KMP c3 CSD Aboutsocialdevelopment

About social development
Social development involves learning the values, knowledge and skills that enable children to relate to others effectively and to contribute in positive ways to family, school and the community. This kind of learning is passed on to children directly by those who care for and teach them, as well as indirectly through social relationships within the family or with friends, and through childrens participation in the culture around them. Through their relationships with others and their growing awareness of social values and expectations, children build a sense of who they are and of the social roles available to them. As children develop socially, they both respond to the inuences around them and play an active part in shaping their relationships.
Inuences on childrens social development

While parents and carers are clearly the rst and most important inuences on childrens social development, there are many other inuential aspects of the social environment. Examples of the many inuences on childrens development are shown in the diagram below. The people and settings that are most closely involved with the child family, school and peers are shown at the centre of the diagram. Through their daily contact with parents, carers, family members, school staff, as well as with their peers, children learn about the social world and about the rules, practices and values that support it. By actively participating in these relationships, children also affect the ways that adults and their peers relate to them. In addition, childrens development is inuenced by wider networks of social support (represented in the diagrams central circles), including extended family, friends and any community, cultural or religious groups a child may be part of. These networks provide opportunities for children to develop their social awareness and skills as they relate with different people and experience a range of roles and expectations. As shown in the outer circle in the diagram, childrens lives are also shaped by the broader social circumstances that impact on their families and communities, such as access to social and health services, parents employment and income, or their ability to balance work and family time. In particular, childrens sense of social connection is often inuenced by community attitudes and by cultural values, including those they encounter in the media. Through their relationships and connections with others, children build a sense of who they are and where they t in the social world. Coming to an understanding about self and others is therefore a central goal of childrens social development.
Cultural values Community connections Parents employment Home-school connection
Media
Family
Economic issues Extended family
Housing
Peers School
Sporting and social groups
Family friends Government policies
Religious communities
Social and health services Environment
co m p o
ne
nt
Developmental trends in childrens self-concept

The ideas, beliefs and knowledge that children have about who they are, what they can do and where they t in society help to shape their understanding of themselves. Children base their self-concepts on feedback they receive from others as well as their own judgments. The kinds of things that primary school children take into account in developing their self-concepts include how well they are able to succeed with schoolwork and other activities, how they look, and how they get on with family and peers. Developmental patterns in the ways children typically describe themselves are related to their developing capacities for thinking and for understanding and managing their emotions and behaviour. As shown in the following table, preschool children often have very high opinions of their abilities. During primary school, children become much more aware of how their abilities and achievements compare with those of others.
Typical developmental changes in childrens self-concepts

Developmental stage
Preschool
What children might say about themselves

I am four years old. I live with my Mum and Dad and my little sister. I love to play football. I can kick the ball really far. Watch me!
What it shows
Describes physical appearance, family context and favourite activity Has high opinion of own abilities and wants to show you Compares self with others Determines own ability level by ranking performance against that of peers Able to make a (more) realistic assessment of own abilities Able to reect on and evaluate own qualities Understands and accepts that personal characteristics can be changeable and inconsistent Is able to integrate them into a coherent sense of self
Primary school
I am pretty good at maths because I get good marks. But Im not so good at English, not like Sophie. Kids like to play with me because Im happy most of the time and Im kind.
Secondary school
Im pretty talkative and funny with my friends. Im an extrovert. At home I can be pretty moody. I get annoyed with my parents because they always seem to be on my back. But, I guess, where would I be without them?
It is very important for childrens strengths and efforts to be recognised in order to support the development of a positive self-concept and to motivate children to be positively engaged in learning and in their relationships. Poor self-concept can be a signicant contributing factor to childrens emotional and behavioural dif culties.
Culture and self-concept

