Social-emotional development

Social-Emotional Handout

Social-emotional development includes skills in relating to other people and controlling one's own behavior. These skills are easily picked up by some children and need to be specifically taught to others. Social-emotional development includes beginning social skills, school related skills, dealing with feelings, alternatives to aggression, and skills for dealing with stress. Children's natural temperament and experiences affect the development of these skills. An appropriate of effective social behavior in one culture or setting may be less effective in another culture or setting.

SKILL	AGE
-Smiles spontaneously -Smile in social exchanges (by 3 months) -Responds differently to strangers than familiar people -Pays attention to own name -Recognizes mother (by 6 months) -Responds to "no" -Reach for familiar people (by 9 months) -Recognizes self in mirror	0-1 year
-Waves Bye-Bye and plays Peek-A-Boo -Refers to self by name -Plays by self; starts his/her play -Enjoy imitating parents (talking on telephone, sweeping floor, shoveling snow) -Give kisses and hugs (by 18 months) -Helps put things away	1-2 years
-Plays near other children -Watches other children, joins briefly in their play -Defends own possessions- sometimes says "no" when interfered with -Show sympathy to other children -Begins to play house -Reacts to "no" -Participates in simple group activities (sings, claps, dances) -Knows if they are a boy or a girl	2-3 years
-Joins in play with other children - begins to interact -Shares toys -Takes turns with adult assistance -Begins dramatic play, acting out whole scenes - traveling, pretending to be animals...	3-4 years
-Plays and interacts with other children -Dramatic play is more real; includes details, time, space -Plays dress-up -Shows interest in exploring sex differences	4-5 years
-Chooses special friends -Plays simple table games -Plays competitive games -Plays cooperatively (group decisions and fair play)

There are some qualities usually displayed by 4 and 5 year old children in preschool settings. It is normal for children to vary in these qualities and any child may have some "off days". If children are consistently having difficulties, parents and teachers can use some strategies to help the child gain skills.

The preschool child usually:

is in a positive mood
isn't excessively dependent on adults
comes willingly to preschool or group
copes with rejection
is able to identify with others' feelings
has a good relationship with a friend
shows a sense of humor
doesn't appear lonely
approaches others positively, greets others
expresses wishes and preferences clearly
asserts own rights and needs appropriately
isn't intimidated by bullies
expresses feelings appropriately
joins groups at play and work
makes relevant contributions to conversations and discussions
takes turns fairly and easily
shows interests in others
negotiates and compromises with others
non-verbally interacts with others; smiles, waves, nods

-At the park your child watches the other kids in the sandbox but doesn't join them.
-You teach/model for your child to go the sandbox and say, "Hi, my name is _____. I want to play with sand also."
-Practice or act the scene out to prepare your child and then let him/her "try" the skill.

-Make a "Thank You" poster for the wall.
-Keep track of "Thank You's" to see who gives the most and who gets the most.
-Have your child help you write some thank you notes.
-Put a coin in the jug for every "Thank You" you hear.