Совершенствование социальных эмоциональных навыков дошкольников

Жамият

ва

инновациялар

–

Общество

и

инновации

–

Society and innovations

Journal home page:

https://inscience.uz/index.php/socinov/index

The improvement of preschoolers’ social emotional skills

Khusnidakhon KHUJAMATOVA

1

Kokand University

ARTICLE INFO

ABSTRACT

Article history:

Received January 2021
Received in revised form
15 January 2021
Accepted 20 February 2021
Available online
7 March 2021

This article is based on giving essential information about

young children’s social emotional improvement and its

significance. Social emotional development is important to a

child’s success in school and in life.

Social emotional

development means and notions, opinions are showed on how to
use and promote it. Social emotional skills can be expressed in
early childhood in each classroom. This can be done in different
lessons and activities. Social emotional development can be
promoted by embedding it in all areas of the day.

Nowadays, other priorities have been seen in early childhood

classrooms and at home. Some researchers believe this has
resulted in a lack of promotion of social emotional development
in young children. This paper focuses on the explore academic
pushdown, technology and children, and limited free time,

including recess. These may influence a young child’s social

emotional ability therefore they may present more challenging
behaviors. Three social emotional development programs are
explored. Social emotional development is so significant in the

early years of a child’s life. Families and teachers have to

comprehend its significance.

2181-

1415/© 2021 in Science LLC.

This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)

Keywords:

Emotional development
Behavior
Early childhood,
Effects
Principles
Relationships.

Maktabgacha tarbiyachilarning ijtimoiy hissiy ko'nikmalarini
takomillashtirish

АННОТАЦИЯ

Калит сўзлар:

Ijtimoiy hissiy rivojlanish
Xulq-atvor
Erta bolalik
Ta'sirlar
Tamoyillar

Ushbu maqola yosh bolalarning ijtimoiy hissiy yaxshilanishi

va uning ahamiyati to'g'risida muhim ma'lumotlar berishga
asoslangan. Ijtimoiy hissiy rivojlanish bolaning maktabda va
hayotda muvaffaqiyati uchun muhimdir. Ijtimoiy hissiy
rivojlanish vositalari va tushunchalari, undan qanday

1

Independent researcher, Lecturer of the Department of Education, Kokand University, Kokand, Uzbekistan

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Munosabatlar

foydalanish va targ'ib qilish to'g'risida fikrlar bildiriladi. Ijtimoiy
hissiy qobiliyatlarni har bir sinfda erta bolalik davrida ifodalash
mumkin. Buni turli darslarda va tadbirlarda qilish mumkin.
Ijtimoiy hissiy rivojlanishni kunning barcha jabhalarida
singdirish orqali targ'ib qilish mumkin.

Hozirgi kunda boshqa ustuvor vazifalar erta bolalik davridagi

sinflarda va uyda kuzatilmoqda. Ba'zi tadqiqotchilar, buning
natijasida yosh bolalarda ijtimoiy hissiy rivojlanishni
rag'batlantirishning yetishmasligiga olib keldi, deb hisoblashadi.
Ushbu maqolada akademik pasayish, texnologiyalar va bolalarni
o'rganish, bo'sh vaqt, shu jumladan ta'tilga e'tibor qaratilgan.
Bular yosh bolaning ijtimoiy hissiy qobiliyatiga ta'sir qilishi
mumkin, shuning uchun ular qiyinroq hatti-harakatlarni
namoyon qilishi mumkin. Uchta ijtimoiy hissiy rivojlanish
dasturlari o'rganildi. Ijtimoiy hissiy rivojlanish bola hayotining
dastlabki yillarida juda muhimdir. Oilalar va o'qituvchilar uning
ahamiyatini tushunishlari kerak.

Совершенствование социальных эмоциональных навыков
дошкольников

АННОТАЦИЯ

Ключевые слова:

Социально

-

эмоциональное развитие

Поведение

Раннее детство

Эффекты

Принципы

Отношения

Статья основана на предоставлении важной информации о

социальном эмоциональном улучшении маленьких детей и
его значении. Социально

-

эмоциональное развитие важно для

успеха ребенка в школе и в жизни. Показаны средства и
понятия социально

-

эмоционального развития, мнения о том,

как

его

использовать

и

продвигать.

