Tag Archives: academic skills

Facilitating Toddler Social Interactions

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During the toddler and preschool years, there often is a heavy focus on pre-academic skills such as identifying shapes and colors or learning to write their name. While these skills are important, research shows that your child’s social and emotional skills during these young years are actually a better predictor of his/her academic success and beyond. The ability to inhibit impulses and practice empathy not only helps them learn in the classroom, it also helps them navigate adult life as well. The good news is that social skills are teachable at this age just like numbers and letters!

Model the Language

Healthy social skills are taught through providing models and guidance. Telling your child, “It is not okay to take a toy from someone,” lets them know what not to do, but go a step further and provide what you want them to do instead. For example with your toddler, model holding your hand out and asking “My turn?” Remember that it’s okay if the other child does not share with yours right away or vice versa. Waiting for something we want is a lesson worth learning too! You can support those skills by validating their disappointment and offering an alternative. “I know, it is so hard to wait, but I know you can do it. Would you like a book or swings while you wait?”

Provide the Opportunity

Children are hands-on learners and social skills are no different. They need the opportunity to practice skills they are learning and problem solve through tricky situations with other children. Siblings can provide some opportunity for learning these skills, but children can learn so much through same-aged peers who are working on the same skills. An older sibling is more likely to accommodate their actions, while a peer provides the opportunity to attempt to clearly effectively and appropriately communicate your child’s wants and needs. These opportunities include going to the neighborhood playground, attending music/art/tumbling classes, visiting the local children’s museum, and having play dates.

It’s a Process

Just like learning to play an instrument or a new language, it takes time and mistakes will happen. Try to be patient as you find yourself repeating the same words and actions. It’s sinking in! Reinforce their efforts and successes, and try pointing out specifics. Instead of “Good job!” try “You asked for a turn so nicely by saying ‘turn, please’!” or “You did it! You played with the blocks while you waited your turn. Now it’s your turn!”

Questions or concerns?

If you have questions or concerns about facilitating social interactions with your child, please contact us at info@playworkschicago.com or 773-332-9439.

Becky Clark, MS, DT
Developmental Therapist

Reference:Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137-143.

Photo Credit:Three Angels Preschool, Infant Center, Ventura California, School via https://threeangelspreschool.org

Should I be working on pre-academic skills with my child?

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Although pre-academic skills such as letters, numbers, shapes and colors are important to learn, these skills should not be targeted until a child is able to functionally use language.  Can your child ask you for “more” of a preferred item? Can your child tell you what toy they would like to play with or what food they would like to eat? Can your child ask you for “help?” If the answer to these questions is no, then save working on pre-academic skills until your child has a stronger grasp on using language functionally.

What is functional language?

Functional language can be thought of as your child’s ability to make their wants and needs known. This includes core vocabulary words that are relevant in everyday life, such as names of important food items, toys, people, etc. It also includes words such as “more,” “help,” “all done,” and other requests that allow your child to communicate what they want or need. Working on these core vocabulary words is key in teaching your child to communicate with you. For language to be considered “functional,” it should be used for a communicative purpose such as requesting, commenting, or interacting with you rather than just labeling words.

Why is it important to have functional language before teaching pre-academic skills?

We want children to be able to say words that are important for everyday situations before they can say their colors, numbers, shapes, and letters. We want children to be able to converse with you meaningfully and ask you to have their needs met before they learn pre-academic skills. Of course it is great if a child can say “green,” “two,” or “circle,” but if they are not able to ask you for “more milk” it is time to take a step back from learning pre-academic vocabulary and focus on increasing your child’s ability to use language functionally.

When is it appropriate to work on pre-academic skills?

Pre-academic skills are concepts that are typically learned in the pre-school setting. If your child is using language to functionally communicate with you, it would be appropriate to learn pre-academic skills together if this is an important topic for you and your family.

Katie Dabkowski, MS, CCC-SLP
Speech-Language Pathologist