Communication skills-22.ppt
- 2. Social development refers to the process by which a child learns to interact with others around them. As they develop and perceive their own individuality within their community, they also gain skills to communicate with other people and process their actions. Social Development occurs as a result of socialisation
- 3. Social Emotional Physical Intellectual Human beings develop in 4 different aspects of growth. The areas are all inter-connected, so when one is affected it may influence the others. Social development is the process of learning to relate to other people.
- 4. High self-esteem and feel confident and content with who we are, or we may have low self-esteem and feel that we are not as High self-esteem often leads to healthy social interactions, which then leads to higher self-esteem. There are several actions parents and caretakers can follow in order to build their child's self- esteem during these key developing years.
- 5. 1. Learning Basic Trust Versus Basic Mistrust (Hope) Chronologically, this is the period of infancy through the first one or two years of life. The child, well - handled, nurtured, and loved, develops trust and security and a basic optimism. Badly handled, becomes insecure and mistrustful. Erik Erikson creating the 8 stage theory of psycho-social development. This theory is widely accepted as “fact” in the psychology community today. The first 6 stages deal with the developing child and young adult. If an individual does not “accomplish the task” in one of the 8 stages, difficulties emotionally and socially will undoubtedly show up later in life. This baby cries for the parent. The parent responds. This helps establish trust.
- 6. 2. Learning Autonomy Versus Shame (Will) The second psychosocial crisis, Erikson believes, occurs during early childhood, probably between about 18 months or 2 years and 3½ to 4 years of age. The "well - parented" child emerges from this stage sure of himself, elated with his new found control, and proud rather than ashamed. Success in this stage will lead to the virtue of will. If children in this stage are encouraged and supported in their increased independence, they become more confident and secure in their own ability to survive in the world. If children are criticized, overly controlled, or not given the opportunity to assert themselves, they begin to feel inadequate in their ability to survive, and may then become overly dependent upon others, lack self-esteem, and feel a sense of shame or doubt in their abilities.
- 7. 3. Learning Initiative Versus Guilt (Purpose) Erikson believes that this third psychosocial crisis occurs during what he calls the "play age," or the later preschool years. During it, the healthily developing child learns: (1) to imagine, to broaden his skills through active play of all sorts, including fantasy (2) to cooperate with others (3) to lead as well as to follow. Immobilized by guilt, he is: (1) fearful (2) hangs on the fringes of groups (3) continues to depend unduly on adults and (4) is restricted both in the development of play skills and in imagination.
- 8. 4. Industry Versus Inferiority (Competence) Erikson believes that the fourth psychosocial crisis is handled, for better or worse, during what he calls the "school age," presumably up to and possibly including some of school. Here the child learns to master the more formal skills of life: (1) relating with peers according to rules (2) progressing from free play to play that may be elaborately structured by rules and may demand formal teamwork, such as baseball and (3) mastering social studies, reading, arithmetic. Homework is a necessity, and the need for self-discipline increases yearly. The child who, because of successive and successful resolutions of earlier psychosocial crisis, is trusting, autonomous, and full of initiative will learn easily enough to be industrious. However, the mistrusting child will doubt the future. The shame - and guilt-filled child will experience defeat and inferiority. Work hard; play hard; do your best!
- 9. 5. Learning Identity Versus Identity confusion (Fidelity) Children are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, etc. The individual wants to belong to a society and fit in. The adolescent mind is essentially a mind or moratorium, a psychosocial stage between childhood and adulthood, and between the morality learned by the child, and the ethics to be developed by the adult During this period, they explore possibilities and begin to form their own identity based upon the outcome of their explorations. Failure to establish a sense of identity within society can lead to role confusion.. The adolescent seeks leadership (someone to inspire him), and gradually develops a set of ideals (socially congruent and desirable, in the case of the successful adolescent). Erikson believes that, in our culture, adolescence affords children a time for to experiment, trying various roles, and thus hopefully find the one most suitable for them.
- 10. 6. Learning Intimacy Versus Isolation (Love) The young adult, successful in establishing identity, can now experience true intimacy - the sort of intimacy that makes possible good marriage or a genuine and enduring friendship. The definition of intimacy is “a close, personal relationship”. Two people have detailed knowledge of each other, resulting from a close or long association or study of one another. The relationship in nature.
- 11. Dramatic Play: acting things out; problem-solving Functional Play: using senses to find out what materials will do, and what happens when you do things to them; self-testing of abilities Constructive Play: building; creating
- 12. While 6 different stages of social participation (play) have been identified, only 4 of those can be defined by observable activity. The remaining 2 do not involve movement or interaction. Stage 2: Solitary Play Independent play by herself with toys different than what others are playing with Stage 1: Unoccupied Engaged in no observable activity
- 13. Stage 3: Onlooker Watching other children, but not interacting with them Stage 4: Parallel Play Children are aware of each other’s presence; they are playing beside each other with similar materials, but not with each other
- 14. Stage 5: Associative Play Children are taking turns with each other; interchanging materials Stage 6: Cooperative Play All children working toward common goal with some evidence of social organization
- 15. THANK YOU