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The Importance of
Facilitating Social Skills in Early Childhood
Why should
we increase
social skills?
Social skill development has
taken a “back seat” in
education.
Social skills and stability are at the
core of human well-being.
People need the ability to interview
well, be a team member in the workplace, and
know how to communicate well
with others.
Students need solid social
skills in order to be successful, productive, and
happy.
Teachers need to learn how to
build communication and social skills
both in themselves and in their students.
School curriculum has heavy
emphasis on academic skills
such as reading, mathematics and handwriting, often to the exclusion
social skills
Children suffer because they do
not have adequate social skills with which to navigate their
current and future environments.
Why do social skills matter?
The Roles of Academics and Social Skills in Early Childhood Education
* The social/emotional plays a large role in student well-being and achievement * Social skills improve academic achievement
Brain Research and the Social/Emotional*The field of neuroscience has proven:* Development of social skills positively affects and changes
the brain * Social skills can be learned at any time in life (Davidson, 2012)
Connection to Well-Being*Learning is positively affected when emotions are positive (
Trigwell, Ellis & Han, 2012)
Implications for Educators*We must connect cognitive & affective domains to ready
students for their future (Vela, 2007)
How can we facilitate the learning of social skills in schools?
Social skills can be increased through
innovative curriculum,
both intentional and emergent.
We must empower schools to intentionally take action
to augment the social stability of their students.
The Framework for 21st Century Learning includes the following as essential for preparing students
for the future: communication
collaboration flexibility
adaptabilitysocial
and cross-cultural skills Social skills play a key role in these goals. Teachers need to learn how to build communication and social skills both in themselves and in their students.
Living in a global society involves:
* Understanding other cultures * Learning respect and tolerance
* Focusing on social justice * Creating a global climate which
enables all living creatures to coexist in harmony and peace
Social skills and stability are at the core of human well-being.
Davidson, R., & Begley, S. (2012). The emotional life of your brain: How its unique patterns affect the way you think, feel, and live--and how you can change them. New York NY: Penguin Group, Inc.
Framework for 21st century learning. (n.d.). Retrieved from http://www.p.21.org/our-work/p21-framework
Jones, L., & Harcourt, D. (2013). Social competencies and the early years learning framework: Understanding critical influences on educator capacity. Australasian Journal of Early Childhood, 38(1), 4-10.
McKenzie, B. (2010). Should education colleges better prepare teachers?. Retrieved from http://educationfrontblog.dallasnews.com/2010/10/should-education-colleges-bett.html/
Preble, B., & Gordon, R. (2011). Transforming school climate and learning: Beyond bullying and compliance. Thousand Oaks, CA: Corwin.
Rubin, K. (1983). The social problem-solving test-revised. Unpublished manual.
Trigwell, K., Ellis, R., & Han, F. (2012). Relations between students' approaches tolearning, experienced emotions and outcomes of learning. Studies in Higher Education, 37(7), 811-824. doi: 10.1080/03075079.2010.549220
Vela, Jr., R. (2007). Emotional intelligence: An education-based approach to improvestudent achievement. National Forum of Applied Educational Research Journal, 20(1), 80-94.
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