California Preschool Learning Foundations - ECEZero2Three ...

SOCIAL-EMOTIONAL DEVELOPMENT
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sist in circumstances in which they are
unlikely to succeed. This orientation
can, under some circumstances, result
in a learned helplessness orientation
in which children tend to give up after
failing because they do not have confidence
in their ability to succeed. In
contrast, children with a “learning (or
mastery) orientation” focus on efforts
that increase their ability. These children
will be more likely to tackle difficult
challenges if they can foster new
learning (even if their initial efforts
result in failure) and are more likely
to persist until they are successful.
This is the kind of learning orientation
that best predicts classroom achievement.
These differences in learning
orientation are readily observed
among primary grade students, but
there is evidence that they are present
among older preschoolers as well
(see Burhans and Dweck 1995; Smiley
and Dweck 1994). Research by Dweck
and her colleagues indicates that these
differences arise from many influences,
including the kinds of reactions
by parents and teachers to children’s
achievement successes and failures
that emphasize the child’s intrinsic
ability and strong effort.
The research on learning orientations
focuses on individual differences
among children of a given age. But
there are also developmental differences
in preschool children’s initiative
in learning, with younger children
being more likely to approach new
Young children’s natural curiosity,
interest, and self-confidence that they
can discover the answers to their
questions are a central component
of their capacities to benefit from
learning opportunities.
learning situations with enthusiasm
and self-confidence but not necessarily
with persistence in confronting difficult
problem-solving situations. In contrast,
older children are more active
learners who are more persistent but
who are also more likely to be creative
problem solvers, proposing their own
ideas and approaching new learning
opportunities with initiative and
involvement (see Committee on Early
Childhood Pedagogy 2001; The Role of
Interest in Learning and Development
1992; Renninger and Wozniak 1985;
Flavell, Miller, and Miller 2001).
Social Interaction
Interactions with Familiar
Adults
Young children regularly interact
with familiar adults in preschool
and other early childhood settings.
Although these adults are not attachment
figures, and children’s relationships
with them are not necessarily
sources of security and support, a
child’s ability to interact competently
with familiar adults is important to
social competence and the ability to
obtain the assistance the child needs.
The ability to interact with other adults
is important also to school success
because children in kindergarten and
the primary grades must interact with
many adults other than their teachers.
With the primary focus of developmental
research on young children’s
establishment and maintenance of
close relationships, scientists have
devoted considerably less attention to
the growth of social skills relevant to
interacting with familiar adults (see
Durkin 1995 for a general source).
The relevant research offers a por-
Preschool Learning Foundations, Volume 1 • California Department of Education