We all know people are naturally social beings—we need interactions to survive. But just because we’re naturally social doesn’t mean we know how to be social. We have to learn social behaviors—from our families, caregivers, and peers. Teachers play a key role in promoting social development, which includes peer play and friendships.
Knowing how social development looks at different ages and phases is important so that your expectations match children’s needs. This allows you to promote developmentally appropriate peer interactions. At any age, you can encourage, facilitate, and model:
You can also provide words to help children communicate and reinforce positive behaviors.
Let’s see what this might look like in classrooms.
The teacher in this infant classroom facilitates joint play and sharing as two children roll a ball to each other. Watch what happens when she walks away!
These toddlers are practicing social skills as part of a song and movement activity as their teacher models and encourages respect, kindness, and positive relationships. The hug at the end is priceless!
This pre-K teacher takes advantage of a teachable moment to encourage a child to connect with her peers (“Maybe you can have the cake for the party....We could bring it to the party. Go deliver your cake.”). She gives her words to initiate the connection (“Ask whose birthday it is!”) and reinforces what she did well (“What nice manners!”). Notice the exuberant response from the child’s friends!
Learning social behaviors and understanding how to interact with peers is essential for children, especially in school. After watching the examples above think about how you encourage peer relationships in classrooms and what new strategies you can use from the videos.
With the increased presence of virtual schooling, parents and educators of young children, including myself, are finding themselves stressed. Are children getting the content they need? How do I engage children in learning virtually? How do we help children develop essential skills such as curiosity, attention, and emotion regulation in a virtual setting? In a recent New York Times op-ed, entitled “Kids Can Learn to Love Learning, Even Over Zoom”, psychologist Adam Grant shared ways that teachers can promote curiosity in a virtual classroom. He discussed the importance of including “mystery, exploration, and meaning.”
So much has changed in the world of early childhood education since a global pandemic became part of our reality. School districts, families, child-care centers, home centers, state agencies, and federal agencies have been scrambling to keep up with what caring for young children looks like under new regulations. The statewide agency I work for consists of both federal (Head Start) and state-funded programs, and I’d like to share what guidance we’ve created for staff around changes in the day-to-day routine.*
As a classroom teacher, I always viewed the start of a new school year with a lot of excitement and a bit of trepidation. Excitement because I loved meeting a new group of children and looked forward to getting to know them and supporting their learning. Trepidation because I was never quite certain what curveballs might be thrown my way.
Teachers everywhere have yet another new challenge—supporting students and their families from home. We know that high-quality interactions, including interesting, hands-on experiences that are facilitated and supported with feedback, scaffolding, and higher-order thinking questions, best support young students' learning. So how do you help your students' caregivers offer the same high-quality interactions while at home? Well, Rachel Giannini has some super fun ideas to share! The following are ideas she shared during her session at our recent InterAct CLASS Summit.