Young Children's Social Development:
A Checklist
by Diane E. McClellan and Lilian G. Katz
This Article and the Checklist on the opposite page are Adapted from ERIC Digest, ERIC Clearinghouse on Elementary and Early Childhood Education (EECE), University of Illinois, 805 W. Pennsylvania Avenue, Urbana, IL 61801. (217) 333-1386.
Early childhood educators have traditionally given high priority to enhancing young children's social development. During the last two decades a convincing body of evidence has accumulated to indicate that unless children achieve minimal social competence by about the age of six years, they have a high probability of being at risk throughout life.
Because social development begins in the early years, it is appropriate that all childhood programs include regular assessment of children's progress in the acquisition of social competence. The set of items presented on page 17 is based largely on research identifying elements of social competence in young children.
The Social Attributes Checklist includes attributes of a child's social behavior and preschool experience which teachers should examine every three or four months. Consultations with parents and other caregivers help make the attributes and assessments realistic and reliable.
Many of the attributes listed in the checklist indicate adequate social growth if they usually characterize the child. This qualifier is included to ensure that occasional fluctuations do not lead to over-interpretation of children's temporary difficulties. On the basis of frequent direct contact with the child, observation in a variety of situations, and information obtained from parents and other caregivers, a teacher or caregiver can assess each child according to the checklist.
We suggest that this checklist be used as a guide for teachers and parents. If a child seems to be doing poorly on many of the items on the list, the adults responsible for his or her care can implement strategies that will help the child to overcome and outgrow social difficulties. The intent is not to supply a prescription for "correct social behavior," but rather to help teachers observe, understand, and support children as they grow in social skillfulness. If a child seems to be doing poorly on many of the items on the list, the adults responsible for his or her care can implement strategies that will help the child to establish more satisfying relationships with other children. For some children, consultation with a mental health professional may be appropriate.
Finally, it is also important to keep in mind that children vary in social behavior for a variety of reasons. Children have distinct personalities and temperaments from birth. In addition, nuclear and extended family relationships obviously affect social behavior. What is appropriate or effective social behavior in one culture may be inappropriate in another culture. Children from diverse cultural and family backgrounds thus may need help in bridging their differences and in finding ways to learn from and enjoy the company of one another. Teachers have the responsibility of creating a classroom community that is open, honest, and accepting.