 Years

• Becomes less self-centered.
• Becomes excessively moody if puberty begins.
• Quarrels more often.
• Is sensitive and experiences hurt feelings in social situations.
• Gets along well with others.
• Engages in group activities.
• Enjoys making new friends.
• Shows loyalty to peers.
• Acts and dresses like peers.
• The child may be embarrassed to show affection to family members in front of peers.
• Boys think girls are a nuisance and girls are tomboys.
• Devises secret codes and practical jokes.
• Resents being teased and criticized.
• Develops a strong sense of right and wrong.
• Is self-conscious of sexual development.
• Exhibits hero worship.

12 – 15 years of age

• Struggle with a sense of identity
• Feel awkward about one’s self and one’s body; worry about being normal
• Realize that parents are not perfect; increased conflict with parents
• Increased influence of peer group
• Desire for independence
• Has the tendency to return to “childish” behavior, particularly when stressed
• Moodiness
• Rule- and limit-testing
• Greater interest in privacy
• Autonomy
  • Challenge authority, family; anti-parent
  • Loneliness
  • Wide mood swings
  • Things of childhood rejected
  • Argumentative and disobedient
• Peer Group
  • Serves a developmental purpose
  • Intense friendship with same sex
  • Contact with the opposite sex in groups
• Identity Development
  • “Am I normal?”
  • Daydreaming
  • Vocational goals change frequently
  • Begins to develop his or her own value system
  • Emerging sexual feelings and sexual exploration
  • Imaginary audience
  • Desire for privacy
  • Magnify own problems: “no one understands”

15 – 18 years of age

• Intense self-involvement, changing between high expectations and poor self-concept
• Continued adjustment to changing body, worries about being normal
• Has the tendency to distance selves from parents, continued drive for independence
• Driven to make friends and greater reliance on them, popularity can be an important issue
• Feelings of love and passion
• Autonomy
  • Conflict with family predominates due to ambivalence about emerging independence
• Peer Group
  • Strong peer allegiances – fad behaviors
  • Sexual drives emerge, and teens begin to explore their ability to date and attract a partner
• Identity Development
  • Experimentation – sex, drugs, friends, jobs, risk-taking behavior

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Child social development | “Stork on the Roof”

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Upbringing

Photo source: https://www. shutterstock.com/ https://www.shutterstock.com/

Childhood is the time of the child’s socialization, the formation of guidelines, values ​​and preferences that determine the success of a person’s entire future life.

The process of socialization takes place throughout our lives, but is especially active in childhood, when communication skills are formed, the traditions, values ​​and culture of society are assimilated and accepted. The process of socialization of the child, as well as the formation and development of his personality, occurs only in interaction with the external environment surrounding the child.

Tasks for the social development of the child

The socialization of the child implies that he must become a comprehensively developed person with his own goals, desires, principles and foundations, which are taken into account by his environment.

The main tasks of socialization that help the child find his place in society include:

• assimilation by the child of the requirements of the surrounding society, as well as its morality and moral values;

• development of the child’s communication and interaction skills both with peers and with an adult environment;

• the formation of the independence of the child;

• developing the ability to empathize;

• formation of a positive perception of work and creativity;

• the formation and development of the child’s readiness and ability to conduct joint activities.

Even in infancy, the baby for the first time establishes contacts with the outside world – mom and dad, learns to express his emotions, as well as recognize the emotions of others. Over time, he learns to make public his desires, putting them into words, and take into account others, manage his actions, evaluate them, based on an understanding of the norms of ethics and morality. Developing communication skills, the baby for the first time begins to play first, and then work together.

The social development of the child goes in two directions – this is the assimilation and consolidation of the rules of interaction with other people and interaction with the surrounding objective world.

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Stages of social development

In accordance with the emotional, mental and physical development, the social development of the baby can also be divided into certain stages.

Infancy

The baby, as it seems to us at first glance, does not participate in social relations, since it is still deprived of the main tool of socialization – speech. However, this opinion is deeply mistaken. The socialization of an infant is specific, but undeniable.

The specificity of the socialization of newborns is associated with complete dependence on other people. Satisfying any needs of the child, eliminating interfering or annoying factors, moving in space, etc. – all this is possible only indirectly, through interaction with other people.

The first adults with whom a child begins to build contacts are his family. It is through people close to him that a child can study and perceive the world around him and himself.

6 months to 2 years

At the age of 6 months, the child still needs warm emotional contacts with his parents, but this is no longer enough. The kid begins to actively master situational behavior, which is characterized by the need for cooperation, obtaining new experiences and joint actions with adults.

Practical interaction involves the child and adult performing increasingly complex actions with objects. An adult as a mentor shows what can be done with various things and objects, how to use them, what are their hidden qualities and characteristics that are invisible to a child.

3 years

During this period, the child begins to need the company of peers. He learns to interact in a group, learn and accept its rules, adapt to its requirements. Many new questions and unfamiliar situations arise. That is why the help of parents is indispensable. They can show in a real situation what is good and what is bad, what can be done and what is not, what words and actions cause acceptance or, conversely, rejection and censure of society.

4 to 5 years

This is the age when the child’s speech becomes his main tool of communication. The time has come for “why”, the time of active knowledge of the world around us, its phenomena and people. It is very important to remember that the child does not ask questions out of idle curiosity, each of your answers will be thought out, analyzed and “embedded” in the picture of the world built by the baby.

6 to 7 years old

An adult becomes a role model for a child, based on the behavior of an adult, his communication and interaction with people, the child forms his own personality. This is one of the most important periods for the formation of a child’s personality, so clarifications from adults are simply vital.

Regardless of the age of the child, his socialization is directly influenced by music and literature, nature, the impressions received by the child, his environment and contacts with him (family, kindergarten, playground, sections, circles, etc.), television and, of course, the objective activity of the child.

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Conditions for social development

The main conditions for the correct and timely social development of the child can be considered the development of communication skills.

Development of communication skills

One of the most important conditions for the social development of a child is the ability to establish and maintain contacts with peers, and later with an adult environment. This will give the child a sense of self-worth, teach him to respect the interests of not only his own, but also the people around him, find a common language with them, and stimulate the development of his personality.

The development of communication skills is impossible without the ability of the child to organize joint activities and get involved in it, this teaches the child to focus on the activities of the partner, to master the skills of personal interaction and to act productively in certain conditions and situations.

An important role in the socialization of the child is played by his ability to perceive and respond to the emotions of the environment, as well as to express his own. The emotional development of a child must begin with the ability to recognize and express their own, including negative, emotions. Only by coping with his emotions, the child will be able to “read” others and respond to them.

Development of the need for communication

The child’s need for communication determines his ability to convey his emotions and feelings, worries and experiences, to receive approval and support, which, in turn, guarantees obtaining information about the world around him and broadening his horizons.

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This article is for educational purposes only and does not constitute scientific material or professional medical advice. For diagnosis and treatment, please contact your doctor. See rating of doctors.

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