Social Development #2

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School

University of Pittsburgh *

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1312

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Sociology

Date

Apr 3, 2024

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docx

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Uploaded by ams692

Social Development Families play a crucial role in shaping young children's social development, acting as their first teachers. The family dynamic lays the foundation for children's initial relationships, influencing all future interactions. Strong family bonds help children learn trust and build relationships, impacting their social behavior both at home and in school. According to (Kostelnik, Soderman, Whiren, & Rupiper, 2019) building satisfying relationships with others is essential for children to thrive in the world, emphasizing the significance of positive peer and adult relationships for successful social interactions. As an educator, my role involves integrating the four dimensions of the social domain— social skills, socialization, social responsibility, and social studies. Through playful activities, such as play, children naturally develop social skills and engage with their peers, allowing me to observe their interactions, identify emerging social themes, and assess individual skill levels. By scaffolding their skill development through modeling, expanding, coaching, and mediating, I guide my students to enhance their social skills effectively (Kostelnik, Soderman, Whiren, & Rupiper, 2019) . In terms of socialization, my responsibility is to demonstrate and guide students on appropriate social behaviors within societal norms. By teaching students, the right communication, and problem-solving techniques, as well as familiarizing them with rules and routines, I help them develop socially appropriate behaviors and promote positive interactions with peers (Kostelnik, Soderman, Whiren, & Rupiper, 2019) . To promote social responsibility, I aim to cultivate a compassionate classroom environment where children can practice and experience prosocial behaviors such as cooperation,

helping, comforting, and supporting one another. A nurturing and safe classroom setting fosters an atmosphere conducive to learning and social growth (Kostelnik, Soderman, Whiren, & Rupiper, 2019) . In social studies, my goal is to prepare children to actively participate in a diverse society by setting objectives that address knowledge, skills, and attitudes. By instilling self-confidence, respect for diversity, democratic values, and a sense of contribution to the common good, I help students develop a well-rounded understanding of social responsibilities in society (Kostelnik, Soderman, Whiren, & Rupiper, 2019) . Embracing human diversity across all aspects of the social domain involves acknowledging and respecting individual differences. Teachers who value diversity appreciate the unique perspectives, beliefs, and behaviors of others, fostering an inclusive and accepting classroom environment that celebrates diversity and rejects stereotypes (Kostelnik, Soderman, Whiren, & Rupiper, 2019) . Intentional teaching in the social domain involves proactive planning and implementation of strategies to create a safe and inclusive classroom atmosphere. This approach mirrors the actions of teachers in the video "What Can We Do? Bias, Bullying and Bystanders," where educators showed genuine care for students' well-being, addressed bias and bullying issues, and supported students in navigating challenges. By fostering empathy, addressing social issues directly, and promoting a culture of respect and inclusivity, teachers create a supportive learning environment that encourages student engagement and fosters a sense of belonging (Campaign, 2017) .

The Pennsylvania state standards emphasize affective and social development, particularly in pre-kindergarten, kindergarten, and 1st grade under the Early Learning Standards category. These standards focus on social and emotional development, including self-awareness, self- management, establishing relationships based on trust, recognizing cultural diversity, decision- making, responsible behavior, and adhering to social norms. This comprehensive approach to social and emotional development aligns with the core principles of creating a positive and inclusive learning environment for all students. References Campaign, H. R. (2017, August 17). What Can We Do? Bias, Bullying, & Bystanders . Retrieved from YouTube: https://youtu.be/IgMANg9LaNM?si=AM6rXwfzlXPIso1B Kostelnik, M. J., Soderman, A. K., Whiren, A. P., & Rupiper, M. L. (2019). Developmentally Appropriate Curriculum Best Practices in Early Childhood Education. New York: Pearson.

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