Quotes & Sayings About Child Social Development

The idea behind the book is very simple.

Every day we see young children completely absorbed in some video device like a smart phone and completely oblivious to the social world surrounding them.

The idea is this: one-way communication interferes with social experiences and development.

If this interference occurs during the first two years of life in the right infant, the outcome will be a child with ASD. — Leonard Oestreicher

As children become increasingly less connected to adults, they rely more and more on each other; the whole natural order of things change. In the natural order of all mammalian cultures, animals or humans, the young stay under the wings of adults until they themselves reach adulthood. Immature creatures were never meant to bring one another to maturity. They were never meant to look to one another for primary nurturing, modelling, cue giving or mentoring. They are not equipped to give one another a sense of direction or values. As a result of today's shift to this peer orientation, we are seeing the increasing immaturity, alienation, violence and precocious sexualization of North American Youth. The disruption of family life, rapid economic and social changes to human culture and relationships, and the erosion of stable communities are at the core of this shift. — Gabor Mate

Emotional abuse is the sustained, reptitive, inappropriate, emotional responses to the child's felt emotions and their accompanying expressive behaviour. Emotional abuse impedes emotional development. In babies, it also impedes the onset of speech development. It retards the process through which a child acquires the ability to feel and express different emotions appropriately, and eventually, to regulate and control them. It impacts adversely on (a) the child's eductional, social, and cultural development; (b) psychological development; (c) relationships in adulthood; and (d) career prospects. — Kieran O'Hagan

I teach child development and social policy as an undergraduate course, and I tell my students, "Look, on any of these issues, if you don't want to work on it for thirty years, don't start." — Edward Zigler

Sharing is equated with being a decent person. That may fit for adults but it is far from fitting for young children. Misunderstanding what sharing is and how your child learns about it over time gets in the way of healthy social development. This is especially true if share means giving up what they have and need. People who feel deprived or in need of something do not feel generous, especially when they are two, three, four, or five. — Tovah P. Klein

Good teachers aren't simply born, they perfect their craft over time. Teachers need a chance to practice and improve, especially now as the American education system lags behind international standards. If education in the United States is to raise its standards, we need to nurture our teachers through a combination of accountability and development methods. Actionable advice: Don't discipline children too harshly. It's certainly tempting to punish or suspend children that behave badly. That might fix the problem in the short term, but it actually inhibits a child's overall learning. It's much more effective to solve conflicts through social problem solving. When children can engage with a problem in a safe environment, their behavior is more likely to change for the good. — Anonymous

Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. — Lev S. Vygotsky

Whether or not these ideas alone would solve any of the problems discussed, I look forward to the day when SLA is more widely recognized as the serious and socially responsive discipline I believe it can be. Chapters like this one (unpleasant for writer and assuredly some readers alike) would no longer be needed. One could instead concentrate on the genuine controversies and excitement in SLA and L3A: the roles of nature and nurture; special and general nativism; child-adult differences and the possibility of maturational constraints; cross-linguistic influence; acquisition and socialization; cognitive and social factors; resilience; stabilization; fossilization, and other putative mechanisms and processes in interlanguage change; the feasibility of pedagogical intervention; and, most of all, the development of viable theories. — Michael H. Long