Social Development is our need and ability to interact and build trusting relationships with others. Children learn a lot from social interaction. This can be through their relationships with parents, teachers and friends. For a child a major part of social development is the skills they learn in order to adapt to their social environment, such as toilet training and washing, dressing and feeding themselves. Emotional Development is when we have an understanding of our feelings and those of the people around us.
It is a natural tool for children to develop resiliency as they learn to cooperate, overcome challenges, and negotiate with others. However, children who live in poverty often face socioeconomic obstacles that impede their rights to have playtime, thus affecting their healthy social-emotional development. A study prepared by Dr. Goldstein (2003) states that nearly everything the growing child needs to learn is developed and practiced in play. The value of play was also discussed. It was stated that early play experiences set the stage for all subsequent development.
Part II : Personal reflection After the research on the topic Social Competence, I have enriched the knowledge on this topic and the related theories and concepts. As part I mentioned, social competence has a lot of definitions, but I do believe the definition “The ability to achieve personal goals in social interaction while simultaneously maintaining positive relationships with others over time and across settings.” (Rubin & Rose-Krasnor, 1992) and the social competence prism (Rose-Krasnor, 1997) can express social competence most suitable. They suggested that a person who achieve high level of social competence should be able
In general, playing is the mutual popular activity among children because playing is fun and flexible, it can be personal, with the presence of others or with the social presence of others (De Kort & Ijsselsteijn, 2008). The researchers and experts believe that the power of play has an important psychological role in children’s development, as reinforced by Sutton-Smith (1993, p. 279) using “play as progress” and “play ethos” by Peter Smith (1988, p. 166) both cited in Pellegrini (1995). Goldstein (2012) stated that pretend play is one of the common types of interactive social play among 2- to 6-years-old children. He also mentioned that as children grow, the nature and function of pretend play will also change from simple imitation to more
They become more and more interested in playing and interacting with other children. When playing with others, children learn appropriate social behaviors, such as sharing, cooperating, and respecting the property of others. In addition, while interacting with their peers, children learn three domain of learning without recognizing it: the cognitive, affective and psychomotor. As children 's grows older, their competent in social interaction changes by whom he/she encountered. They gain a lot of social skill that boosts their self esteem to interact with others (stance.org).
Social intelligence enables a person to build a healthy relationship with others. Socially intelligent people act thoughtfully and do well in life. Social intelligence is helpful in resolving the troubles of social life and facilitate in settling different social tasks. Hence social intelligence regarded as an indispensable element for progress in life and profession. “Social intelligence is being capable of tuning into others, to study them, to understand their idea about things, their mood, and applying that (knowledge) to communicate successfully with them,” by Daniel Goleman.
Social perceptiveness refers to accurately interpreting interpersonal dynamics. Individuals with high social skill are more likely than those low in social skill to perceive and accurately interpret subtle social cues, "read between the lines" (vs. interpret others' comments literally), and identify the true intentions of even high self-monitors. Furthermore, individuals high in social skill are more likely than those low in social skill to effectively use those social perceptions to determine the appropriate timing for an influence attempt, improvise when they perceive that their planned self-presentation strategy is unlikely to work, Social skill has been found to be essential for managerial effectiveness (Kilduff & Day, 1994; Wayne, Liden, Graf, & Ferris,1997). One suggestion is that social skill predicts only those dimensions of job performance that involve interpersonal and extra role behaviour. However, an equally compelling argument is that social skill is fundamental to all aspects of work, and thus it should be a strong predictor of both task and contextual dimensions of job performance.
For example, knowing what is appropriate behaviour from one setting to the next is social learning. Emotional learning is being able to keep your emotions in line; knowing when a certain emotion is called for and when it is best to keep it to yourself. It is important that children learn this skill so that they can become functioning citizens. When they are able to control their emotions and also know how to act in social situations they are able to do things like conflict resolution. Social and Emotional learning are the building blocks on which our society is built.
It is stated in the that children have the right to relax, play and to join in a wide range of cultural, artistic and other recreational activities. Though play is important to the best possible development of children and though there is an abundant research evidences showing that play,supports young children’s social, emotional, physical and cognitive development, according to Bergen & Fromberg (2006), it has often unnoticed or addressed only minimally. A clinical report from the American Academy of Pediatrics (2007) stated that though play is a treasured part of childhood that offers children with significant developmental benefits and parents the opportunity to fully engage with their children, there were still quite a lot of forces interacting to effectively reduce many children’s abilities to reap the benefits of
They need to be able to create a learning environment of good will and love. They should never get irritated on minor faults and have to have a high percentage of patience within them so that the learners are not in constant fear of them. They have to always be motivated and interactive and prove that they’re excellent role models. They should be able to accommodate all learners with really great teaching strategies and not restrict to learning in classrooms only. To be a good social science teacher,one must be passionate about the subject and integrate it along with other learning areas.