Social development from one to three

1. Social development from one to three HPC 3O

2. General Social Patterns • Learn to get along with those in their family first, and then in groups • Socialization

3. 18 Months • Independence from family • Closest relationships remain with family members • Need to learn about outside world • Not much interaction between children – parallel play

4. 18 Months • Treat people as objects • Intent on satisfying strong desires • Understands that his or her actions have consequences for others

5. 2 Years • Good at understanding and interacting with his/her main caregiver • Increasingly able to communicate with others • Find it fun to play with others – but still engage in parallel play • Sharing & taking turns

6. 2 and ½ Years • Negativism is characteristic of the child at this age • Learning about the rights of others • Still parallel and social play works best with only 2 children • Squabbles are frequent, but brief

7. 3 Years • Sunny & agreeable • People are important to children of this age – shares, helps and does things another person’s way • Begin cooperative play – castles, blocks, fit puzzles, dolls, etc; • Parents no longer all-powerful in childrens lives

8. 3 and ½ Years • Children’s play becomes more complex and includes conversation • Enjoy company of others • Realize they must share toys and put with some things they don’t like – several strategies for this • More likely to compare themselves with other children

9. Making Friends • Child who is comfortable and friendly with others and has at least 1 friend at a time is usually developing normally • Those who begin to play with others early aren’t as likely to be afraid of other children

10. Making Friends • Children who have only adult companions may have difficulty interacting with others their own age • How to resolve conflicts  guide the child’s behavior to find a solution by themselves

11. Imaginary Friends • May start as early as 2 – more common for 3-4 • Parents may worry about imaginary friends • An imaginary friend can be a helpful way for a child to experiment with different feelings • Usually imaginary friends fade away

12. Promoting Sharing How caregivers can help children develop this skill: • Lead children to activities in which they need to share • Limit materials on hand for an activity • Give out snack and ask children to help you distribute • Make clear what behavior you’re trying to encorage

13. Activity • Make a visual representation of the information presented on pg. 399 • Pg. 400, questions 1 & 2