Helping ChildrenPlay and Learn Together Michaelene M. Ostrosky and Hedda Meadan The preschoolers in Ms. Mimi’s classroom are very busy throughout the day, work- emotional development—discuss the ing on emerging pretend-play skills, turn taking, conflict management, phonologi- significant role of social emotional cal awareness, math knowledge, and other academic, behavioral, and social skills. development in children’s readiness Ms. Mimi knows that young children’s readiness for school comes with increased for success in school. These studies expectations for academic skills, but she worries that her preschoolers are not get- identify a number of social emotional ting enough experience with social skill building. When her supervisor comes for a skills and abilities that help new kin- visit, Ms. Mimi shares her concern that she may not be meeting her preschoolers’ social needs. She says, “Some days I find myself worrying so much about teach- dergartners be successful: ing literacy, numeracy, and all the other academic skills that I wonder if the children • confidence, have enough opportunities to learn how to get along with each other.” • the ability to develop good relation- ships with peers, • concentrating on and persisting with M challenging tasks, • attending and listening to s. Mimi’s concern is an impor- success in school, and later success instructions, tant one. Young children’s “readiness in life, is often ignored (Bowman, for school” has taken center stage for • being able to solve social problems, Donovan, & Burns 2000; Shonkoff & educators and policy makers, while and Phillips 2001). their social development, a power- During the early childhood years, • effectively communicate emotions. ful predictor of school adjustment, children learn to interact with one The absence of positive social inter- another in ways that are positive and actions in childhood is linked to nega- Michaelene M. Ostrosky, PhD, is profes- successful (Bovery & Strain 2003a). tive consequences later in life, such sor of special education at the University For example, young children use as withdrawal, loneliness, depression, of Illinois at Urbana-Champaign. She is social skills to get a friend’s attention, and feelings of anxiety. In addition, a faculty collaborator with the Center on offer or ask to share something, and low acceptance by peers in the early the Social and Emotional Foundations for Early Learning and has been involved in say something nice to a friend. years is a predictor of grade retention, research on promoting social emotional Researchers stress the importance school dropout, and mental health competence and preventing challenging of positive peer relationships in and behavior problems (Ladd 1999). behavior.
[email protected] childhood and later life (Ladd 1999). Hedda Meadan, PhD, is an assistant Several national reports—for example, professor of special education at Illinois State University. Her areas of research A Good Beginning (Peth-Pierce 2000), The pyramid for teaching include social and communication behav- Eager to Learn (Bowman, Donovan, social skills ior of young children with disabilities. & Burns 2000), From Neurons to
[email protected] Neighborhoods (Shonkoff & Phillips Educators can do many things to ® 2001), the Ewing Marion Kauffman promote and support positive social 1, 2, 3 Foundation (2002) report on social interactions and prevent challenging 104 Reprinted fromYoung Children • January 2010 behavior. They can develop a positive relationship with each child, structure the physical and social classroom envi- ronments to support positive interac- tions, and teach individual children specific social skills that they lack. Fox and colleagues (2003) describe a pyramid framework for supporting social competence and preventing young children’s challenging behav- ior (see www.vanderbilt.edu/csefel and www.challengingbehavior.org). The pyramid includes four levels of practice to address the needs of all children: (1) building nurturing and responsive relationships with children, families, and colleagues; (2) implementing high-quality sup- portive environments; (3) using social © Elisabeth Nichols and emotional supports and teaching strategies; and (4) planning intensive individualized interventions. The focus of the pyramid model is on promotion and prevention, with the top level, individualized interventions, used only achieve by this point in the school year. children the skills they need to be suc- when necessary; the premise is that While I realize that most of the children cessful with their peers. when the bottom three levels are in did not know one another prior to enter- Well-planned and well-stocked place, only a small number of children ing the group, I try to encourage rela- learning centers increase the likeli- will require more intensive support. tionships between them. What can I do hood that children will engage in play This article highlights environmen- to my classroom setting to support peer and learning with each other. They tal and teaching strategies that sup- interactions (such as talking, playing, decrease the likelihood of challeng- port and facilitate the development of and enjoying being together), especially ing behaviors. Consider the following preschoolers’ peer interaction skills— during center time? when designing and maintaining learn- the skills children use to successfully ing centers: When considering the design of interact with one another, such as 1. Placement. Set clear boundaries the classroom’s physical environ- sharing, taking turns, asking for assis- to let children know where a center ment, two factors related to social tance, and helping one another. We begins/ends, prevent overcrowding, emotional development warrant care- use a question-and-answer format to and to separate noisy