In spite of the fact that positive social skills include many elements; however, self-awareness and self-management skills are most important ones for achieving in school and everyday life settings (Lima, 2013). Teaching social skills can take several ways of implementation, such as practicing aspects of social awareness, self-awareness. Social awareness shows the capability of the child to recognize others perspectives. Circle time provides a positive tone to start the day and a feeling of belonging. Students develop belongingness to the group and become familiar to each other’s perspectives in the classroom; in addition, while actively listening to each other they become aware of others (Lynch & Simpson, 2010). When students view different perspectives, the understanding of teamwork becomes developed (Ladd, Kochenderfer-Ladd, Ettekal, Sechler, & Cortes, 2013). Self-awareness is another social skill that gives children the ability to know themselves (Lima, 2013). Here students learn to manage their emotions and obtain the capability to handle challenging situations on their own (Duffell et al., 2006). Utilizing story books that show characters resolving conflict, is an example (Lynch & Simpson, 2010). Students can recognize what is right through analyzing character actions from stories. Teaching and practicing these skills is a must in order for children to apply them in real life situations (Lynch & Simpson, 2010). Academic, social, and emotional learning all are important for children in early years to acquire tools needed for leading a healthy life (Vu & Locke, 2014). Children learn social skills in a social context and under the direction of the teacher. When considering social skills, the first thing a teacher can utilize to enhance such abilities is to create an environment where positive social skills can be learnt. It is in a trusting and caring
In spite of the fact that positive social skills include many elements; however, self-awareness and self-management skills are most important ones for achieving in school and everyday life settings (Lima, 2013). Teaching social skills can take several ways of implementation, such as practicing aspects of social awareness, self-awareness. Social awareness shows the capability of the child to recognize others perspectives. Circle time provides a positive tone to start the day and a feeling of belonging. Students develop belongingness to the group and become familiar to each other’s perspectives in the classroom; in addition, while actively listening to each other they become aware of others (Lynch & Simpson, 2010). When students view different perspectives, the understanding of teamwork becomes developed (Ladd, Kochenderfer-Ladd, Ettekal, Sechler, & Cortes, 2013). Self-awareness is another social skill that gives children the ability to know themselves (Lima, 2013). Here students learn to manage their emotions and obtain the capability to handle challenging situations on their own (Duffell et al., 2006). Utilizing story books that show characters resolving conflict, is an example (Lynch & Simpson, 2010). Students can recognize what is right through analyzing character actions from stories. Teaching and practicing these skills is a must in order for children to apply them in real life situations (Lynch & Simpson, 2010). Academic, social, and emotional learning all are important for children in early years to acquire tools needed for leading a healthy life (Vu & Locke, 2014). Children learn social skills in a social context and under the direction of the teacher. When considering social skills, the first thing a teacher can utilize to enhance such abilities is to create an environment where positive social skills can be learnt. It is in a trusting and caring