Social and emotional skills

Why is this important?

One in ten children in Québec are considered vulnerable in relation to their social and emotional skills when they enter kindergarten
These children show a higher incidence of atypical social behaviours from a very young age, and a greater number of them experience rejection even before they enter school
They are also at greater risk of experiencing rejection or being made fun of in elementary and secondary school

During the early years of life, children learn to establish meaningful connections to their surrounding environment
Between the time of their birth and school entry, children who are well cared for grasp that they are loved and valued. This gives them the confidence to explore their environment
Beginning with the first months of life, children quickly learn that relationships with others are influenced by a set of codes. They observe each of our actions so they too can assume their place—this is what is known as socialization
During the first months of life, children will look you in the eyes, return your smiles, spontaneously smile at you, and point at anything they find fascinating. When a stranger approaches, children will nestle against you… but as soon as they feel reassured, children will resume their discovery of the world. They will learn to share their toys, await their turn, listen to others, and express what they feel… In short, children learn quickly and with lasting effect what it means to live in a society
Children have a need to feel good in order to realize their full potential. They need to be around people in order to feel loved and want to continue to learn. As such, social and emotional skills are of fundamental importance to a child’s development and to the adult he or she will become
Children with good social and emotional skills show greater determination in school and attain higher levels of educational achievement

Prosocial skills: smiling, greeting, sharing a game, following instructions, etc.
Communication skills: attentive listening, starting a conversation, asking for help, following instructions, etc.
Emotional expression skills: recognizing and expressing one’s feelings, feeling empathy, coping with the anger of another person, etc.
Problem-solving skills: identifying a problem, looking for and finding solutions, making choices, evaluating the impact of one’s choices, etc.
Self-control skills: awaiting one’s turn, enduring a disappointment, calming down, dealing with embarrassment, etc.
Friendships, which evolve from more general peer relationships, can be observed from the age of two to three onwards, but are more frequent at the age of three or four

Organize workshops that promote peaceful conduct
Organize cooperative activities that bring together children of the same and different ages
Target locations and environments frequented by families and where social and emotional skills are important. For example: recreational camps, arenas, libraries, public swimming pools, daycare centres, schools
Plan spaces where parents and children can socialize
Establish conditions conducive to the development of friendships (rich and varied range of activities accessible to all children, etc.)

Children’s perceptions of their skills and value
This sentiment motivates children to seek new experiences, engage with others, and assume their place
The sense of being competent/self-esteem begins to take shape from birth

Offer parent-child workshops that focus on listening, conversation, problem-solving, and emotional expression
Reinforce the quality of the teacher-student / kindergarten teacher-student relationship (caring and supportive relationships from school entry onwards; activities that help increase the quality time students spend with teachers or kindergarten teachers and staff; extension of the network of adults that are able and available to guide and support young children, etc.)
Allow for one-on-one time with every child during activity routines. It is important to find the right balance between individual and group interactions
Promote positive social interactions with adults (mentoring or sponsorship system with adults from the school or community)
Organize group projects that reinforce children’s sense of belonging, self-esteem, sense of being competent, and involvement
Ensure a positive climate, in which everyone can feel secure, at ease and accepted; a climate that is governed by healthy, respectful relationships and where children are encouraged to become leaders and role models for others