centers from ful attention: strategies to promote describe strategies that support the quieter ones so children can concen- engagement and ideas for prevent- teaching pyramid’s second and third trate on their play ing challenging levels (creating supportive environ- and learning. behavior. Effective ments and fostering positive social interactions), with the questions com- physical and social Well-planned 2. Number. Make emotional aspects sure there are ing from many early childhood educa- of early childhood and well-stocked enough centers to tors across the United States. classroom environ- learning centers accommodate all the ments can enhance children, but not so increase the likeli- Structuring the physical children’s learning many that children environment (Curtis & Carter hood that children play by themselves 2005). Teachers need most of the time. The The 18 children in my classroom to ensure that the will engage in ratio of centers to the have a variety of strengths and come classroom is a place play and learning number of children from diverse cultural and linguistic where children want is affected by the backgrounds. The class does not have to be. In addition, it with each other. overall personality of the community feeling I had hoped to is important to teach the group, group and Reprinted from Young Children • January 2010 105 individual needs and interests, the number of glue sticks and the physical setting (such or scissors can encourage as the size and shape of the children to share while doing room and permanent fixtures a small group activity (ini- that influence where centers tially, teachers may need to are located). support and model sharing). 3. Materials. Offer items that Also, structuring activities, promote social play, such such as a puzzle activity as dramatic play props and whereby each partner has dress-up clothes, art materi- some of the pieces and the als for collaborative projects, children work collaboratively and toy farm/zoo animals and to put the puzzle together, diverse family figures. Provide can support peer interac- enough items so children can tion. Finally, make sure the carry out their plans and do classroom has some quiet, not get frustrated waiting for solitary-play centers. Most what they want to use. children need time alone or downtime occasionally; some 4. Images. Display posters and need it quite often. photographs of children and adults shaking hands, hug- ging, and otherwise enjoying each other’s company. Include Enhancing the social books that reflect the diversity environment of the community and highlight My teaching assistant and important social emotional © Elisabeth Nichols I notice that all of the table skills (see the book list at groups are sometimes very www.vanderbilt.edu/csefel/ talkative at mealtimes, while resources/strategies.html) at other times one or two of (Lawry, Danko, & Strain 1999; the tables are so quiet you Bovey & Strain 2003b). could hear a pin drop. Given carrying out plans. Center materials NAEYC (Copple & Bredekamp 2009) that the children can choose where to need to be meaningful, responsive, and the Division for Early Childhood sit, how does group composition influ- and relevant to children’s needs, inter- (Sandall et al. 2005) offer recommen- ence peer interaction? ests, and lives (including culturally dations and guidelines for creating appropriate materials such as books, Individual child characteristics such developmentally appropriate early puzzle images, and restaurant menus as temperament and confidence, along childhood settings. The ideas offered that reflect the ethnic and linguistic with the size of a group, can influence by these professional organizations diversity of the community). the ways children talk and interact can assist teachers in creating early Changing or rotating center mate- with each other (Bovey & Strain childhood environments that foster rials on a regular basis also can 2003b). Observing natural interactions peer interaction. increase engagement, since children among children who seek out each sometimes approach familiar materi- other as play partners is an excellent Some of my centers seem to promote als in a different center as if they are way to collect information to use later peer interaction, while in others chil- new. Naturalistic props within the to foster peer interaction. Grouping dren tend to play alone. What types of housekeeping center or miniature children who are outgoing with peers toys, activities, and materials are most people or vehicles in the block area who tend to be shy can facilitate likely to support peer interaction? are more likely to spur peer interac- interactions and the development of Most children are drawn to centers tion than items such as art easels or relationships during activities such that are highly engaging and reflect clay, which children are likely to enjoy as snack or large group time. Creating their interests. Teachers who offer alone (Ivory & McCollum 1999; Bovey an atmosphere in which conversation materials and activities that follow & Strain 2003b). In addition, teachers is encouraged is an excellent way to and build on children’s interests are can structure the way children work build communication and social skills. more likely to have classrooms in with materials or activities to encour- During snack and mealtimes, for exam- which children are busily making and age social play. For example, limiting ple, carefully observe children and 106 Reprinted fromYoung Children • January 2010 occasionally assign seats (perhaps What can I do to help her build social two or three minutes, then let a class- through the use of creatively designed skills so she can enjoy playing and mate have a turn. By helping children placemats) based on what you know learning with others in the