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(Unit 3) Topic 2: Interactions and Guidance ​

2 Clock Hours of Early Childhood Education

Developing Social Behavior

​Topic 2 Page 4

High quality early learning and care programs may influence the child’s academic and social-emotional capacities throughout their lives. Early childhood professionals and parents share the common goal of providing experiences and support to shape children’s long-term success. Early learning experiences in cognitive, language, physical and social/emotional development will form the foundation for children’s lives. The quality of the early childhood program will determine the strength of that foundation.

Researchers have identified common positive developmental characteristics that contribute to children becoming successful adults. The following areas of development have been identified as essential in developing successful interpersonal relationships and productive activities:

1. Social: the ability to develop and maintain interpersonal relationships
2. Cognitive and language: the ability to think and communicate one’s thoughts.
3. Behavior: the ability to follow the rules and expectations of society.

​The following personal characteristics associated with positive social behavior can be observed and developed in young children:

​Learning how to get along well with others is critical to success in school. High-quality early learning programs help young children build strong social and emotional skills.

This little boy understands the idea of "mine" and "hers", a 3-year social/emotional milestone. He is learning to communicate his ideas. 

These children are playing a game with a "no peeking" rule that they all agree on. Being more likely to agree with rules is a 5-year social/emotional milestone. 

The little boy in this video is refusing to wash his hands, which he has been told to do.  Being defiant is a 2-year old social/emotional milestone, this is part of the process of gaining the necessary self-regulation skills required to control their own environment. 

(Unit 3) Topic 2: Interactions and Guidance ​ * Navigation Menu