What is the Importance of Meaningful Peer Interaction?
Enhances well-being
Provides a foundation for building early friendships.
Enhances learning success in play-based programs
All of these benefits continue throughout life.
Hartup and Moore (1990) advocated for this more than 30 years ago.
“A single friendship can insulate a child from some of the negative effects of being rejected or neglected by other peers.”
Breaking News!!
Making friends is one of the more challenging — and more rewarding — parts of growing up. Kids’ friendships can be volatile because they are still figuring out who they are, but learning how to navigate them with confidence and compassion builds skills that last a lifetime.”
Molly Hagan, Staff Writer, Child Mind Institute. 1/16/2024 https://childmind.org/
Please Note:
What has continually been advocated over the past decades continues to be an important goal in meeting children’s essential needs in the early years.
Thus, we need to continually remember to support young children in their development of social skills.
Overview of Social Development
Social interest emerges in infancy. Babies prefer human faces to inanimate objects and the focus should be on interacting and forming relationships.
Toddlers have a high level of desire to interact but not necessarily the skills to maintain play for more than a short period. They need modelling and cueing.
Preschoolers’ social skills emerge and increase significantly in the period from 3-5 years.
These important skills include
Self-awareness Self-Regulation Awareness of others
What is Social Competence?
We need to recognize that Social Competence results from a complex interaction between being accepted and liked by others and having the skills needed to interact effectively in social settings. These skills include being able to
· enter group play
· share materials and friends,
· take turns during play sequences,
· communicate ideas and needs effectively,
· compromise and negotiate during conflict that might stop play,
· interact positively to maintain the play, and
· demonstrate kindness and empathy that support friendships.
It is important to remember that not all children come with the same experiences or prior opportunities for group play. Some may lack familiarity with play materials. Others may lack a sense of emotional security due to temporary or ongoing stressors.
To ensure that all children benefit from social play and learning, you need to observe closely to determine what barriers may be present for any individual child.
Once you recognize the barriers, you engage in the group play to support each child’s learning of missing skills or confidence.
Therefore, social play for many children depends on having an environment that models and teaches this complex set of social knowledge and skills.
How can TFL Early Years SEL support educators in creating
a meaningful social environment?
Concept 1 Building a Culture of Belonging
The role of educator is paramount in setting the climate for a caring community!
The priority that educators need to address is to reflect on and evaluate the quality of
their relationship with each individual child.
Some children relate easily, others who have experienced trauma or difficult circumstances, may find it more difficult.
Dr. Stanly Greenspan, an internationally respected child psychiatrist and advocate, acknowledged the important challenge for educators when he wrote that the more difficult it is to form a relationship, the more the child needs it.
Building a relationship depends on:
● time and attention
● words and gestures of caring and affection at a pace comfortable to the child
● demonstrations of acceptance and respect for who the child is, rather than who she might become
● celebration and admiration for caring and kindness, effort and accomplishments
● responsive and predictable helpful reactions to the child’s emotions and difficulties
Create an intentional strategy to support children who need it.
Approach children who appear to be on the sidelines
Determine if this is by choice or a result of some discomfort that prevents involvement.
Offer to be with the child, either observing, joining a group or playing one-on-one
.
Concept 3 Communication Builds Connections
“Seeing children as capable and powerful communicators from birth onwards means recognizing them as active social partners who are able to initiate and respond to communication exchanges.”
How Does Learning Happen? Ontario’s Pedagogy for the Early Years (p. 41)
“All children need to be heard and have a voice in the groups to which they belong. Everyone has the right to feel safe, comfortable, accepted, and have a sense of belonging. Developing and supporting respect, empathy and a sense of fairness is essential to ensure that everyone in the community feels safe, comfortable and accepted.”
Ontario Ministry of Education, 2016
Educators develop and enhance relationships with children through sensitive and prompt responses to their communication behaviours, which include both verbal and nonverbal messages. The younger the child, the more their messages will be non-verbal.
Successful communication is a two-way street. It’s an active partnership that involves using more than words to send and receive messages.
Young children particularly, but everyone, in reality, communicate in several ways -
words,
tone of voice,
facial expressions and
actions.
Each of these communication methods convey important cues to others regarding our needs, our interests and our intent.
Educators need to remember that children react to your non-verbal communications as well as your words. Facial expressions and tone of voice can make more of an impact than your words.
THE VALUE OF CONVERSATIONS
Conversations during play, lunch, snack and outdoor time are critical, as this is when children are relaxed and share observations and details of their lives.
Listen to conversations between children throughout the day.
Maintain open avenues of communication that model inclusivity, equity and respect.
When children struggle to get their messages across, it is important to be patient.
“By waiting, you give children time to develop their own ideas and build their confidence and independence. Waiting also helps you understand their needs.”
Educators must be able to respond appropriately to children, showing them that their message has been heard.
Moving Forward
TFL Early Years Social Emotional Learning and Relationship Building Strategies encourages educators to implement intentional practices through both planned and spontaneous opportunities,
We would be happy to discuss your interest in our training.
Jan Blaxall Janet Foster info@tflearlyyears.com
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