| One of the more enjoyable activities I was | | | | This puts him behind his peers. So regulation of |
| assigned when I taught was that of supervising | | | | emotions, which develops with age, becomes a |
| pre-kindergarteners and kindergarteners on the | | | | problem. |
| play ground. Now some people might find that | | | | Socially, a child who is developing normally will be |
| strange. After all who wants to be out there on | | | | able to establish relationships with peers and |
| cold windy days or on hot stifling days with all | | | | teachers. These relationships will enable him to |
| those kids? | | | | grow and learn. A child who can successfully |
| I found that I learned a lot about children and their | | | | interact with peers and adults feels comfortable |
| development on the playground. This unstructured | | | | asking questions, expressing opinions and getting |
| time was a golden opportunity to observe how | | | | information he needs to understand what is being |
| well children could problem solve, be imaginative, | | | | taught. When observing children in kindergarten |
| be accepting of children who were different than | | | | classrooms, the level of inquisitiveness is so |
| they and how well they could handle the social | | | | exciting! But the child who is not socially able to |
| emotional demands of being in a group of children. | | | | keep up with his peers begins to lag behind in |
| To me, social emotional development is a key | | | | getting his needs met and learning important |
| component to a child's ability to succeed in the | | | | information. |
| early years of school and beyond. While some | | | | Children of kindergarten age can be so open to |
| people might believe it is their ability to learn to | | | | others, showing empathy for companions and |
| read or do math problem solving, I would strongly | | | | even strangers. When children are able to |
| disagree. | | | | comprehend empathy and relationships, they are |
| Social emotional development is a strong indicator | | | | able to learn better in the classroom. Children who |
| of a child's ability to sustain attention and compete | | | | have developed these skills can relate to |
| with his peers. A child should to be growing | | | | characters in books, to others during play time |
| adequately in this area so they can succeed. Now | | | | and characters in story problems with ease. After |
| what does social emotional development have to | | | | all, relating to a character's emotions in a story |
| do with a child's success? Plenty. | | | | helps us to understand what that character may |
| Social emotional development is the ability of a | | | | be feeling or even how he will solve a problem. |
| child to relate with his peers and the adults in his | | | | The skills in the area of social emotional |
| life. While this area is looked at as one domain of | | | | development are interdependent. Children who |
| development, it is actually divided into two key | | | | have difficulty with these, especially in the early |
| parts - social and emotional development. A child | | | | years, are put at a disadvantage when competing |
| who is able to express himself in an appropriate | | | | with their peers. If they are not at the same level |
| manner emotionally will be able to get his needs | | | | in this development, they run the threat of being |
| more fully met. Basic emotions of happiness, | | | | isolated and developing behaviors that put them |
| sadness, anger and fear and learning to express | | | | at risk in later years. |
| and regulate these emotions can determine how | | | | What can parents to do to help in this area of |
| well a child is accepted by his peers and teachers. | | | | development? It is important for parents to |
| When children are not able to express themselves | | | | recognize that this area is as critical as the |
| in an appropriate manner the consequences can | | | | academic areas. Too often the emphasis is placed |
| be dire. If a child is working on a group project | | | | on academics rather than looking at the child as a |
| and someone does not let him have is way, the | | | | whole. Research has indicated that children |
| child might react adversely - sometimes with | | | | develop in this area very rapidly through the |
| anger. Or the child who is not able to regulate | | | | preschool years. These social emotional skills are |
| emotions of excitement and happiness may have | | | | learned in good quality group programs such as |
| problems transitioning from the playground to | | | | preschool and pre-kindergarten programs. |
| classroom. When this happens, he is at risk for | | | | Observe your child in play situations. Look to see |
| not being able to absorb key information the | | | | if he is ready to compete with others his age in |
| teacher may be presenting right after recess. | | | | this key area of development. |