How do we know that a child is ready for kindergarten? As early care and education providers, we support the physical, social, emotional and cognitive skill development that sets the stage for children to thrive in kindergarten, elementary school and beyond. In this article, we take a look at the foundational social and emotional skills that allow children to pay attention in class, form relationships with peers, manage their emotions, and more. It is the first of G2K’s Kindergarten Readiness Series, a set of articles in which we will explore the many learning domains of early childhood.
Social-Emotional Learning (SEL) refers to the skills young children acquire as they build relationships with themselves and with others. Head Start’s Effective Practice Guide describes the difference between social and emotional learning: “Social development is a child’s ability to create and sustain meaningful relationships with adults and other children. Emotional development is a child’s ability to express, recognize, and manage his or her emotions, as well as respond appropriately to others’ emotions.”
Research points to a clear connection between young children’s social emotional skills and early academic success. A strong foundation in SEL skills, including the ability to focus attention, regulate behavior, and get along with others, is a critical contributor to a child’s ongoing academic success.
Dr. Barbara Smith, a Research Professor at the University of Denver who specializes in early early care and education, explains that “Science has established a compelling link between social/emotional development and behavior and school success…Young children cannot learn to read if they have problems that distract them from educational activities, problems following directions, problems getting along with others and controlling negative emotions, and problems that interfere with relationships with peers, teachers, and parents.”
Social emotional skills equip children to be active participants in a classroom environment, with confidence in their ability to learn and improve. Many of the capabilities that support academic success are built upon social and emotional skills that begin to emerge during infancy and early childhood. Social emotional skills with a positive impact on academic learning include the following:
SEL skill-building begins at birth and develops rapidly, as children form relationships with the adult caregivers in their lives. As children get older and as their brains continue to develop, they begin to master more complex skills. Below you can find information about social-emotional developmental milestones, and about the positive impact that an engaged caregiver relationship has on a child’s social emotional learning.
At six months, infants are beginning to gain more mobility to explore the world around them and connect with others. They develop social skills as they begin to recognize familiar people, along with a stronger sense of self as they enjoy gazing at themselves in the mirror. We can support infants developing foundational emotional regulation skills by helping to soothe them when they are sad, such as by talking softly and by holding or rocking them.
At their first birthday, children begin to enjoy more social interactions. They will engage in back-and-forth conversations and play simple games, such as pat-a-cake. Children at this age are beginning to explore their sense of independence. We can support them in becoming more confident by giving them opportunities to try things on their own, such as practicing getting themselves dressed or feeding themselves during mealtimes!
During toddlerhood, children become more aware of the feelings and reactions of others. You might observe children this age noticing when their peers are upset, or pausing or looking sad when someone cries. They will often check in with their caregivers to see how to react in a new situation. At two-years-old, children will play next to each other, but they are still learning to share and solve problems. We can help them practice sharing, taking turns, and using words to communicate with other children.
As children enter the preschool stage, they begin to form friendships and become more confident interacting with their peers. They start to see themselves as a whole person involving a body, a mind and feelings. At this age, we can support SEL skill-building by encouraging cooperative play to help children learn about friendship. We can also introduce words that describe emotions, so they can learn how to describe what they are feeling.
At four years old, we can observe children using their developing social skills when they engage in more advanced and complex dramatic play. They begin to demonstrate a sense of empathy by comforting a peer who is hurt or hugging a crying friend. We can support social skill development at this age, but showing children outdoor games they can enjoy with one another, like tag, follow-the-leader, and hide-and-seek. These active games also provide opportunities for children to practice communicating and cooperating.
As they get closer to elementary age, children are able to help with simple chores in the classroom, such as clearing the table after eating. They also begin to become more comfortable using basic language to express how they are feeling. Educators can support children’s development at this age by talking with them about their experiences and continuing to introduce vocabulary words they can use to label their emotions.
If you are interested in learning more about supporting SEL skill-development in early learners, you might enjoy these G2K articles from the archives.
