Young Children's Social Development: A Checklist (page 2)

By — Educational Resource Information Center (U.S. Department of Education)
Updated on Feb 26, 2009

The Social Attributes Checklist

I. Individual Attributes

The child:

1. Is USUALLY in a positive mood

2. Is not EXCESSIVELY dependent on the teacher, assistant or other adults

3. USUALLY comes to the program or setting willingly

4. USUALLY copes with rebuffs and reverses adequately

5. Shows the capacity to empathize

6. Has positive relationship with one or two peers; shows capacity to really care about them, miss them if absent, etc.

7. Displays the capacity for humor

8. Does not seem to be acutely or chronically lonely

II. Social Skill Attributes

The child USUALLY:

1. Approaches others positively

2. Expresses wishes and preferences clearly; gives reasons for actions and positions

3. Asserts own rights and needs appropriately

4. Is not easily intimidated by bullies

5. Expresses frustrations and anger effectively and without harming others or property

6. Gains access to ongoing groups at play and work

7. Enters ongoing discussion on the subject; makes relevant contributions to ongoing activities

8. Takes turns fairly easily

9. Shows interest in others; exchanges information with and requests information from others appropriately

10. Negotiates and compromises with others appropriately

11. Does not draw inappropriate attention to self

12. Accepts and enjoys peers and adults of ethnic groups other than his or her own.

13. Gains access to ongoing groups at play and work

14. Interacts non-verbally with other children with smiles, waves, nods, etc.

III. Peer Relationships Attributes

The child is:

1. USUALLY accepted versus neglected or rejected by other children

2. SOMETIMES invited by other children to join them in play, friendship, and work.

This digest is adapted from the article, "Assessing the Social Development of Young Children. A Checklist of Social Attributes," which appeared in the Fall 1992 issue of DIMENSIONS OF EARLY CHILDHOOD (pp. 9-10).

For More Information

Asher, S., and J. Coie. PEER REJECTION AND CHILDHOOD EDUCATION. New York: Cambridge University Press, 1990.

Cassidy, J. and S.R. Asher. "Loneliness and Peer Relations in Young Children." CHILD DEVELOPMENT 63 (1992): 350-365.

Hartup, W.W. HAVING FRIENDS, MAKING FRIENDS, AND KEEPING FRIENDS: RELATIONSHIPS AS EDUCATIONAL CONTEXTS. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, 1992. ED 345 854.

Katz, L.G. and D. McClellan. THE TEACHER'S ROLE IN THE SOCIAL DEVELOPMENT OF YOUNG CHILDREN. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, 1991. ED 346 988.

Newcomb, A.F., W.M. Bukowski, and L. Tattee. "Children's Peer Relations: A Meta-analytic Review of Popular, Rejected, Neglected, Controversial, and Average Sociometric Status." PSYCHOLOGICAL BULLETIN 113(1) (1993): 99-128.

Paley, G. YOU CAN'T SAY YOU CAN'T PLAY. Cambridge, MA: Harvard University Press, 1992.


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