Social Skills In Early Childhood

The National Scientific Council on the Developing Child (2011) has highlighted that children require social and emotional skills to thrive at school. Although some aspects of these skills to some extent are predetermined by genes, early childhood settings can greatly influence them. Guralnick (2010) supports this theory as he too says children with delays can struggle with social competency and by supporting the development of their social skills we are consequentially supporting both their social and cognitive development. Early childhood educators are acutely aware of the importance of social and emotional skills. However, what I did not know, was its link to the ‘executive function’ and the purpose of this function. Having always assumed a language rich environment promoted reading and writing, it was surprising to read that the developing executive function skills lay the

They say the concept of self-arises from both academic and social influences. Concept of self is important for one’s own well-being. What is interesting to is that these social and emotional skills we refer to, are the antecedent for one’s ability to recognise others emotions and to respond to them with compassion. In other words, the precursor for one to learn empathy.

The term ‘functionalist perspective’ itself was not a familiar one, but what I already knew was that our emotions determine our behaviour and this is vital for one’s own health, well-being and determines our behaviour. These social interactions assist children make meaning of the world they live in. This underpins the concept of ‘functionalist perspective’. Again, though not familiar with the term ‘social constructivist perspective’, I know that children make meaning of the world around them through their interactions. This concept is explored in-depth in the Early Years Learning Framework