Социально

-

эмоциональные навыки могут быть выражены в раннем
детстве в каждом классе. Это можно сделать на разных уроках
и занятиях. Социально

-

эмоциональному развитию можно

способствовать, если включить его во все области дня.

В настоящее время в классах для детей младшего

возраста и дома рассматриваются другие приоритеты.
Некоторые исследователи считают, что это привело к тому,
что у детей младшего возраста не было стимулирования
социального эмоционального развития. В этой статье
основное внимание уделяется изучению неуспеваемости,
технологий и детей, а также ограниченного свободного
времени, включая перемены. Они могут повлиять на
социальные эмоциональные способности маленького
ребенка, поэтому они могут проявлять более вызывающее
поведение. Исследуются три программы социального
эмоционального

развития.

Социально

-

эмоциональное

развитие имеет огромное значение в первые годы жизни
ребенка. Семьи и учителя должны понять его значение.

It is important to show social emotional development in young children. It is vital to

promote this development in the early childhood classroom and at home. Social emotional

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skills contain problem solution, taking turns, empathy, decision-making, and relationship
building (Durlak&Weissberg, 2011; Fettig, Santos, & Shaffer, 2012). All of these skills and
more are essential for present and future relationships and academic success. If children
have competent social-emotional skills, their secondary-performance and completion is
higher, they will be more helpful in their careers, and become a more successful adult
(Domitrovich, Durlack, Staley, &Weissberg, 2017). It is important that social-emotional
skills be promoted in the early years. If the stage is not set at an early age, many children
will show challenging behaviors. Children must be taught appropriate ways to
communicate and handle their emotions[1-5].

This article focuses on the importance and effects of social emotional development.

It takes a look at how to promote these skills in the classroom and at home and why they

may not be in the forefront of today’s early childhood classrooms. First, an overview is

provided of what social-emotional skills are and why they are important. Building
relationships and practicing intentional teaching is also examined. A developmentally
appropriate early childhood classroom must promote social emotional learning
effectively[6-9]. In recent years there have been some roadblocks. Possible reasons why
social-emotional skills may not be assisted as well as they should be showed. These include
academic pushdown, effects of technology, and lack of recess and spare time. Finally, three
social-emotional learning programs are discussed. These programs intentionally teach
social-emotional skills. Using a social emotional program helps to create a supportive
environment where the focus is on the development of social-emotional skills.

Social-

emotional development has a great role throughout a child’s lifetime. Many

early childhood theorists have stressed the significance of social emotional development.
Albert Bandura, Jean Piaget and Lev Vygotsky believed in the power of social interaction
and its importance in the process of learning and development (Baylor & Kim, 2006;

Devries, 1997). Bandura’s social cognitive theor

y was founded in social interaction. He

believed children learned by observing the behavior of others. Children must be provided
with choices and the power over their own learning. Bandura believed that by allowing
children to gain independence, their self-efficacy would be enhanced. This efficacy is
impacted by social experiences (Baylor & Kim, 2006).

Piaget’s and Vygotsky’s social theories also encourage peer interactions and

relationships. Piaget believed that much could be gained in the cognitive improvement
area based on social experiences. These experiences are with both adults and peers. The
goal of these experiences is for a child to gain autonomy and self-regulation[10-14]. Both
the adult relationship and the child relationship should be respectful, trustful and
cooperative, along with encouraging empathy and being one of mutual affection and trust.

Piaget believed that by creating such relationships a child’s social skills were strengthened

(DeVries, 1997). DeVries (1997) developed five principles for early childhood education,
based on his own experiences in preschool-grade two. These principles focus on
relationships, cooperation, conflict resolution and community.

DeVries (1997) states that teachers should develop lessons and activities based on

the interests of the children. Piaget’s sociocognitive theory supports these principles. He

believed that by promoting social development, cognitive development is also being
promoted (DeVries, 1997). Piaget and Vygotsky both believed that adults should provide
a socially interactive classroom that promotes social emotional development. This can be

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provided through group games, decision-making, negotiating, interacting, voting and
developing of classroom rules (Baylor & Kim, 2006; Devries, 1997).

