Social Development

Question

Social Development

Koi is a five-year-old girl with wild curly hair and a smile that never stops. When she arrives in the daycare children stop and watch her, especially when she is at the Art Table. Koi is an animated, giggling artist with a fondness for glitter.

When four-year-old Xander arrives he will bring a chair close to the art table, and sit and watch Koi. Occasionally he will do art, but mostly he would like to sit and watch.

Three year olds Alden and Carter sometimes arrive at the same time. They have known each other since they were babies at the same baby daycare (this is what they call it), and talk about how they are best friends. When they play they often select the same or similar toys or activities.

Periodically Carter will move away to do something else, and will then return to sit close to Alden. Playing quietly beside the other, these two are quite busy.

Upon her arrival Raven will join Koi in whatever takes their fancy. From dramatic play dress up to puzzles to creations on the carpet using beautiful junk these two work together to expand their play experiences.

Jamie was in a family daycare before he started with this larger group. He sometimes cries when he arrives but once he gets settled with cars and trucks he calms down and seems more comfortable.

Jhamal will wander into the block corners where the cars are, but does not say anything to Jamie who spends most of his time during free play in this area.

1. Identify three activities that you would implement in this play based daycare to increase all children’s social connections (write your activities like this – name, necessary materials and brief description of the activity.)

a. Provide an explanation as to how this activity connects to the child or children.

2. Select one of these children and do a social development checklist on them.

3. Review Mildred Parton’s Stages of Play. Explain what stages of play these children are at, and explain why you feel this way.

4. Summarize, in your own words, this observation.

Answer 1

Social Development Observation Response

1. Three play-based activities to increase children’s social connections

Activity 1: Collaborative Mural Art

Necessary materials: Large butcher paper, washable markers, crayons, glue sticks, collage materials, glitter, stickers, tissue paper, child-safe scissors.

Brief description:

The children work together on one large shared mural. Each child can add drawings, colors, textures, or decorations to the same piece of paper. The teacher can support interaction by giving prompts such as, “Can you ask Koi what color she is using?” or “Maybe Xander can add something next to your picture.”

Connection to the children:

This activity connects strongly to Koi because she is already drawn to the art table and appears confident and joyful there. Xander often watches Koi at the art table, so this gives him a natural way to move from observing to participating without pressure. Raven may also join because she already enjoys cooperative and imaginative play with Koi. This activity can help the quieter or more hesitant children connect through a shared, low-stress task.

Activity 2: Friendship Block and Car City

Necessary materials: Wooden blocks, cars, trucks, road signs, toy people, small boxes or tubes for tunnels/bridges, paper and markers for making signs.

Brief description:

Children work together to build a city, road, garage, or bridge system using blocks and vehicles. The teacher can assign gentle roles such as “builder,” “driver,” “sign maker,” or “bridge helper,” while still allowing child choice. The teacher can model simple social language such as, “Can I drive on your road?” or “Let’s build a garage together.”

Connection to the children:

This activity connects especially to Jamie because cars and trucks help him calm and feel comfortable after arrival. Jhamal also wanders into the block area where the cars are, but he does not yet interact much with Jamie. A shared block-and-car activity would give Jamie and Jhamal a natural reason to interact. It may also attract Alden and Carter, who enjoy playing near each other and often choose similar activities.

Activity 3: Partner Treasure Creation with Beautiful Junk

Necessary materials: Recycled materials, boxes, fabric scraps, paper tubes, bottle caps, ribbons, glue, tape, craft sticks, baskets for sorting materials.

Brief description:

Children work in pairs or small groups to create something from recycled or open-ended materials. They might make a robot, castle, animal, vehicle, or pretend-play prop. The teacher can encourage children to share ideas, ask for materials, and describe what they are making together.

Connection to the children:

This connects well to Raven and Koi because they already expand their play using dramatic play, puzzles, and “beautiful junk.” It would support their cooperative play while also inviting other children into the experience. Alden and Carter may enjoy working side by side with similar materials, while Xander may feel comfortable watching first and then joining. Open-ended materials allow children at different developmental stages to participate successfully.

2. Social development checklist for one child: Jamie

Child selected: Jamie

Observation summary:

Jamie previously attended a family daycare and is now adjusting to a larger group setting. He sometimes cries when he arrives, but once he settles into the block area with cars and trucks, he calms down and appears more comfortable.

Social Development Checklist

1. Separates from caregiver with support: Sometimes
2. Shows distress during transitions: Yes
3. Calms with familiar objects or preferred activities: Yes
4. Engages in independent play: Yes
5. Plays near other children: Sometimes
6. Initiates play with peers: Not yet observed
7. Responds to peer attempts to interact: Not clearly observed
8. Uses language to communicate needs during play: Not enough information
9. Shows preference for specific toys or activities: Yes, cars and trucks
10. Participates in group play: Not yet observed
11. Benefits from adult support during social transitions: Yes

Interpretation:

Jamie appears to be in a transition period as he adjusts from a smaller family daycare setting to a larger group environment. His interest in cars and trucks is a strength because it helps him regulate emotionally and provides a possible bridge for peer interaction. With teacher support, Jamie could gradually be encouraged to play alongside or with Jhamal and other children in the block/car area.

3. Mildred Parton’s Stages of Play

Mildred Parton identified several stages of play, including unoccupied play, solitary play, onlooker play, parallel play, associative play, and cooperative play.

Koi:

Koi appears to engage in associative and cooperative play. She is socially noticeable in the classroom and attracts the attention of other children, especially at the art table. When Raven joins her, they work together and expand play ideas, which suggests cooperative play.

Xander:

Xander appears to be in the onlooker play stage. He brings a chair near the art table and watches Koi. He occasionally participates in art, but mostly observes. This shows interest in peer activity, even though he is not fully involved yet.

Alden and Carter:

Alden and Carter appear to engage mostly in parallel play with some associative play. They choose the same or similar toys and play near each other. Carter moves away and then returns to sit close to Alden. They are aware of each other and have a friendship connection, but much of their play is quiet side-by-side play rather than fully organized cooperative play.

Raven:

Raven appears to engage in cooperative play with Koi. She joins Koi in different activities, such as dramatic play, puzzles, and creative building. The two children work together to expand their play experiences, which shows shared ideas and social interaction.

Jamie:

Jamie appears to be in solitary play or parallel play. He spends much of his free play time with cars and trucks, which helps him feel calm. He may play near others in the block area, but he is not yet described as interacting directly with them.

Jhamal:

Jhamal appears to be in onlooker or parallel play. He wanders into the block area where Jamie is playing, but he does not speak to him. This suggests he may be interested in the activity or the peer, but has not yet entered into social interaction.

4. Summary of the observation

This observation shows a group of young children at different stages of social development. Some children, such as Koi and Raven, are socially confident and participate in cooperative and imaginative play. Others, such as Xander and Jhamal, appear interested in peers but are more comfortable watching or staying nearby before joining. Alden and Carter have an established friendship and often play beside one another with similar materials, showing parallel play and early social connection. Jamie is still adjusting to the larger daycare environment and uses cars and trucks as a calming, familiar activity.

Overall, the classroom has many natural opportunities for social growth. The teacher can support the children by using their current interests—art, blocks, cars, dramatic play, and open-ended materials—to gently encourage peer interaction. Play-based activities that allow children to observe, join, share materials, and work together would help strengthen social connections while respecting each child’s developmental stage.