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“Play” plays an important role in the early childhood settings and does not just help in the learning and development of children in the early phase but, also help in learning and enhancing behavioral assets (Westbrook & Hunkin, 2020). Coordinating the positive guidance policy with the “Learning through Play” will help in privileging the early learning, academic foci, along with the formalising the assessments. Implicating this policy with “Learning through Play” will help the children in learning different ways regarding how to face the upcoming challenges of life. This will also help the children to learn self-regulation, positive dispositions like perseverance and resilience. Positive guidance policy enables the children to differentiate between the acceptable and unacceptable behavior (Mcfarland, Saunders & Allen, 2008).
The Learning through play is committed to provide positive guidance policy to children. We believe that through play-based learning the intensity and impact of learning is greater. By this, the children feel more connected, interested, and become more interactive because of which they keep asking questions and explore the social world. While, this approach i.e., positive guidance policy focuses on the strategies to encourage and guide the eccentricity and self-confidence among the children for enhancing their self-esteem. The policy will also help in offering the children some substitutes that will help them in developing their capability of making decisions that could easily be directed by them (Haslip, Allen-Handy & Donaldson, 2018). This policy is directed towards endorsing the social competence for children.
The aim of this policy is to provide positive guidance to the children and to develop the understanding of social competence among them. This would be achieved by the implication of certain practices and procedure through the teachers. Social competence is considered as an element of a complex system that broadens beyond the young child. It covers a wide range of various miscellaneous internal factors as well as certain external behaviors regarding the children that can potentially influence the possibility and quality of the social interaction among the children (Veiga et al., 2016).
Children that have social competence
Children that need social competence
ü They have good relationship with peers
ü They have empathy
ü Help others
ü Believes in sharing
ü They know when and where to adjust, compromises or negotiate
ü Often displays aggression
ü They do not have much friends
ü Often show tantrums
ü Misreads the social cue
Social competence is imperative throughout childhood. During the early phase, it can easily envisage a successful transition to preschool of a young. Preschool is considered as one of the most important phase in a child’s life as it has the potential to influence the child’s social development (Maleki et al., 2019). Teachers play a major role in achieving the social competence among the children by positive guidance policy. In order to achieve this there are certain practices that are needed to be done and a procedure that must be followed (Kennedy, 2018).
The practices that must be followed should ensure that the classrooms of the preschool must provide a systematic, an effective and developmentally suitable tutoring for providing the support to the children’s social competence. This entails a collaborative planning and appropriate instructions that is target-based (Kennedy, 2018).
This would be the first step to effectively address the social competence. This encompasses of reaffirming the commitment of an individual to the intrinsic comprehensiveness in the field of education for early childhood. For this the teachers should consider a child’s individual abilities, his/her interests, and the developmental progress. Teachers must take consideration regarding the aspects that are culturally important to the child and his family, therefore they must look forward to support the personal belief systems as well as the practices of the children and their families (Puzio et al., 2017).
Addressing the social competence: Addressing the social competence is an important aspect and for this, Instructional strategies are used to address the social competence (Artman-Meeker et al., 2017). These strategies entails some classroom activities such as:
The procedure to achieve this will require the teachers to focus on two important interventions:
In early childhood, learning through is very important for learning as well as expression of the social behavior. Children’s social competence depends on how the children initiate, uphold, and maintain positive interaction and how they resolve interpersonal conflicts. All of these skills can be developed through certain activities by the teachers. Each of the activities might encompass of certain discrete social skills as well as situations. Without appropriate and effective preparation, professional development, and the incorporation of certain intervention among the teacher, child, and family collaboratively this policy cannot get succeed. The teachers must meet the needs of all children regarding social competence in inclusive classrooms.
Artman-Meeker, K., McLaren, E., Hemmeter, M., & Grisham-Brown, J. (2017). Blended practices for promoting social-emotional development in young children. In: Grisham-Brown J, Hemmeter M, editors. Blended Practices for Teaching Young Children in Inclusive Settings. Baltimore, MD: Paul H Brookes.
DuPaul, G. J., & Cleminshaw, C. L. (2020). Principles and practices that promote positive guidance in early childhood. American Psychological Association. https://doi.org/10.1037/0000197-010
Haslip, M. J. Allen-Handy, A. & Donaldson, L. (2018). How urban early childhood educators used positive guidance principles and improved teacher-child relationships: A social-emotional learning intervention study. Early Child Development and Care, 7, 971-990. https://doi.org/10.1080/03004430.2018.1507027
Kennedy, A. S. (2018). Promoting the social competence of each and every child in inclusive early childhood classrooms, early childhood education, Donna farland-smith. IntechOpen, doi: 10.5772/intechopen.80858. Available from: https://www.intechopen.com/books/early-childhood-education/promoting-the-social-competence-of-each-and-every-child-in-inclusive-early-childhood-classrooms
Lia É.N. & Costa V.P.P. (2019). Child behavioral management. In: Coelho Leal S., Takeshita E. (eds) Pediatric Restorative Dentistry. Springer, Cham. https://doi.org/10.1007/978-3-319-93426-6_2
Maleki, M., Chehrzad, M. M., Kazemnezhad Leyli, E., Mardani, A., & Vaismoradi, M. (2019). Social Skills in Preschool Children from Teachers' Perspectives. Children (Basel, Switzerland), 6(5), 64. https://doi.org/10.3390/children6050064
Mcfarland, L. Saunders. S. & Allen, S. (2008). Learning and teaching positive guidance skills: lessons from early childhood practicum students. Journal of Early Childhood Teacher Education, 3, 204-221. https://doi.org/10.1080/10901020802275294
Puzio, K., Newcomer, S., Pratt, K., McNeely, K., Jacobs, M., & Hooker, S. (2017). Creative failures in culturally sustaining pedagogy. Language Arts, 94, 223-233.
Richardson-Gibbs, A. & Klein, M. (2014). Making preschool inclusion work: Strategies for supporting children, teachers, and programs. Baltimore, MD: Paul H.
Veiga, G. et al. (2016). Social competence at the playground: Preschoolers during recess. Infant and Child Development, 26(1). https://doi.org/10.1002/icd.1957
Westbrook, F. & Hunkin, E. (2020). Play and Learning? A critical discourse analysis of the treatment of play in relation to learning in Australian and New Zealand early childhood curricula frameworks. Beijing International Review of Education, 2, 182-196.
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