Worms Like to Wiggle :: Personal and Social Development

Research has established a compelling link between personal and social development and school success. The personal, social, and behavioral competence of young children is a strong predictor of academic performance in the early grades. Appropriate and supportive learning experiences provide an important foundation for personal and social growth. Several aspects of personal and social development are particularly evident during the preschool years. Foundations of personal and social development involve changes in emotions, perceptions, communication, and interpersonal systems. During the preschool years children are learning about themselves and others. Young children want to be liked, belong to groups, and be active participants. They need support as their emotional and perceptual abilities develop beyond their egocentric barriers. A child’s sense of self-worth and social competence is facilitated by social experiences. Early childhood education provides preschoolers with supportive social contexts to foster children’s personal and social development.

Block One	Block Two	Block Three
Self- Concept: The child will demonstrate self-confidence and self-reflection.	Self- Control: The child will show self-direction and responsibility.	Approaches to Learning: The child will show eagerness and persistence as a learner.
Block Four	Block Five
Interaction with Others: The child will interact easily with other children and with familiar adults.	Social Problem- Solving: The child will learn and use nonphysical ways to resolve conflicts.

Block One: Self-Concept

The essence of early personal and social development is a child’s self concept. A sense of self-worth enables a confident child to participate in most classroom activities, express emotions, explore toys and materials, and interact with others in the classroom. To develop this confidence, many preschool children need opportunities to learn how to play with others. At times, young children need support in trying new classroom activities.

a) Demonstrate knowledge of personal information including first and last name, gender, age, and birthday.	Personal and Social Development: Self-Concept A
b) Begin to recognize and express own emotions using words rather than actions.	Personal and Social Development: Self-Concept B
c) Recognize self as a unique individual and respect differences of others.	Personal and Social Development: Self-Concept C
d) Develop personal preferences regarding activities and materials.	Personal and Social Development: Self-Concept D
e) Demonstrate self-direction in use of materials.	Personal and Social Development: Self-Concept E
f) Develop increased independence in school activities throughout the day.	Personal and Social Development: Self-Concept F

Block Two: Self-Control

Young children benefit from routines and structure. They find comfort and feel secure when they can predict the flow of events and people each day. Managing change can be a challenge for preschoolers. Young children are most successful handling transitions when they are told what to expect in advance. Prior knowledge enables young children to feel in control and participate without confusion.

a) Contribute ideas for classroom rules and routines.	Personal and Social Development: Self-Control A
b) Follow rules and routines within the learning environment.	Personal and Social Development: Self-Control B
c) Use classroom materials purposefully and respectfully.	Personal and Social Development: Self-Control C
d) Manage transitions and adapt to changes in routine.	Personal and Social Development: Self-Control D
e) Develop positive responses to challenges.	Personal and Social Development: Self-Control E

Block Three: Approaches to Learning

As young children develop more awareness perceptually, they are naturally curious and ask questions about everything they encounter. As children gain experience with asking questions, they ask for clarification or additional information. Preschoolers should be able to attend to tasks for 10-20 minutes. Learning to work until tasks are finished or problems are solved is challenging for children of this age group and they frequently need support in this area.

a) Show interest and curiosity in learning new concepts and trying new activities and experiences.	Personal and Social Development: Approaches to Learning A
b) Demonstrate ability to learn from experiences.	Personal and Social Development: Approaches to Learning B
c) Increase attention to a task or activity over time.	Personal and Social Development: Approaches to Learning C
d) Seek and accept help when needed.	Personal and Social Development: Approaches to Learning D

Block Four: Interaction with Others

Young children are learning to communicate with others. This is an extraordinary challenge as it includes physical, social, linguistic, cognitive, emotional, and personal growth. To accomplish this new level of social interaction, many children need coaching and adult supervision. As a child learns appropriate styles of communication with others, the adult can reduce the amount of supervision and offer simple reminders as needed.

a) Initiate and sustain interactions with other children.	Personal and Social Development: Interactions with Others A
b) Demonstrate verbal strategies for making a new friend.	Personal and Social Development: Interactions with Others B
c) Interact appropriately with other children and familiar adults by cooperating, helping, sharing, and expressing interest.	Personal and Social Development: Interactions with Others C
d) Participate successfully in group settings.	Personal and Social Development: Interactions with Others D
e) Demonstrate respectful and polite vocabulary.	Personal and Social Development: Interactions with Others E
f) Begin to recognize and respond to the needs, rights, and emotions of others.	Personal and Social Development: Interactions with Others F

Block Five: Social Problem-Solving

Social situations can be a source of frustration for young children. At times toys and turns seem more important than the feelings of others. Physical aggression is often the strategy of choice used by preschoolers to settle conflicts. Aggression seems to work at first, since the victim may relinquish the toy or give up a turn. Preschoolers need adult support and guidance in learning alternatives to aggression for resolving conflicts. Teachers should coach and model ways for children to communicate their needs and feelings verbally.

a) Express feelings through appropriate gestures, actions, and words.	Personal and Social Development: Social Problem-Solving A
b) Recognize conflicts and seek possible solutions.	Personal and Social Development: Social Problem-Solving B
c) Allow others to take turns.	Personal and Social Development: Social Problem-Solving C
d) Increase the ability to share materials and toys with others over time.	Personal and Social Development: Social Problem-Solving D
e) Include others in play activities.	Personal and Social Development: Social Problem-Solving E

Text on this page has been taken from and adapted to use for instructional purposes in Virginia classrooms. To access to Virginia Foundation Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds go to:
http://www.pen.k12.va.us/VDOE/Instruction/Elem_M/FoundationBlocks.pdf. The acutal lesson plans are copyrighted by Curriculum Enrichment Publications LLC.