The role of game in developing social skills.
Best practise in kindergartens in Tallinn.
Natalia Kislaja, BA
26th ICCP World Play Conference
Tallinn 2012
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Education and experience.
y 1993‐1998 Tallinn University – estonian language and culture
y 2006‐2010 Tallinn Univercity – special needs y 1998‐2006 Estonian language teacher in school
y 2006‐2011 Teacher in preschool institutions y 2011 – Director of Tallinna Järveotsa Lasteaed (public preschool institution)
y 2010 – Lecturer of „Hea Alguse koolituskeskus“ (ISSA Step by Step programm `s representative organisation in Estonia)
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Social skills. Theoretical basis.
Development of individual`s social skills:
yIndividualization
ySocialization
yCultural context
yAttributes of modern society
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Social skills in early childhood.
Development of social skills by different scientists:
yBandura `s theory yEriksons`s theory
yMaslow`s theory
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Behavioural problems.
Connections between social skills development and behavioural problems:
yChildren`s ability to learn behavioural models
ySocial skills` level and antisocial behaviour
yPoor emotional skills` level
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Game in developing social skills.
Game as learning process:
yImitation and learning of similar cases
yDifferent types of game as socializing process
yAdult as co‐player in children`s games
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Preschool education in Estonia.
Statistics:
yChildren attending preschool care institutions: 90,2% National curriculum for pre‐school child care institutions:
yBefore 2008: developing of learning skills
yAfter 2008: new meaning of pre‐school education; children`s learning potential, educational skills, game skills, social skills and cooperation with family. Learning through games.
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Social and game skills in national state curriculum.
y Realizing of importance of social skills`development. Concrete and simple definitions of necessary social skills.
y Well‐developed social skills as the basis of successful relations in school‐life. Chart „Readiness for school“ – basis for pre‐work.
y Increased meaning of playing in developing children´s social skills.
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Scientific empirical research. y Subject of research ‐ finding out the ways of developing social skills in preschool institutions after the acception of new state curriculum
y Hold on in 2010 in kindergartens of Tallinn and Pärnu. y Interviewing preschool teachers and special needs teachers (BA/MA degrees).
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Results of comparative analysis of teachers`opinions. Main problems.
• Growing percentage of children with behavioural problems in preschool institutions .
• Large amount of children in preschool institutions`groups.
• Growing phisycal and verbal violence among children in preschool institutions.
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Results of analysis. Possible reasons of poor social skills.
• Family`s background, behavioural models in family, influence of media; growing amount of special needs, group influence.
• Children`s egosentrism, egoism, restlessness, physical mobility needs.
• Changed conditions of spending free time for children; fast rate of life.
• Poor learning enviroment, small amount of materials.
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Results of analysis. Role of game in developing social skills.
y Critical age for developing social skills in preschool (5‐7). Learning through practice.
y Necessity of developing of all kinds of social skills through the game.
y Teacher´s ability to create different game situations; to turn different situations into learning process; y Teacher´s ability to enjoy the playing with children; y Planning the role games in regular studies in order to provide the development of social skills. Providing structured learning opportunities.
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Results of analysis. Modelling the free play – teacher as the co‐player y Teacher`s ability to notice proper behaviour and to give positive feedback; teaching the children to give positive feedback to each other.
y Supervising the play and creating of more complicated scenarios. y Explaining the necessity of rules. Providing the explicit instructions.
y Reflecting and explaining children´s feelings; describing the feeling by words. Managing the anger, sadness, shyness. [email protected]
Results of analisys. Modelling the free play – teacher as the co‐player
y Paying attention to the body language, expression the feelings through it. y Teaching to solve the problems, to cooperate together, to use proper phrases and words while playing.
y Teaching and talking about assertiveness: communicating clearly, openly and directly about one's rights, feelings, thoughts or needs whilst respecting the rights of others to their own wishes, feelings and thoughts.
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Results of analysis. Fostering healthy self‐esteem.
y Focusing on strengths rather than deficiencies. Refraining from harsh y
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criticism, sarcasm and put‐downs. Providing plenty of encouragement, support and affection.
Fostering social contact and participation. Encouraging giving and altruistic behaviour. Showing acceptance of children's faults and failings, and encourage them to do likewise. Entrusting children with age‐appropriate responsibilities. Allowing time to listen to children's feelings without criticising, judging or moving straight into problem‐solving. Being involved in children's lives and activities. Encouraging persistence in the face of obstacles, and help children bounce back from failures by reminding them of their successes. Involving children in setting rules and boundaries. [email protected]
Results of analysis. Family and preschool institution.
y Cooperation with family – necessity to share knowledge and experience with parent; joint projects, round tables, actions, lectures, consultations in order to provide best communication between parents, children and teachers.
y Annual family conversations in order to set joint aims for the future.
y Libraries for parents in preschool institution`s groups ‐
literature for learning about the development of children .
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Conclusion.
y Basis of state curriculum orders and specifies the developing of social and play skills in preschool.
y Teachers in estonian preschool care institutions pay attention to developing social skills.
y Teacher use different methods for developing social skills.
y Teacher cooperate with family in developing social skills.
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Literature.
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Baumeister, R.F., Boden, J.M. & Smart, L. (1996) 'Relation of Threatened Egotism to Violence and Aggression: The Dark Side of High Self‐Esteem.' Psychological Review. 103: 1. pp 5‐33
Gresham, F.M., Elliot, S. N. (1984). Assessment and classification of children’s social skills: A review of methods and issues. School psyhology rewiew 13, 292‐301
Koolieelse lasteasutuse riiklik õppekava. (2008). [2010, veebruar 21]. http://www.riigiteataja.ee/ert/act.jsp?id=12970917
Leino, M. (2002). Sotsiaalsed probleemid koolis ja õpilaste toimetulek. Tallinn: TPÜ Kirjastus. McGrath, H. & Francey, S. (1991). Friendly Kids, Friendly Classrooms : Teaching Social Skills and Confidence in the Classroom. Melbourne : Longman Cheshire.
Porter, L. (2002). Educating young children with special needs. London: Paul Chapman Publishing.
Saar, A. (1997). Laps ja mäng. Tallinn: EKK Trükikoda.
Weltmann Begun, R. (1995). Social skills lessons and activities. Jossey‐Bass: Research Press Publishers.
Бандура, А. (2000). Теория социального научения. Санкт‐Петербург: Евразия.
Эриксон, Э. (1996). Детство и общество. Санкт‐Петербург: Фонд «Университетская книга».
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