Social Competence Essay
Essay On Social Competence
The physical environment within an early childhood setting can be detrimental to children’s behaviour through their developmental stages. Social competence corresponds with positive behaviour because lack of engagement to the child’s environment may cause a child to respond by boredom, chaotic behaviour, unable to express themselves through language, lack of concentration and overall developmental challenges (Porter, 2008, pp. 164). It is the responsibility of the educator’s in their given centre’s to observe children’s learning allowing educators to positively address children’s needs regarding their social learning. Strategies must be implemented by educator’s to ensure resources within the centre are effectively being utilised, as well as educator’s attitudes towards children must be shifted allowing children a voice. This includes communication, guided learning and attention between the environment and children. Therefore, this essay will discuss strategies educators can implement to adopt these practices into the physical environment of the setting impacting on children’s developing social competence. Communication is a key strategy that educator’s need to enforce between one of the most important stakeholders within a centre which is the children. This scenario shows that staff members within the centre are often distracted within each other’s conversations, without their full attention on the children. It appears that the children are expressing chaotic behaviour due to their boredom of resources. Educators need to apply certain skills so that they can monitor each child, The National Quality Standard is significant in Building a relationship with Children, quality area 5:
5.1.1: “Interactions with each child are warm and responsive and build trusting relationships”(ACECQA, 2011, pp.123).
5.1.2: “ Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and
The physical environment within an early childhood setting can be detrimental to children’s behaviour through their developmental stages. Social competence corresponds with positive behaviour because lack of engagement to the child’s environment may cause a child to respond by boredom, chaotic behaviour, unable to express themselves through language, lack of concentration and overall developmental challenges (Porter, 2008, pp. 164). It is the responsibility of the educator’s in their given centre’s to observe children’s learning allowing educators to positively address children’s needs regarding their social learning. Strategies must be implemented by educator’s to ensure resources within the centre are effectively being utilised, as well as educator’s attitudes towards children must be shifted allowing children a voice. This includes communication, guided learning and attention between the environment and children. Therefore, this essay will discuss strategies educators can implement to adopt these practices into the physical environment of the setting impacting on children’s developing social competence. Communication is a key strategy that educator’s need to enforce between one of the most important stakeholders within a centre which is the children. This scenario shows that staff members within the centre are often distracted within each other’s conversations, without their full attention on the children. It appears that the children are expressing chaotic behaviour due to their boredom of resources. Educators need to apply certain skills so that they can monitor each child, The National Quality Standard is significant in Building a relationship with Children, quality area 5:
5.1.1: “Interactions with each child are warm and responsive and build trusting relationships”(ACECQA, 2011, pp.123).
5.1.2: “ Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and
References: Australian Children’s Education & Care Quality Authority (2011). Guide to the Education and Care Services National Law and National Regulations. Sydney: Commonwealth of Australia. Bowes, J. Grace, R. (2009). Children Families & Communities: Context and Consequences. 3rd edition. Melbourne: Oxford University Press. Burke, E, L Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework For Australia. ACT: Commonwealth of Australia. Fleet, A. Patterson, C. Robertson, J. (2006). Insights: Behind Early Childhood Pedagogical Documentation. Commonwealth of Australia: Pademelon Press. Office of Childcare (2002). NSW Curriculum Framework for children’s services: The practice of relationships. Sydney: Department of Community Services. Porter, L. (2008). Young Children’s Behaviour: Practical approaches for caregivers and teachers. 3rd Edition. Sydney: Maclennan & Petty. Stonehouse, A. (2006). National Childcare Accreditation Council Inc.: Guiding Children’s Behaviour in Positive Ways. Surry Hills: Australian Government. Szarkowicz, D. (2007). Observations and Reflections in Childhood. Melbourne: Thomson. Wariki, Te. (1996). Early Childhood Curriculum. Ministry of Education: Learning Media, Wellington. Wieczirek-Ghisso, K