The Social Environment
(Real Quick: If you’re interested in the full Mini Workshop
covering physical, social, and intellectual environment, click here!)
In addition to the physical environment, the social environment also plays an important role in your child’s learning. In our working definition, the social environment refers to the aspects of the environment that convey ideas about the social world to the child. In some ways, everything is a part of the social environment, but a few aspects have particular influence over the social environment.
The language we use with children to talk about children, peers, and relationships.
The way we talk about emotions and the techniques we use (and encourage children to use) to process them.
The opportunities we provide for children to connect meaningfully with others.
The opportunities we provide for intentional, focused, collaborative work experiences with peers.
As educators and caregivers of every strain, our language is an enormous piece of our influence over and role within the lives of the children we love. We’ve all been surprised, elated (or maybe even embarrassed) when our children surprise us with language that we can tell is parroted straight from us! Not only do children understand and use language more and more, but they are attuned to its nuances in ways that would surprise many of us.
1. THE LANGUAGE WE USE WITH CHILDREN TO TALK ABOUT CHILDREN, PEERS, AND RELATIONSHIPS.
Situation: A child refuses to do something you ask with a vehement shout, foot stomp, and a few words about how they are “never ever ever going to do [whatever you’ve asked].”
Response 1: “Oh no, children don’t do that. They don’t talk back to adults. I don’t like it one bit!”
Response 2: “Oh! I can tell you are upset—those words hurt my feelings. How can I help you feel better and get what you need?”
I don’t think it’s difficult to tell which respects the child’s feelings, honors your own feeling, and protects and furthers the developing relationship of trust and mutual care we have with children and which does not. (Answer: Go for the second one!)
2. THE WAY WE TALK ABOUT EMOTIONS AND THE TECHNIQUES WE USE (AND ENCOURAGE CHILDREN TO USE) TO PROCESS THEM.
Situation: We are in the midst of reading a story to our child when they suddenly become very upset. They wanted to turn the page but we forgot their request and turned it. They have closed the book, are pouting, and have turned their face away from us.
Response 1: “Oh no. We don’t do that. You better use those words to tell me what you are wanting.”
Response 2: “Uh-oh, something is up. Oh! You wanted to turn the page and I forgot! I’m sorry. When you get really upset, if you use your words, I may be able to help you more quickly.”
In this one, the first response isn’t necessarily bad. It does invite the child into a strategy for moving past the present difficulty. However, the second response goes further by acknowledging the adult (or others’) role in the problem, apologizing, and offers a solution framed with the explicit intention of helping the child.
Another important piece of our influence is the way that we prepare situations and experiences. Yes, physically, but also socially. Each physical arrangement has social implications. Further, we are social engineers of a sort, whose facilitation provides an arena for the child to (actively, to be sure) direct their experience. For example, when I set up a provocation with room for one child, two children, or four children, I am inviting a different way of working. Each can and does have its space, but the critical piece is that I am intentional about the setup and aware of the social ends and interactions it will promote.
3. THE OPPORTUNITIES WE PROVIDE FOR CHILDREN TO CONNECT MEANINGFULLY WITH OTHERS.
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4. THE OPPORTUNITIES WE PROVIDE FOR INTENTIONAL, FOCUSED, COLLABORATIVE WORK EXPERIENCES WITH PEERS.
These can be done through arranging our space intentionally to promote one-on-one or small group interactions (think: nooks, hiding spaces, a table for two at lunch or snack times, etc). It can also occur when we notice children have similar interests and/or complementary abilities and join them together—for example, an older child who is a strong emergent writer might be encouraged to help a peer who needs a sign for a shop they are opening up.
These might look like:
“Why don’t you and Leo sit together at the buddy table today. I know you both were playing with the babies in dramatic play today. I wonder—does Leo have any babies at home?’
“Oh, you are looking for someone to help balance that structure. From what I know, Amelia is an excellent builder. Maybe she can help?”
Although I separate the two here, the truth is that they often occur together. When we do this well, children feel connected, cared-for, and confident in their identities as children. Further, they become increasingly aware of the competencies of their peers and community and begin forming meaningful relationships with others.