Peer relationships equal in significance with the pervious connections described. Peer influences occur and operate very early in child development (Fabes et al., 2012). Once children are placed in a day care or educational program peer interactions may take place immediately. Results in studies have shown that peers have influential impacts on young people (Fabes et al., 2012). Peer interactions have both positive and negative outcomes depending on the group a child is associated with. When connected with prosocial group’s positive outcomes are likely to occur. Prosocial behavior is defined as beneficial behavior that plays an important role dealing with the quality of peer interactions and adjustments (Fabes et al., 2012). If a child is
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Whether it is shyness, attachment issues, behavioral problems, or special needs, a child can be deprived of developing competent social skills. As Kennedy (2013) suggested, natural opportunities to improve social skills tend to be less constant for children with special needs. This can be for many reason including the inability to socialize at the same level as other kids, overly-involved in solitary play, or has trouble connecting with peers. Kennedy also mentions how inclusive educators have the ability to support early friendships that goes beyond special needs (2013). When children are having difficulties interacting with others and gaining relationships teachers are able to assist children in difficult times. Teachers demonstrate and guide children on how to successfully create and manage their peer relationships (Kennedy, 2013). This does not mean teachers should be apart in every peer interaction. This means teachers can help children who are not socializing as much or not at all to become involved with peers. Through planned instruction and teacher-supported peer interactions children’s capabilities to use social language and understand other children’s social cues are enhanced (Kennedy, 2013). It is possible for children to read others cues and use social …show more content…
Families come in a large variety of sizes, cultures, religions, and ethnicities. Each family is unique in its own way and can be in many different situations. Regardless, every family wants the best for their child’s education, and looks forward to seeing them succeed (Ball, 2006). Each parent knows the most about their child’s needs, wants, and ways of living. With this parents are able to assist, inform, and build partnerships with the teacher to better educate each child. In order to positively impact children and families teachers need to get to know the families so that the activities and lessons can be designed with the families in mind (Shillady & Charner, 2014). When activities and lessons are designed around children and their family’s interest’s engagement is more likely to take place. Shillady and Charner (2014) also suggests the importance of providing opportunities’ to allow the teacher to learn about families’ interests, back-grounds, and experiences. Learning about families should be a top priority for teachers in early child care program. According to Shillady and Charner these steps will build a respectful and trusting relationship between parents and teachers
Whether it is shyness, attachment issues, behavioral problems, or special needs, a child can be deprived of developing competent social skills. As Kennedy (2013) suggested, natural opportunities to improve social skills tend to be less constant for children with special needs. This can be for many reason including the inability to socialize at the same level as other kids, overly-involved in solitary play, or has trouble connecting with peers. Kennedy also mentions how inclusive educators have the ability to support early friendships that goes beyond special needs (2013). When children are having difficulties interacting with others and gaining relationships teachers are able to assist children in difficult times. Teachers demonstrate and guide children on how to successfully create and manage their peer relationships (Kennedy, 2013). This does not mean teachers should be apart in every peer interaction. This means teachers can help children who are not socializing as much or not at all to become involved with peers. Through planned instruction and teacher-supported peer interactions children’s capabilities to use social language and understand other children’s social cues are enhanced (Kennedy, 2013). It is possible for children to read others cues and use social …show more content…
Families come in a large variety of sizes, cultures, religions, and ethnicities. Each family is unique in its own way and can be in many different situations. Regardless, every family wants the best for their child’s education, and looks forward to seeing them succeed (Ball, 2006). Each parent knows the most about their child’s needs, wants, and ways of living. With this parents are able to assist, inform, and build partnerships with the teacher to better educate each child. In order to positively impact children and families teachers need to get to know the families so that the activities and lessons can be designed with the families in mind (Shillady & Charner, 2014). When activities and lessons are designed around children and their family’s interest’s engagement is more likely to take place. Shillady and Charner (2014) also suggests the importance of providing opportunities’ to allow the teacher to learn about families’ interests, back-grounds, and experiences. Learning about families should be a top priority for teachers in early child care program. According to Shillady and Charner these steps will build a respectful and trusting relationship between parents and teachers