C C
O O
L L
L L
E E
G G
E E
SEC SEC
EDUCATION DEPARTMENT EDUCATION DEPARTMENT
EDU 223 EDU 223
LYZA MAE A. BULLOS ETHEL T. LAPASANDA
CH APT ER 3
I A L L I T
SOC
ER A C Y
1
OBJECT
IVES
1) Develop understanding of the working definition
of social literacy.
2) Explain the roles of parents and teachers in
teaching social skills to children.
3) Discuss and examine issues in social literacy.
SOCIAL LITER
A C Y
- Concerns itself with the development of
social skills, knowledge, and positive
human values that enable human beings
to act positively and responsibly in range
of complex social setting.
- Knowledge of how to behave and treat
other people in a way that is MORALLY
UPRIGHT, JUST, and EQUITABLE, with a
view of promoting positive and productive
relations that are free from unfair
prejudices, hate, and discrimination.
MORALLY UPRIGHT JUST
• Speech, actions, and behaviors that are
- thoughts, speech, actions, and
motivations that adhere to a standard of in-line with a fixed standard of justice.
right and wrong. JUSTICE
EQUITABLE • A system that promotes and rewards
• Speech, actions, behaviors, and decisions that treat
good and at the same time punishes
others fairly, regardless of background or
wrongdoing.
circumstances.
• EQUITY – Everyone gets what they need
EQUALITY
• Fixed standard of treatment for all people
• Everyone gets the same thing in the same amount
• Peers and schools play a formative role on the
social skills development of children.
THREE INTER-RELATED COMPONENTS OF
SOCIAL SKILLS:
• Social Perception
• Social Cognition
• Social Performance (Emphasis: outcomes)
SOCIAL SKILLS (literature)
- Ability to interact with others in a given social
context in specific ways that are socially acceptable
or valued and at the same time personally
beneficial, mutually beneficial, or primarily
beneficial to others.
EXAMP LES THAT REPRESENT SOME OF THE
FUNDAMENTAL PRINCIPLES OF
RELATING WELL TO OTHERS
GREETIN INITIATING UNDERSTANDING EMPATHI
CONVERSATIO THE LISTENER
G ZING
N
• A child must be able to initiate, • A socially adept child quickly and
• Children develop maintain, and close
unconsciously identifies and • Empathy is more than
categorizes his listener, measures what
relationships with peers conversation appropriately. he has planned to say against the perspective taking.
by interacting with • Requires good listening and anticipated response, and then • One is able to feel what
them. attention skills, as well as the proceeds, alters, or avoids what he has other person feels.
planned to say.
• Not only done with ability to take turns and probe • • It allows one to really
A misread of the listener often leads
words but with facial for missing information. to a misunderstood message and connect with other
• Good conversationalist – potential social rejection.
expressions, tone of requires turn-taking and • To converse in a socially appropriate
people.
voice, and gesture. reciprocity. manner, children must be able to take
the perspective of the other person.
EXAMP LES THAT REPRESENT SOME OF THE
FUNDAMENTAL PRINCIPLES OF
RELATING WELL TO OTHERS
PREVIEWING
READING
OR PLANNING
PROBLEM- APOLOGI
SOCIAL CUES SOLVING ZING
• How one reacts to the conflicts
• CUES – hints and signals that Conversation also require • A person with good social
depends on how good her
guide us to the next thing to that one previews or problem-solving skills are. skills is confident enough
say or do. thinks about what effect of • Conflicts are often necessary to to make a sincere apology.
• Social cues can be verbal or “clear the air”. • A courageous act and is the
the words or actions may
nonverbal. • Turning a conflict from a “win- quickest and easiest way to
• VERBAL CUES – words that have on the listener before lose” situation to a “win-win” correct a social blunder.
the other person is saying. she says or does them. situation is the best way to • A sign of humble and
resolve conflict.
• TONE OF VOICE - important mature character when one
• Requires negotiation and
part of verbal cues. compromise (give and take) commits mistakes.
THE RO OF PARENTS AND TEACHERS IN
TEACHING SOCIAL SKILLS TO CHILDREN
LE
PARENTS
- play the role in teaching children social skills
• Modelling
• Role-playing
• Providing opportunities for their child to
rehearse and practice new skills.
• Encourage and praise the child for successful
using a new skill.
PROFESSIONALS
- intervene only when children are having
substantial difficulty with peers.
- Individuals who can implement structured,
guided, and effective programs that often involve
group work with peers.
THE RO OF PARENTS AND TEACHERS IN
TEACHING SOCIAL SKILLS TO CHILDREN
LE
SCHOOL
- A natural and perfect setting for children to
learn and practice social skills.
