The way of thinking, paying attention, remembering and learning is cognition. Children are born ready and willing to learn new ideas, to work and to solve problems. Children are not passive learners; in fact they actively seek for new information and try to find out how the world works. Language and cognition help a child to learn new things and apply them in the outer world. They use their cognitive skills and language skills to interact with others around them. Good language skills are related with good cognitive skills. Both the skills help a child to get along well with others and get them to cooperate with others. Social competence not only includes person's knowledge, attitudes, and skills but it also includes one being aware of one's own and others' emotions, managing impulses and behaving appropriately, communicating effectively, forming healthy and meaningful relationships, working well with others and resolving conflict. According to Erikson, very young children may face difficulties to take action on their own Corresponding Author:-Smritirekha. Address:-Regional Institute of Education (NCERT), Bhubaneswar. ISSN: 2320-5407Int. J. Adv. Res. 5(7), 456-465 457 and develop a sense of inferiority, unproductiveness, and feelings of incompetence in front of others if not supported at the right time adequately to be trusting, autonomous and to take initiative. According to Vygotsky, scaffolding is a process by which adults constantly change the level of support given to the learner as the learning needs of the children change. It is also vital in helping a child become socially competent. Parenting being one of the most important parts of scaffolding plays an important role in enhancing social and cognitive skills of children.The process of promoting, supporting and facilitating the physical, emotional, intellectual and financial development of children from infancy to adulthood is called as parenting or child rearing. It refers to the process of raising or help in developing children besides the biological relationship.
This study was designed to investigate the impact of five pillars of development on social development of a preschool child in order to determine if these five pillars of development i.e concrete preparation, cognitive challenge, meta cognitive orientation, social construction and bridging promote the development of social skills in preschool children. It was hypothesized that there was no relationship between the concrete preparation, cognitive challenge, social construction, meta cognition and bridging with the development of social skills of a preschool child. The central constructs were assessed through ABAB Design Experiment and the methods adopted for this purpose was intervention of activities and observation of the social skills in child. The sample consisted of only one child of 3 years of age. For the study, the child was assessed for social skills before the start of the course, after he completed the course, and at follow-up period. Results indicated that there is a relationship exists between the five pillars of development and the social development of the child. The study provides an empirical support for the theoretical link between the five pillars of development and the social development of children.
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