Social and Emotional Development
- C. RELATIONSHIP WITH ADULTS
- Interacts easily with familiar adults
School success requires trusting relationships with familiar adults. When they feel safe and comfortable with adults, four-year-old children learn how to interact in new and different ways.
- Seeks adult assistance appropriately
Young children learn to regulate their behaviors and express their emotions with the guidance of adults.
- Interacts easily with familiar adults
- D. RELATIONSHIP WITH PEERS
- Interacts easily with one or more children
At age four, preschoolers are beginning to make the transition from parallel play to cooperative play. Taking turns, sharing, and conversing during play are new skills for many four-year-old children, and social exchanges are more positive with friends than with non-friends.
- Develops special friendships
As communication increases and perspective-taking skills begin to develop, four-year-old children improve their social skills and develop special friendships.
- Participates in the group life of the class
Children this age are beginning to show appreciation for group experiences and awareness of group expectations. However, they often need to be reminded of rules and routines.
- Interacts easily with one or more children
A
positive social and emotional classroom environment is essential for
successful learning. As the teacher you have an essential role in creating
and maintaining a loving and accepting environment. A sense of belonging,
of being a member of the group or the community, plays an important role
in how children approach learning and respond to classroom experiences.
Language, both verbal and nonverbal, helps children feel and express
their emotions, which in turn fosters positive feelings about themselves
and others. One of the challenges young English language learners face
as members of the classroom community is overcoming the barriers created
by their difficulty in communicating. Along the way some children may
show some anxiety, frustration, and lack of motivation to participate.
As they overcome these barriers, children who are English language learners
will feel increasingly confident and secure in their environment.
The following are ranges of emotions a child may feel as he/she becomes a secure part of the classroom community.
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I'm glad to be me! |
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I belong here! |
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I have lots of friends! |