class? learn to share, the teacher also helps about each child’s ensure, through prompting and facili- language skills and Role-playing, tation, that one child does not domi- approach to engaging For children who modeling playful nate use of the desired material. with others. Teachers activities, providing also can pair children lack specific social descriptive feedback, If some children in my class are strug- and prompting peer gling with peer interactions, should I to pass out materi- skills, such as shar- “teach” social skills to them individu- als (such as napkins, interactions are cups, snacks), play ing or inviting excellent ways to ally or to all of the children during large support peer interac- or small group time? Or would I be guessing games (like I a friend to play, better off teaching each child in a one- Spy or 20 Questions), tion (Vaughn et al. and use conversa- teachers can pro- 2003). For children to-one situation? tion starters (Tell me vide frequent skill- who lack specific The format for teaching social one fun thing you did social skills, such as skills depends on the child and the over the weekend. If building oppor- sharing or inviting a skill being taught (Sugai & Lewis you were an animal, tunities and take friend to play, teach- 1996). If numerous children share the what would you be ers can provide fre- same needs in terms of social skill and why? What is advantage of teach- quent skill-building instruction—for example, several your favorite sports able moments. opportunities and children might be struggling with tak- team?). take advantage of ing turns or entering into an existing teachable moments. play situation—using large group time Two children in my For example, it is bet- to discuss and practice a skill might class have never been in group care ter to teach sharing before a struggle be most beneficial. However, if one before. Both are extremely quiet. What over a favorite toy occurs or after chil- child is struggling in isolation with a can I do to help children who appear dren calm down from an argument. A skill (such as how to enter into a play to be withdrawn or really shy play and teacher, for example, might suggest to situation), it might be better to walk make friends with others? a small group of children in the house- through the steps with this child alone Placing children with less devel- keeping area that each child take a and then support him as he attempts oped social skills alongside or near turn with the popular cash register for to use the new skill. more socially skilled children during large and small group activities is a minimally intrusive way to encourage interaction (Lawry, Danko, & Strain The Nation’s Top ECA Online Program 1999; Bovey & Strain 2003b). Try part- nering a child who is shy with a class- “ NLU’s online ECA program is THE premier graduate program mate who is more outgoing—perhaps of its kind. Our course content is relevant and leads to a for a dance activity, to share a bingo card, or to distribute props for a finger director’s credential. Our methods of teaching and learning play. Activities such as Special Friend are student-centered in a cohort model. Complete your of the Week, in which the designated M.Ed. in 18 months and start making a difference in the child tells the group about his or her favorite foods, activities, and toys, lives of children, families and communities.” allow classmates to learn about com- mon interests. -Kathleen Sheridan Chairperson, Early Childhood Education Department Strategies to support peer interaction A child in my class rarely makes eye contact, only occasionally approaches other children, and rarely responds NLU I got it here. to other children’s invitations to play. Reprinted from Young Children • January 2010 107 I know it is important to give children feedback when they learn and use new skills, such as hanging up their coat, using scissors, and picking up their toys. What strategies should I use to reinforce posi- tive peer interaction? Pay attention to children when they are engaged in positive social interactions by using verbal (“You are playing so nicely together”) and nonverbal (high fives and smiles) reinforcers. Be careful not to interrupt chil- dren’s activities to provide feedback. The key is finding the right time. For example, if two children are working © Ellen B. Senisi together on an art project, wait for them to complete their work and then pro- vide positive, descriptive feedback (“Skye and Lizzy, I noticed when interacting with peers. When on relationship building (playing that the two of you shared the molds, suggesting ways a family could foster school or animal hospital with stuffed rollers, and pipe cleaners when mak- a child’s social skills with peers, teach- animals is a fun way for children to ing your clay creations. You seemed to ers also should consider the family’s connect with other family members). enjoy yourselves and you both made culture, beliefs, and values. Parents can also support their chil- interesting creations.”). Taking into consideration individual dren in learning the give-and-take of child and family differences, families conversation at mealtime and other Several parents have asked me how can arrange play dates, model how to social skills that can be fostered dur- they can help their children make interact with others, and spend time ing household routines like cooking, friends. It breaks their hearts when they with their children in places where folding laundry, and gardening (by tak- repeatedly see their children playing other children and families participate ing turns, responding to questions). alone or struggling to enter into a play in enjoyable activities, such as parks, Adults model social skills by the way situation. What can museums, or sports they treat each other within