Studies indicate that the social and emotional development of children is an essential constituent of education and does not consume time from academic lessons; rather it supports knowledge (Durlak, Weissberg, Dymnicki, Taylor, & Schelinger, 2011). Research affirms that there is a substantial relationship between social-emotional skills and school success. This view is supported by a school-based meta-analysis which shows that social and emotional learning produced an 11% increase in school success (Durlak et al., 2011). It is impossible to imagine a school environment that lacks respect, responsibility, cooperation, and well behaved citizens (Elias, 2009). Thus, it is evident that making social and emotional learning part of teaching supports the holistic development of children.
Caregivers set up rules with children and never force them, they are supportive to children and respect to their decisions or opinions. Children will be awarded when they do something good. These styles shaped the children to be responsible, easygoing, and independent and intelligence. Thus, this explains that why infants love social activities and able to develop stable relationship with others afterwards. Moreover, good working ability is developed due to high self-esteem and EQ.
How infant and toddlers are given the time, space, engagement have huge impact in children later years. Experts too has agreed that all these factor are important to the development of children socio-emotional and cognitive (Scroufe, 1988; Howes, 1999). Secure attachments support and help children to be able to regulate emotions, reduce fear, building relationship with other adults, empathy for others and appropriate moral reasoning. Bowlby calls this as the internal working model. In the opposite direction, insecure attachments, has negative impact on child overall development for instance they are be able to manage their emotions or engage in reciprocal relationships.
By putting a child at the centre of care, this could also include using their interests within the setting, as it can help and encourage children to develop their language skills, as they will be more willing to learn. This is supported by Kelly, from http://www.earlyyearscareers.com published May 2016 (accessed 04/01/2018), who states that "Confidence and self-esteem will be raised if a child’s interests are followed", which also includes their English and literacy skills. During the early years, this is very important, as encouraging a child 's literacy skills, will result
The experience that they have in solving those problems will then develop their conflict resolution skills and self-regulation of emotion in themselves. These are important elements in developing the children’s social competence. Children learn to interact with other while regulating their emotions and thus helping them to be able to
Teaching social skill is as important as teaching academics. There are some steps we can use to improve social skills in children. First, we should Introductory activities to help student learn about one another such as make group students in a large circle or small and have them say anything about themselves word that can describe them it could be a favorite color, animal. Teachers should Maintain continuous contact with student, especially those who are shy. Ask them to make comment or ask questions.
Social development is how we behave towards others, how we make new friends, how we understand our communities, self-confidence and self-esteem, behaviour and self-control. In observation 6 RL shows all of the above). Personal development is about the child developing confidence and Dowling (2005:2) identifies direct factors: 1 .Self –concept: the child becoming aware of himself. When a baby is born he form`s a bond with the person who feeds and looks after his daily needs, as the child grow its important that the child is allowed to separate himself from this one person and to develop a sense of self. This is normally a stress full time for the child, from my experience the younger this is encouraged the easier it is on the child .at around 18 months the child starts to recognise himself as an unique individual with his own identity.
• How children use play to develop these skills Personal , social and emotion development This area focuses on how well the child has developed in confidence and how they relate with other children in a large group. Children who haven’t yet matured enough in this area will encounter personal and social hiccups in a school setting.This area comes as a barometer of how well they are able to manage their feelings. Physical development This area focuses on the physical well-being of a child and how well they respond to their day to day needs. Children will need to fend for themselves in healthy living and some basic self-care needs. Their fine motor skills will help them to be effective when holding a pen for writing or to carry some fragile equipments .
In addition, a study carried out by Jamyang-Tshering (2004) on social skills of pre-school children, shows that girls presented more social skills than boys while boys showed more problem behaviours than girls. Social skills are special behaviours essential for starting and continuing positive relationships with others (Ladd, 1990; Guglielmo Tryon, 2001; Westwood, 2003).Social skills should be developed during pre-school years to prevent social and behavioural problems which may provoked in social environment (Merrill, 1995; Squires, 2003; Roche-Decker, 2004; Herrera &Little, 2005). Children who have difficulty in social relationships due to innate temperamental traits experience psychological problems both in social and academic contexts. Not being able to develop positive social relationships in early years can cause social and behavioural problems as well as developing negative attitudes towards school, being dismissed from school, committing crime during adolescence, unsuitably behaviour in adulthood and low performance in professional