Growth of adolescents requires to be accompanied by other skills that are not necessarily taught in classrooms. Among them are personal capabilities. To start with, children should be able to communicate well amongst themselves and other society members.
The meaning of communication is that children should be able to understand what is going on around them as well as being able to express their feelings and thoughts. According to Piaget’s theory of development at the age of two years, children should be able to develop from sensor motor stage through being able to talk and using their thought to understand the universe.
It’s through these understanding of the universe that promotes creativity and the urge to make life better for each and every one. Through having understanding and usage of thoughts, children translate to the preoperational stage. The confidence of children also leads to positive social development. Through confidence, the self-esteem of children is improved, this also increases the self-worth and esteem of the children.
Confidence is an important factor to children in the future, as it makes them view themselves as important beings who are important to the society. Exhibiting team work is also important in the development of kids and adolescents. Children should be able to work as group as well as cooperate with each other in working out problems, hence team work (Williams, 2006). Cooperation with other children helps them learn.
The way the family relates to the society is an important quality to be learnt from by children. If the family has the tendency to care for other people in the society, the child will grow knowing the importance of care to other people in the society. In turn, these children will turn out to be caring children and adolescents. The creation of a positive social environment by the family can also lead to shaping of the children’s and adolescents’ capabilities for the future.
When the parents allow their children to play around with other children, or toys, they help shape the children’s teamwork capability. However, family can also inhibit the development of a child’s capabilities. Incorporating negative attributes may provoke unpleasant qualities in children, for example, the lowering of their self-esteem (Slavin, 2006). Low self esteem in children may also affect their growth in the real world in the future.
The classroom can be a good environment where some of the good qualities discussed earlier can be developed among children. Through measures like putting children in groups, children can be taught how to cooperate with other children and perform in harmony. Communication can also be taught in schools; teachers in classrooms can be of much help to the children by teaching them the proper way of communication as well as shaping their thoughts.
To children, learning is a slow process and it would take time to learn so much in the classroom. However, classrooms can also inhibit the qualities and capabilities of children. A classroom where the teacher is harsh on the children or does not allow them to make mistakes would certainly inhibit the children capabilities. A harsh climate would lead to the child’s self-esteem being crashed and it might take time to regain it (Brotherson, 2006).
According to Erik Erickson’s theory, at the age between eighteen months and two years the child needs to be taught on how to develop their self esteem. It is also notable that at this age, the parents are big contributors to their children’s development as they are very close to them. It is through the development of self-esteem that other undesired traits like shame and doubt are minimized.
For the Social-emotional development among children to take place, parents and teachers need to work together to be able to achieve this goal. Children are usually very creative in their young age, and it should be the initiative of their parents and teachers, who are close to them, to ensure they help them out to achieve this. It is therefore of utmost importance that care should be taken when dealing with these children to ensure positive qualities and capabilities are instilled.
Brotherson, S. ( 2006 , July). Keys to Assisting Social Development in Young Children . Retrieved September 12, 2011, from http://www.ag.ndsu.edu/pubs/yf/famsci/fs670w.htm
Slavin, R. E. (2006). Educational Psychology: Theory and Practice. Massachusetts: Pearson.
Williams, S. (2010, January 26). The Social Development of Children. Retrieved Sepember 12, 2011, from http://www.associatedcontent.com/article/2630233/the_social_development_of_c hildren.html?cat=4