This video presents a range of experiences where educators facilitate children’s use of language to request, take turns, share, and resolve conflicts.
Through planned and spontaneous experiences, educators provide opportunities to develop children’s social skills.
Watch on Vimeo: Getting along with others (opens in new window)(opens in a new window).
Reflective practice
Observe
- How the educators take up opportunities to model and scaffold children’s social skills.
- The use of naturalistic situations to encourage children to use language for social purposes (for example requesting, turn-taking, sharing).
- The use of verbal cues to remind children of how to share and work together.
- Educator’s use of clear expectations within experiences.
- The educator’s prompting of children to practise requesting, turn taking, and sharing with their peers.
Reflection questions
- What learning did you observe? How do you know?
- In your practice, how do you provide resources and experiences to develop children’s use of language to request, take turns, share, and resolve conflicts?
- Why are modelling and scaffolding important parts of developing children’s social skills during play?
- How do the educators manage situations where children show difficulty with sharing or turn-taking?
- What additional strategies can educators use to facilitate children’s social skill development?
- How do the educators alternate between adult-led, guided, and play and learning in these experiences?
- What are the similarities or differences between the educators in the video and your own practice?
Learning experience plan
This learning experience plan relates to:
- interacting with others
- early communicators and early language users, language and emergent literacy learners (birth – 48 months)
- learning foci: conversation and social skills
- teaching practices: play (interacting with others); discussions and investigations.
Group size
Individual children or small group (2-5 children).
Links to VEYLDF
Outcome 1: identity
- Build secure attachment with one and then more familiar educators
- Establish and maintain respectful, trusting relationships with other children and educators
- Openly express their feelings and ideas in their interactions with others
- Increasingly cooperate and work collaboratively with others
- Begin to initiate negotiating and sharing behaviours
- Show interest in other children and being part of a group
- Empathise with and express concern for others
- Reflect on their actions and consider consequences for others.
Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active civic participation.
Outcome 3: wellbeing
- Remain accessible to others at times of distress, confusion and frustration
- Share humour, happiness and satisfaction
- Increasingly cooperate and work collaboratively with others
- Show an increasing capacity to understand, self-regulate and manage their emotions in ways that reflect the feelings and needs of others.
Children resource their own learning through connecting with people, place, technologies and natural and processed materials.
Outcome 5: communication
- Interact with others to explore ideas and concepts, clarify and challenge thinking, negotiate and share new understandings
- Express ideas and feelings and understand and respect the perspectives of others
- Understand that language can be used to explore ways of expressing needs, likes and dislikes.
- Using every interaction with children as an opportunity to demonstrate positive conversation and social skills:
- Modelling requesting, turn-taking, sharing, and resolving conflicts.
Related videos and experience plans
Videos
- Developing conversation and social skills
- Making meaning in everyday situations
- Making meaning through play
Experience plans
Literacy teaching toolkit experience plans
Example learning experience plans for educators.
Literacy teaching toolkit videos
Watch educators demonstrate teaching practices.
Updated