14.5: Social Development
- Page ID
- 205631
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Social Growth and Development
Humans are social creatures and we learn from every experience we encounter. Social growth and development can be divided into four areas: social skills, socialization, social responsibility, and social studies (Kostelnik, et al., 2019). As children explore their world and interact with others, they develop the skills necessary to become socially competent, and the ability to interact with others effectively (Kostelnik, et al., 2018). As children develop socially they develop relationships with others which can further development and learning in other areas.
The Social Domain
| Content & Skills | |
| Social Skills |
Interacting with others.
|
| Socialization |
Learning values, beliefs, customs, and rules of society.
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| Social Responsibility |
Caring for one another and our world.
|
| Social Studies |
Contributing to the public good within a diverse and democratic society. The National Council for the Social Studies (NCSS) (n.d.) outlines the following social studies themes.
|
Social Competence
Socially competent children are often happier, perform better academically, and establish and maintain positive relationships (Kostelnik, et al., 2018). The following elements are associated with social competence.
| Element of Social Competence | Values, Attributes, and Dispositions |
| Positive Self-Identity | This involves a child's sense of self, self-esteem, self-efficacy, confidence, and empowerment. |
| Interpersonal Skills | This involves a child's ability to form and maintain relationships with others. |
| Self-Regulation | This involves a child's capacity to resist temptation, control impulses, and monitor his or her behaviors. |
| Planning & Decision-Making | This involves a child's skills in making choices, problem-solving, and making plans. |
| Cultural Competence | This involves a child's understanding of his or her background and respect for others which leads to the formation of social justice. |
| Emotional Intelligence | This involves a child's recognition of his or her emotions, labeling emotions in others, controlling his or her emotions, developing coping skills, and becoming empathetic. |
| Social Values | This involves a child's demonstration of values deemed worthwhile in his or her context, such as honesty, caring, and responsibility. |
Milestones and Timelines
Figure 14.5.1 "Social Development Milestones from 6-weeks to 60-months". By Amber Tankersley is licensed under CC BY-NC-SA 4.0. Accessible version.
Promoting Prosocial Behaviors
Prosocial behaviors are actions that individuals perform to benefit others without benefit to oneself (Kostelnik, et al., 2018). Common prosocial behaviors include helping, sharing, and comforting. Prosocial behaviors are important in building and maintaining relationships. Children's acquisition of prosocial skills is related to future social and academic success. Children learn to use prosocial behaviors through engaging in social situations while guided by caring mentors. To engage in prosocial behaviors children have to recognize a need for action, they have to decide to act, and then they have to act appropriately. Adults can draw attention to situations when a child might engage in prosocial actions, "Sarah, did you notice that Cheyenne spilled her crayons?" Adults can help children decide on a course of action by asking what they could do to assist, "Sarah, you could help Cheyenne pick up her crayons."
Early childhood professionals, caregivers, and families can promote prosocial behaviors by:
- modeling prosocial actions
- encouraging cooperation
- praising prosocial attempts
- teaching social skills such as active listening and conflict mediation
- reading books where characters engage in prosocial acts
References
Kostelnik, M.J., Whiren, A.P., Soderman, A.K., Stein, L.C., & Gregory, K. (9th ed.) (2018). Guiding children’s social development: Theory to practice. Cengage.
Kostelnik, M.J., Soderman, A.K., & Whiren, A.P. (7th ed.) (2019). Developmentally appropriate curriculum: Best practices in early childhood education. Pearson.
National Council for the Social Studies. (n.d.). National curriculum standards for social studies: Introduction. Retrieved August 27, 2024 from https://www.socialstudies.org/standa...s-introduction