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Discover how life and social skills are important for children’s success and happiness. See examples of crucial skills such as communication, empathy, problem-solving, and more to help them thrive in life.
When early childhood professionals are asked, “What are the most important skills for children to have?” They answer…
ASSERTIVENESS – Standing up for yourself without whining or yelling.
Children are normally permissive or authoritative. They learn to be assertive through watching others or education. Teach children to practice talking with an assertive voice and use eye contact.
Examples:
Leon whining: “Can someone bring me mats?”
5 children are in the room, but no one helps.
Later Alex assertively says: “I need some mats for my house. Can you bring me some?”
The same children are in the room.
Dora brings her some.
Emily yells authoritatively: “You can’t go in our tent!”
Leon assertively says, “She can go in.”
Emily whines passively: “I don’t want her to.”
Leon assertively says, “We can all play together.”
Emily sounds disappointed but says “Okay.”
COMPASSION – Seeing things from another person’s point of view.
Alex tells Leon “You always get the purple plate. I want a turn.”
The next day Leon tells me, “I will give Alex the purple plate. I can use the blue one.”
EMOTIONAL REGULATION – Being able to calm themselves down without causing a problem.
Alex knocks over Ruth’s block tower.
Ruth looks angry.
She grunts and stomps to the hallway to calm down.
INDEPENDENCE – Being able to do things on their own.
Emily: “You do it.”
Adult: “You can do it. Peel the banana like this.”
Emily tries. She says, “I did it!”
Emily tells Roxy: “You can do this by yourself.”
PATIENCE – Being able to wait without pushing and complaining.
Roy, Leon, and Alex are standing in line by the door to go outside. They are waiting for Emily to finish putting her shoes on.
Alex wants the cape Emily is using. He waits patiently until Emily is finished with it.
PERSISTENCE – Not giving up.
Emily: “I try again…I got it!”
Roxy is trying to climb an outdoor toy.
She says “Hard, hard.” When she gets to the top she says, “I did it!”
Note: Both girls are also building self-esteem in these examples.
BEING POSITIVE – See the best in everyone.
Roxy takes a stuffed animal from Ruth and Roy.
Ruth says, “At least we have another cat.”
Note: When children are always in a bad mood, try building a positive relationship with.
BEING RESILIENT – Being able to “bounce back” quickly after something bad happens.
Dora says, “It could have been worse.”
BEING RESPONSIBLE – Taking responsibility for your actions.
Ruth: “I accidentally broke this bucket. I’m sorry.”
BEING ABLE TO SOLVE PROBLEMS THEMSELVES
Roxy takes Emily’s book off the couch.
Emily tells Roxy (in an assertive voice) “Give it back.”
Roxy does, then she gets another book off the shelf for herself.
Roxy, Leon, Dora, and Ruth are going through an obstacle course in line.
Roxy stops. Leon gets very close to her. She backs up instead of going forward. The kids decide to go around her.
Roy: “I need some mats. You have all of them.”
Leon: “Okay.”
SYMPATHY / EMPATHY – Not laughing when other kids get hurt.
Jess loses her balance and falls. Emily asks her, “Are you okay?”
WORKING WELL WITH OTHERS – Being able to work together.
Emily brings Roxy her shoes when it is time to go outside. Then Dora puts them on for her.
