Social Development from One - Three

1. Social Development from One - Three Standard(s): 2.3 Workplace Skill(s): 1. Complex Communication

2. Important Vocabulary • Socialization – process by which young children learn to get along with other people, first in families, then groups • Parallel Play – playing near, but not actually with other children • Cooperative Play – playing with another child • Self-Discipline – the ability to control one’s own behavior • Autonomy - independence

3. General Social Patterns • Eighteen months • Begin developing some independence from family unit • Don’t interact much with each other; engage in parallel play • Treat people more like objects than human beings

4. General Social Patterns, cont’d • Two Years • Good at understanding and interacting with main caregivers • Usually engage in parallel play, but may interact with other kids • Start to understand idea of sharing or taking turns • Two and One-Half Years • May refuse to do anything for one person, while happily doing anything for someone else • Begin to learn about the rights of others • Social play is still parallel • Frequent, but brief squabbles

5. General Social Patterns, cont’d • Three Years • Will share, help, or do things another person’s way just to please someone • Begin cooperative play • Seek friends on their own • Three and One-Half Years • Disagreements occur less often • Use several different strategies to resolve conflicts • Take more notice of what others are like • Play includes more conversation

6. Making Friends • Ability to make friends is important to normal social development • Important to have contact with other people so they learn the give-and-take of socializing

7. How to Help Kids Develop Social Skills • Model good social skills • Show respect for other people’s belongings • Help children understand and respect others’ feelings • Show children how to use words rather than being physical

8. Imaginary Friends • May appear as early as two; more common around 3 or 4 • Often used to find a way to examine their own thoughts and feelings • No cause for concern unless they continue on through adolescence

9. Guidelines for Guidance • Guidance means using firmness and understanding to help children learn how to control their own behavior • Caregivers need to help children develop self-discipline • Gradually children develop a conscience – or inner sense of what is right and wrong

10. Setting Limits • Show an understanding of the child’s desires • Set the limit and explain it • Acknowledge the child’s feelings • Give alternatives!!!

11. Encouraging Independence • Important for caregivers to promote autonomy, or independence • Ex. Give children unbreakable dishes when self-feeding • Ex. Choose clothes that are easy to take on and off when self-dressing

12. Possible Behavioral Problems • Biting & hitting are common forms of misbehavior • Important to guide the child to more appropriate behavior and find out why the child is acting in a certain way • The may not know how to express themselves differently • Some experts believe time-outs help; they are another way of saying “you can’t do that”

13. Activity • Draw up a simple set of rules about getting along with other people. • Base the rules on self-respect, respecting others, and respecting things. • Word the rules so that two- and three-year-olds understand the rules and the three principles.