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Helping children become better persons is a growing concern and responsibility not only among parents but also among educators. Parents and teachers are now beset with the challenge on how to curbed and stop the growing violence of children in school. These violent behaviors are viewed as unhealthy that could hamper children’s sound development as well as success in their lives. However, despite this growing concern the reality remains that violent behaviors among children not being innate in nature can still be unlearned and that children are capable of learning and acquiring positive social skills.Parents’ ultimate dream for their children is to see them successful in their studies and in their future. However, a person’s mental competence is still deficient to ensure success without corresponding social skills as no individual operates and lives in a vacuum. Relationship with other people is a necessary requirement for an individual’s continued sound and productive existence. A person being a social organism does not only thrive solely by becoming smart but also by being able to relate and effectively establish sound relationship with other people. Thus, a person’s relationship and social interaction with others have a significant impact on his life and his achievementMany people are involved in the development of the person’s social skills like the parents, siblings, relatives and friends but institutions like the school is also an influential shaper and regulator of the person’s social skills development. Schools being usually the first venue of social contact and interaction outside the family of a young individual can be a natural vehicle for the development of social skills. It can help form pattern of responsiveness to others and to situations, which in turn, can form part of the person’s consistent styles of relating to others throughout life. Shelley E. Taylor said that “school population is young thus intervention can be effectively done before children developed poor behaviors and habits” (90).On the other hand, according to Alfred Adler, “humans are social creatures by nature, not by habit. Like any other natural aptitude, this innate predisposition does not appear spontaneously but has to be brought to fruition by guidance and training” (Hall, Lindzey, and Campbell, 132). As such social skills can be acquired, modified and developed through the social interaction of the young individual. The acquisition and development of social skills can be well facilitated through proper guidance and training usually provided by a vibrant and equitable learning environment like that of an educational institution. This rationale then becomes the sound basis for the push of having social skills as part of the school curriculum. It is a fact that education plays a vital role in the learning and unlearning process of an individual.The preschool years are the prime intellectual and social learning years of life. At this stage, the children started to be curious, inventive, eager, and assert independence. They view their new world as challenging and thus eager to learn on how to independently deal with the surrounding stimuli. At this point teachers can already incorporate the learning of appropriate social skills as children are still on their fertile ground of learning.  According to Diane McClellan and Lilian Katz “because social development begins in the early years, it is appropriate that all early childhood programs include regular periodic formal and informal assessment of children’s progress in the acquisition of social competence”. Teachers being considered the second influential figures in these formative years of the children should capitalize on their influence in the shaping of the social skills of the children. They should be sensitive and observant to the young children’s behavior so that it can be properly addressed by social skills enhancing activities.However, it is also important that they model the kind of social skill they want their students to learn. Social cognitive theorists said that “a fundamental way humans acquire skills and behavior is by observing behaviors of others. A learned behavior will be enacted if it leads directly to a desired outcome, if it has been observed to be effective for the model, or is self-satisfying” (Hall, et al, 598). With this, teachers help in preparing the children to respond to the challenges they will encounter in their next phase of the lifecycle. Also, Kristen M. Kemple said that “positive behaviors, such as cooperation, are associated with being accepted by peers, and antisocial behaviors, such as aggression, are associated with being rejected.This is confirmed by recent studies identifying characteristics and behaviors related to being liked or disliked by peers”. Thus educators together with parents and stakeholders must collaborate in identifying and supporting activities that would encourage and facilitate formation of positive social skills among children. They should collaborate in designing community activities that reinforce concepts and learnings in school. According to Albert Bandura, “the environment influences who the person is” (Hall, et al., 602), thus children’s engagement to community activities (like visitation to orphanage) is a realistic learning activity that can have a positive impact to the children’s social skills.Lastly, the complexity of the changing environment has contributed to the growing violence among children in school. However, “the good news for parents is that they have considerable control over the development of their children’s attitude about violence” (Cappello, 17).With the goal of developing positive social skills among children, parents are required to participate and be involved with school activities for this purpose. This is not to say that parents must be with their children every minute of their school days but it does mean that children need fairly constant supervision and sense of care from parents. If parents are there while their children are playing, they can help their children learn good play habits, and bring about improvement. They can reinforce positive behaviors exhibited in school through positive comments and praises that would strengthen the repetition of the same positive behavior in or outside the school environment.

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