TEACHERS
- Can take advantage of every opportunity
to help children improve their social skills.
- Be alert to teasing and bullying
- Aware of children that are rejected and
ignored
- Work cooperatively with children’s
parents to prevent humiliation,
embarrassment, and distress
THE RO OF PARENTS AND TEACHERS IN
TEACHING SOCIAL SKILLS TO CHILDREN
LE
TEACHERS
- Pairing a socially inept child with a
socially adept one
- Involving children in cooperative
instead of competitive learning
exercises
- Identifying and acknowledging the
strengths of all children
- Understanding social weaknesses
- Creating an environment in which
diversity is accepted and celebrated.
ISSU IN TEACHING
SOCIAL LITERACY
ES
• ACQUISITION OF SOCIAL LITERACY – a
complex process that is historically and
culturally conditioned and context-specific.
• Children learn through social practices, both
explicit and implicit.
• Children are disposed to be social before z
they learn what sociability is all about.
ISSU IN TEACHING
SOCIAL LITERACY
ES
TWO DISTINCT WAYS OF ANSWERING QUESTIONS ON
HOW CHILDREN LEARN TO LIVE SOCIALLY WITH EACH
OTHER AND WITH ADULTS
NORMATIVE AND COMMUNAL
• Customs (guide to act in ways that minimize conflict)
• Voluntary associations with others (family and wider
community; e.g. membership of a church or club)
• Know the correct behavior and perform the role without z
any need for regular, conscious reference to the rules
governing by it.
ISSU IN TEACHING
SOCIAL LITERACY
ES
TWO DISTINCT WAYS OF ANSWERING QUESTIONS ON
HOW CHILDREN LEARN TO LIVE SOCIALLY WITH EACH
OTHER AND WITH ADULTS
PRAGMATIC AND INDIVIDUALIZE
• Explicit and implicit agreements entered into self-seeking
individuals to avert the worst consequences of their self-
instincts.
• Social order is dependent on sanctions and formal z
agreements.
• Rules are obeyed because they confer personal advantage
to the child.
ISSU IN TEACHING
SOCIAL LITERACY
ES
SUBJECTIVE NORMS OF MORALITY
• The natural outcome of postmodern philosophies is that
TRUTH and MORALITY are considered subjective and
open to individual interpretation.
• When the STANDARDS OF MEASURE changes, this
gives us the license to change as well and opens the gates
to all kinds of abuse.
• EFFECT – pulls the rug out from under any and all
attempts of true justice and equitability. z
• Those who insist on a subjective norm of moral standard
will be the first to demand for a fixed moral standard
when they themselves fall victim to a subjective
morality’s inevitable outcome.
ISSU IN TEACHING
SOCIAL LITERACY
ES
HUMAN NATURE
• Experience has taught us that the inherent goodness of
humanity is, at best, unreliable.
• We insist that others be judged according to a fixed moral
standard but invoke a subjective one when our own
behavior is questioned.
• We DEMAND JUSTICE when we perceive ourselves to be
VICTIMS of wrongdoing; but we surround ourselves with
excuses when we do wrong. z
• We TRUST that others treat us EQUITABLY; but are
RELUCTANT when treating others with EQUITY costs
more than we expected.
HELPFUL REMINDERS TO YOUNG
PROFESSIONALS IN TERMS OF
S
SOCI A L SK I LL
IN THE MODERN AGE
BLAKE (2017)
SITUATIONAL AWARENESS IN THE
WORKPLACE
• Job interviews (formal dress and a level
of respect)
• College classrooms or the actual office
atmosphere may allow for a more casual
dress code.
• Students need to be taught what is
socially acceptable in terms of dress or
behavior.
• An ability to read social situations
SOCIAL INTELLIGENCE IN
TECHNOLOGICAL
COMMUNICATION
• Text-speak – reduced students’ ability to
communicate using correct grammar.
• Email has deformalized communication.
• Students still need to ensure their writing
denotes respect and enough context for
profession.
• Studying communication genres and
what they demand, students can learn
more about formality of communication.
SOCIAL INTELLIGENCE IN
TRADITIONAL COMMUNICATION
• Cover letters, resumes, and the lack of a
thank you note for a gift (illustrates an
understanding of social expectations and
denotes a level of respect or
appreciation.)
• Learning to properly write a cover letter,
business letter or a thank-you card shows
them how to craft documents, saving
them time, and energy in the future.
TH
E SEE YOU
THANK
AGAIN
YOU
FOR LISTENI
NG
EN