the fam- families do at home events (Ladd 1999; ily and beyond—when they invite to help children make While we want Ostrosky, McCollum, other neighbors over for activities and friends? & Yu 2007). At home, celebrations, when they get together children to adults can support with extended family members, and We must remember that, while we want develop peer children in learning when they involve their children in children to develop and practicing new family rituals (such as game nights social skills, some skills—turn taking, and special person of the day). peer social skills, some children need children need sharing, initiating, more alone time than and responding— more alone time others, a personal with siblings or Conclusion characteristic that than others, a per- other family mem- should be respected. bers. Parents can Carefully arranging the environ- sonal characteris- play board games ment, focusing on children’s skills and The number of friends a child has is not as tic that should be that involve turn strengths, and regularly celebrating important as whether taking, and they these strengths within early child- respected. can structure pre- hood settings can help promote peer the child uses appro- priate social skills tend play focusing interaction among all children. The 108 Reprinted fromYoung Children • January 2010 Tips for Enhancing Positive Peer Interactions Physical environment Social environment • Set clear boundaries between learning centers. • Take children’s characteristics into consideration when • Make sure there are enough centers to allow the children grouping children. opportunities for social interaction. • Consider the number of children in each group or center • Offer materials that are motivating, novel, and culturally to maximize social interaction. sensitive. • Pair socially competent children with shy or less socially • Select materials that are relevant to children’s needs, skilled children. interests, and lives. • Give children with limited social skills many opportunities • Include materials and activities that promote social to interact with others. interaction. Teaching strategies • Give children ideas for using the materials or suggest • Implement social skill instructions in large group, small ways to engage in an activity (“One of you might be the group, and one-on-one formats as appropriate. cook and someone else might be the server.”). • Use strategies such as modeling, prompting, and role- • Provide visual cues in the environment that support and playing. promote social interaction. • Give children positive feedback for engaging in healthy social interactions. • Share information about fostering social interaction with family members. Powerful enhancements ® to Work Sampling Online and Ounce Online Now Now Available! Available! Our customers spoke—and we’ve responded! A greatly enhanced platform for Work Sampling Online and Ounce Online, based on customer feedback, is now available. For the same 30 DAY FREE TRIAL! reasonable subscription price, this robust observational system will offer you more time saved, ounceonline.com more options and more flexibility. worksamplingonline.com Contact us today to subscribe or renew your subscription. 800.627.7271 | PsychCorp.com Copyright © 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved. Pearson and PsychCorp are trademarks, Work Sampling System Online and the psi logo, are registered trademarks in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s) 3970 01/10 pyramid model (Fox et al. 2003) pro- Academies Press. www.nap.edu/openbook. comes: Helping families support children’s php?isbn=0309068363 peer relationships. In Young exceptional vides a framework for critical thinking Copple, C., & S. Bredekamp, eds. 2009. Develop- children: Linking curriculum to child and family about how to support young chil- mentally appropriate practice in early child- outcomes, eds. E. Horn, C. Peterson, & L. Fox, dren’s social emotional development hood programs serving children from birth 46–54. Missoula, MT: Division for Early Child- through age 8. 3rd ed. Washington, DC: NAEYC. hood of the Council for Exceptional Children. and prevent challenging behavior. By Curtis, D., & M. Carter. 2005. Rethinking early Peth-Pierce, R., ed. 2000. A good beginning: using the model, teachers can reflect childhood environments to enhance learn- Sending America’s children to school with the on their own practice (see “Tips for ing. Young Children 60 (3): 34–38. social and emotional competence they need Ewing Marion Kauffman Foundation. 2002. Set to succeed. Monograph of The Child Mental Enhancing Positive Peer Interactions,” for Success: Building a strong foundation for Health Foundations and Agencies Network p. 109) and how to best facilitate school readiness based on the social-emotional (FAN). www.casel.org/downloads/ children’s peer-related social interac- development of young children. The Kauffman goodbeginning.pdf. Early Education Exchange, vol. 1, no. 1. Kan- Sandall, S., M.L. Hemmeter, B.J. Smith, & M. tion skills. It is only by reflecting on sas City, MO: Author. http://sites.kauffman. McLean. 2005 DEC Recommended practices: our own behavior and evaluating the org/pdf/eex_brochure.pdf A comprehensive guide. Longmont, CO: physical and social environments that Fox, L., G. Dunlap, M.L. Hemmeter, G.E. Sopris West. Joseph, & P.S. Strain. 2003. The teaching Shonkoff, J.P., & D.A. 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Longmont, CO: Sopris West. Copyright © 2010 by the National Association for the preschoolers. Report of the National Ostrosky, M.M., J.A. McCollum, & S.Y. Yu. 2007. Education of Young Children. See Permissions and Research Council. Washington, DC: National Linking curriculum to children’s social out- Reprints online at www.naeyc.org/yc/permissions.