Having a strong cultural identity enhances childrens self-concept and promotes a sense of connectedness and belonging. Childrens cultural identity is nurtured when they learn about their own cultural traditions and when those around them show respect for their cultural values. Teaching children to respect and appreciate variations and differences between cultures is therefore very important for all childrens social development. Children from minority cultural groups can encounter differences between the rules and expectations required at school and those they are used to at home. When the differences are not acknowledged, or when the cultural traditions children identify with are ignored or minimised, it can negatively affect childrens cultural identity development and sense of belonging. Children from minority cultures may be subjected to stereotyping and discrimination on the basis of their ethnicity, religion, gender, appearance, social class or sexuality. Discrimination and bullying can have serious effects on childrens mental health and wellbeing as well as their social development. By contrast, overcoming discrimination has been found to have positive effects on self-concept. It is very important for parents, carers and school staff to encourage and support children to take positive action against discrimination and bullying by speaking up and reporting incidents.
Learning social values

Childrens ability to understand others and take their needs and views into account develops over time. Young children are naturally self-focussed. They often play beside, rather than with, other children and tend to think that everyone sees things the same way that they do. In early primary school children learn that others may see things differently from them. Then, as their thinking skills develop, children are more able to understand another persons point of view and, nally, to appreciate multiple ways of looking at the same event or situation. Teaching children how to put themselves in someone elses shoes helps them to relate better to others and manage conict more effectively. It promotes caring, respect and fairness. Research shows that children who have learned to value others are more likely to include and appreciate children who are different from them or who are viewed negatively by others. Research into moral development has highlighted how social behaviour reects the attitudes people hold about social conventions and about themselves. Learning to take account of others feelings, perspectives and expectations contributes to childrens understanding of social values, and to the values and ethics they choose for themselves. Using an example where children have broken the window of a neighbours car playing a game, the following table shows how children use different moral reasoning to decide what to do and say.
Example
Ella says: I dare you. Tao says: Lets go before anyone sees us. Ella says: We dont know anything about it. Harry says: Were in trouble now. Tao says: They told me to do it. Harry says: It wasnt his fault. It was that stupid game.
Kind of moral thinking

Thinking is focussed on impact on self Decisions about right and wrong are based on avoiding punishment or on personal gain Emphasises responsibility and what others think Decisions are based on gaining approval from others and/or on meeting laws and social obligations Emphasises understanding the particular circumstances and coming to a fair outcome Decisions are based on principles of justice and compassion
Children learn to make ethical judgments through having practice in putting themselves in others shoes and through being encouraged to reect on issues that involve social and moral values. Families and schools can work together to help children understand and learn to act on values like respect, responsibility, caring for others, honesty, cooperation and acceptance of peoples differences.
Key points for supporting childrens social development

Childrens earliest and most extensive learning about social relationships occurs in the family. Parents and carers can support positive social development when they model respect and consideration and encourage children to be similarly respectful in all their relationships. Provide care and support by tuning into childrens needs. Show you are willing to listen and take childrens feelings into consideration. Help children to develop social skills by providing coaching and teaching them to think through and solve the day-to-day social dif culties they encounter. Supervise and support childrens social activities without taking over. Ask questions that encourage children to put themselves in someone elses shoes. Questions like, How would you feel if? help children learn skills for perspective-taking. Asking questions in a supportive way helps children to think through situations and encourages them to take others feelings and perspectives into account. Discuss moral issues with children and encourage them to state their opinions and reasons.
This resource is part of a range of KidsMatter Primary information sheets for families and school staff. View them all online at www.kidsmatter.edu.au
Copyright: Commonwealth of Australia 2012-13. This work is copyright. You may use this work in accordance with the terms of licence available at www.kidsmatter.edu.au

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About social development

Inuences on childrens social development

Cultural values Community connections Parents employment Home-school connection

Family friends Government policies

Social and health services Environment

Developmental trends in childrens self-concept

Typical developmental changes in childrens self-concepts

What children might say about themselves

Culture and self-concept

Learning social values

Kind of moral thinking

Key points for supporting childrens social development

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