Statistics from the National Center for Children in Poverty (Cooper, Masi, & Vick,

2009) show that young children’s development and school readiness are affected by

social-emotional problems. Children need to have adequate social emotional skills to be
successful i

n the classroom and to become successful adult citizens. If children’s social and

emotional needs are not met, including the promotion of social emotional skills, they are
more likely to experience delinquency and mental health problems (Cooper et al., 2009).

Social emotional development has many definitions. According to The Center on the

Social Emotional Foundations for Early Learning (CSEFEL), social emotional development
is the development that happens in children birth through age 5 that allows a child to have
trusting relationships with both adults and peers; be able to express emotions in
appropriate ways; and become independent and comfortable to investigate their
surroundings (Ashdown & Bernard, 2012). According to Ashdown and Bernard (2012)
there are five core social emotional competencies[15-18]. These are: self-awareness, social
awareness, self-management, relationship skills and responsible decision-making. These

are vital to young children’s welfare. Social emotional skills include self

-confidence, goal

setting, empathy, responsible decision-making, concentration, persistence, attentiveness,
effective communication and problem-solving (Ashdown & Bernard, 2012;
Durlak&Weissberg, 2001; Fettig, Santos, & Shaffer, 2012).

Social emotional development in a young child is vital to ensuring a fruitful outcome

in life. All children have to engage in activities that assist social skills. Children who are not
socially emotionally competent are at risk for challenging behavior in childhood and
adulthood. Early childhood educators have the chance to present social skills in every
classroom. Early childhood teachers can use and show social emotional skills in the
classroom by providing children with a safe, nurturing, and predictable atmosphere.
Creating an environment where children feel valued and independent is significant. Social
emotional skills will be identified naturally by permitting children ample time to interact
with one another through child-led play, including recess. If young children do not enhance
social emotional competence, it will be difficult for them to have academic achievement.
They may also exhibit challenging behaviors in the classroom. Some specific ways that
early childhood teachers can provide an appropriate environment is by intentionally
teaching classroom expectations in a respectful way. For instance, at the beginning of the
school year, children can help develop rules and expectations. By having children involved
in this process, they are more likely to take ownership over them and want to meet those
expectations. Another way to support consistent expectations in a predictable
environment is through the use of visual supports. Young children must comprehend the
pattern of their school day, so they are not feeling unsure about what is coming next. One
way to help with this is to incorporate a daily visual schedule. This schedule should be
posted in the classroom and readily accessible to all children. Each part of the day is
depicted using a picture. This allowschildren to know the activities throughout the day,
decreasing any anxiety they mayhave about the school day. When children feel safe and
secure, it is easier for them to actively participate in the classroom.

Children also feel valued and can become more independent when trusting,

nurturing relationships are formed. When teachers create these types of relationships,

children’s social

-emotional development benefits, along with their cognitive development

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(Funk & Ho, 2018). According to Funk and Ho (2018), early childhood teachers can create
trusting, nurturing relationships with children by being warm affectionate and caring.
Creating strong relationships with students can begin even before the school year starts.
Home visits are often used in early childhood programs. Home visits provide families and
children with an opportunity to meet and engage with the teacher. These are conducted in

the child’s home. This is beneficial, as a child’s home is usually their safe, comfortable

haven. During home visits, a teacher can visit with families and get to know children by
doing a fun activity with them. Once in the classroom, relationships need to continue to
form. Strong relationships with students and families correlate with the development of
social skills. If children feel safe in the classroom environment, they will feel comfortable
enough to gain independence.

Another essential aspect of relationship building is between teachers and families.

Families are a child’s first teacher. The teacher can gain insight into a child’s prefer

ences

and interests by communicating with families. One of the most important factors in social
emotional development is attachment with parents, especially mothers (Cooper et al.,
2009). Parents and caregivers of young children may have risk factors, which may

influence a child’s social emotional development. This lack of development may cause

children as young as 3 to present challenging behaviors (Cooper et al., 2009). Creating
meaningful relationships with families will be useful if their child begins exhibiting
challenging behaviors. Families will be more willing to work together to incorporate
strategies to help the child. Family relationships can be fostered by having on-going, open
communication. For instance, teachers can maintain a communication notebook. A

communication notebook can go between school and home. Teachers can write a child’s

activities for the day and any situation that may have occurred. The families also have the
opportunity to write back to the teacher. Many children come to school on a school bus
and teachers do not have the opportunity to speak with families face to face.
Communication notebooks are one way to communicate effectively with parents.

