Social Needs Of children
There are many social skills which a child should learn to have a positive impact on the society. These positive social and emotional capabilities will contribute to the positive social development as they grow.
There are many things that parents can do to build their children's social skills. They can avoid making negative arguments between and stop saying bad about anybody else in front of the children to build the skill of positivity and making relationships of trust. If parents have a helping attitude towards each other and they engage the children in such helping. It is good to allow the children to assist them in kitchen with dinner, by letting them mix the batter, oil the pan, peel the boiled egg, and pass different kitchen utensils. Parents who do this are successful to see the positive results. The children learn to interact socially and to help each other. They take the initiative with projects, chores, packing, and much more.
Inhibiting Family Factors
There are so many factors which inhibit a child to grow with good social skills and to be confident, loving helping and friendly. Divorce and the war between the parents on regular basis is on the top of the list. Parents can help children to minimize the shock of divorce between their parents. They should keep a flexible personality and need to make their children understand the reason for the divorce. Parents can do a lot to develop their good social skills - understanding, wittiness and interpersonal consciousness. They should support the kids to have a network of friends and relatives by helping them to meet with them. This way the children can interact with the society and develop the communication skill.
Healthy and learning class room environment is indispensable for the social needs of children. When a child does not develop the necessary skills needed for school, home, and other cultural task that it can lead to the child developing a sense of inferiority because their acceptance is based on competent performance. During this stage of life a child is learning to read, write, and how to create things by themselves. Teachers are liked by the children at this stage a lot as they are helping them to explore the new things. At this stage the children, most of the times, feel the educators as near to them as their parents.
The school teachers provide many tasks and teach many social skills to the children. School children are always determined to master the tasks and skills set before. At this point in the peers become more momentous in a child’s life because they learning to work with the class mates and educators in order to complete tasks. Acceptance of my peers and teachers is very important for a child so the teacher can [play a major and positive role in this regard.
Inhibiting Classroom Factor
The unnecessary scolding , giving less or no chance to the child to present his ideas , stopping a child to share what he has learnt and showing the biasness in the school environment are the main factors which can hinder many skills of the child and to make him learn new social skills. Lack of support from the facilitators’ and class mates inhibits the child’s learning of social skills and decreases the confidence of the child.
Many psychologists and theorists have argued about these skills in different times. In one of his small book Maurice explain a set of abilities Academic, Social, and Emotional Learning skills that motivate effectual performance of a wide range of social roles and the tasks of social life. . In this research paper the negative and positive that the classrooms and the family environment can have on the social development of the children. Some social skills are:
Caring for others
Pro-social skills are imperative for children to acquire as they power the development of understanding sympathy and respect for self and others, an approval for diversity within society, and basically how a person interacts with different people around him. This skill is influenced through the expansion of pro-social behaviors - defined as “voluntary actions toward others such as caring, sharing, comforting, and cooperation”. (Slavin 2009)
These social capabilities or skills are normally developed in different age periods through communications with family, friends, relatives and other people of society like the class mates as a child or teenager grown-up. Counseling and coaching of school also teach them if they are not interested in learning such skills in the home.
Know yourself and others
The skill of knowing yourself and others is developed through the self esteem. The main feature of these skills is how a child or adolescent value themselves and their abilities and how much importance they give to their achievement. Self concept is also a very important feature. This is how a child perceives and recognizes their strengths, weaknesses, skills, approach, and ethical morals. .( Slavin 2009)
These two characteristics are strongly influenced by both family and school experiences. As they grow, they start comparing different things in the family or school environment. These comparisons influence the child or a teenager in developing their self-concept and self-esteem.
Know How to act
The reason of the development of the capability or skill to know how to act or react is the development of the sense of taking initiative.
In his theory of personal and social development, Erikson mentions that this occurs between 3 to 6 years of age, during Stage III, Initiative vs. Guilt. The progress of this skill influences a child’s sense of objective and capability to practically engage with their school and home environment. “This can have an effect on the growth of relationship development, problem solving, and goal setting aptitudes until the child or teen decides on this personality calamity.” (Elias 2003)
The positive and helpful experiences from home and school environment and the social communications teach the child or the teen ager to know how to act and know yourself and others.( Slavin 2009) The second way parents and the teachers can positively and completely influence social growth is to present and support positive social connections and behaviors. Positive feedback, appreciation and support are helpful for the social rules that children need to develop pro-social behaviors. These rules or the trends develop of all three of Elias’ social-emotional skills through development of accountability and acceptance of positive social norms and actions.
Another way the teachers can adopt to influence the child or adolescent positively is to provide them the chance to participate in learning activities. “These learning activities help children to learn and to complete the tasks and be evaluated in situations that fit their individual learning style to the best|”: (Elias 2003) the learning experiences support their intrinsic motivation to learn and impact their sense of initiative, self-esteem, and self-concept in a positive direction.
Elias, M.J. (2003). Academic and social-emotional learning. Brussels, Belgium: International Academy of Education. Retrieved 28th Jan 2010 from http://www.casel.org/downloads/BIE_Practices_11.pdf
Slavin R.E. (2009). Educational Psychology: Theory and Practice, 9th Edition. Upper Saddle River, NJ: Pearson Education.