Early childhood teachers can contribute positively to a child’s family. They may gi

ve

information about families of the significance of social emotional skills and how to define
and show them at home. Many parents may understand the significance of these skills, but
may not know how to promote them. At home, parents can provide an environment with
appropriate behavioral expectations. They can interact positively with their child and
encourage their child to do the same with others. Early childhood teachers can provide
families with strategies to use at home and encourage them to use them with consistency.
Early childhood teachers can also work together with families by informing them of
expectations in the classroom. These things can be communicated through a weekly or
monthly newsletter. Activities, which promote social emotional development, can be
suggested on a monthly calendar. Newsletters and calendars sent home periodically help
the relationship between teachers and families.

At present, some things have gotten in the way of social emotional development

being a focus in the early childhood classroom. Many classrooms are focusing more on
academic success of young children. Some teachers are forgetting how social emotional
competency can lead to higher academic achievement. Early childhood teachers need to
stay current on the trends and issues related to young children. Academic achievement in
early childhood is becoming more of a focus by policymakers. By providing
developmentally appropriate learning opportunities for young children, this achievement

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will still happen. Early childhood teachers need to remain focused on how children learn
best and not give into the pressure of academic pushdown.

Technology has become more prevalent in our educational system in recent years.

More classrooms are using technology as a teaching strategy. Early childhood classrooms
are able to incorporate technology into play. By doing so, social emotional development is
still being promoted. Young children are exposed to technology very early. If technology is
used as a teaching tool, some social skills can be promoted. These include cooperation,
independence, motivation and self-esteem (McCarrick&Xiaoming, 2007).Early childhood
teachers have to remain cognizant of the time that children spend on technological devices
and the time spent interacting with adults and peers. Allowing children free play, including
recess, is essential in promoting social emotional development. Early childhood teachers
can conduct and provide free, unstructured play daily. As recess time for young children
diminishes, so does the time for children to interact socially. Early childhood teachers need
to research information about the impacts of minimizing recess time. So many valuable
skills are being developed during this time. Recess provides children with necessary,
unstructured time to interact with their peers. By providing this time, they will be able to
focus better in the classroom.

Young children also should have spare time in the classroom. Children should have

the opportunity to make choices in their play. Early childhood classrooms can provide
these choices by maintaining center areas. These center areas can consist of Block Center,
Dramatic Play Center, Art Center, Reading Center, Science Center, and Math & Literacy
Center. By providing a variety of learning activities and materials, children will be focused
and engaged. By engaging in a variety of activities and materials, all developmental
domains will be promoted, including social-emotional. Through unstructured play
children learn to negotiate, take turns, problem-solve and self-regulate. These are all
important skills young children need in order to be successful in the classroom and in life.
Parents, caregivers, teachers and any other stakeholders must comprehend the necessity
of social emotional skills and how to illustrate them in early childhood.

CONCLUSION
Social emotional competence is important for a young child to improve in order to

be a successful adult. Social emotional skills contain goal setting, empathy, responsible
decision-making, confidence, concentration, persistence, effective communication and
problem solving, among others (Durlak&Weissberg, 2001; Fettig et al., 2012). More early
childhood classrooms are placing their focus on academic success rather than social
emotional enhancement. It is essential to write that children are more likely to show
challenging behaviors if they do not have social emotional competency. Social emotional
skills can be embedded into the classroom throughout the day. There are also social
emotional learning programs available for early childhood classrooms. Many of these
support activities to intentionally teach social emotional skills. Some of these also includes
a family component. By being intentional about teaching social emotional skills, young
children will be more likely to be competent in these skills, exhibit less challenging
behaviors and be more knowledgeable and lucky adults.

Also, much research work has been done on the topic of social emotional

improvement, additional investigation should be done. There is still a lack of consensus on
the impacts of technology on social emotional development. Research findings have

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concluded both that technology is detrimental to social emotional development and that
technology can promote social emotional development (McCarrick&Xiaoming, 2007).
Przybylski and Weinstein (2019) discuss that the research done on the connection

between digital media and a child’s development is lacking. It is not proven that limiting

digital media would have positive impacts on their enhancement.

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