Social Skills Development Program
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ScribdTranslationsSocial Skills Development Program
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ScribdTranslationsSPECIFIC PROGRAM PRAGMATIC PROCESSES AND SKILLS
SOCIAL
OBJECTIVES
Develop the spontaneous and functional use of language, promoting its use in
various contexts.
Increase the use of communicative functions.
Learn to adapt the style and content of language to the social context where it is.
develop the communicative exchange.
Develop conversational skills.
Improve social and play skills.
INDICATORS
Answers to complex questions: why?, how? and for what purpose?
Describe characteristics of objects.
Ask for explanations if you do not understand what has been said.
Starts and maintains a conversation with an adult about their own topics of
conversation.
Participate in conversations initiated by an adult that involve a variety of
communicative functions.
Play turn-taking games with adults and peers.
Requests help verbally or gesturally, spontaneously.
Use courteous terms: please, thank you, excuse me.
Identify basic emotional states of other children or adults (sadness, anger,
cheerful).
He/She properly integrates into a game started by others.
CONTENTS
Strategies for verbal and non-verbal language.
Functional and intentional communication.
Expressive and comprehensive communication.
Jokes, ironies, lies, metaphors, and double meanings.
Social Skills
Imaginative skills
Basic relationship rules
ACTIVITIES
Propose role-playing where problematic situations are given and the student
should reflect on the problem.
Show situations in images to ask questions about the situation,
formulation of hypotheses and search for possible solutions.
Sequences of panels (sort them, explain them, discern different stories, elaborate)
hypothesis, finding a title...)
Sheets with actions from daily life.
Sheets with photographs of emotions.
Reading comics with different situations.
Games to improve inhibition: pictionary, taboo, simon says, who is who...
Observe different situations in which the student must reflect on which
it would be their behavior towards them, making them see the other person's point of view.
Analyze videos where different situations are presented to you.
certain questions about the observed.
KEY COMPETENCIES
Linguistic competence
Social and civic competencies.
ORGANIZATION. (Groupings, distribution of spaces and times,
scheduling of the program, coordination among the involved professionals.
The PE will take place through two weekly sessions throughout this academic year.
school. These sessions will take place in the Audition and Language classroom in
small group (couples).
To carry out the PE properly, coordination and collaboration are essential.
with the group-class tutor, the rest of the educational team, and family.
MATERIAL RESOURCES
Space-time sequences, lottos, memory...
Cards and activities related to emotions, senses, description of people,
courtesy norms, greetings, riddles, jokes, double meanings
Board games (who is who?, the game of the goose, parchís)
In The Mind (2002), Monfort and Juárez. Ethna Publishing.
Manual of Mind Theory for Children with Autism (2012), Cornago and Navarro.
Ed. Promolibro.
Common questions
Powered by AIRole-play activities encourage participants to engage in realistic, simulated scenarios where they can practice and refine their language skills. This method enhances the spontaneous and functional use of language by prompting individuals to apply communicative strategies in diverse contexts, allowing them to adapt their language style and content based on the situational needs . Through these activities, participants develop conversational abilities, engage in problem-solving, understand perspectives, and create a meaningful dialogical interchange, thereby solidifying language use in real-life situations .
Activities involving the description of emotions contribute to social and civic competences by helping participants recognize, understand, and appropriately respond to the emotional states of others. These activities promote empathy, emotional intelligence, and social awareness, essential for effective interpersonal interactions and civic life . Through exercises such as role-playing or analyzing emotional prompts, individuals learn to identify and interpret emotional cues, fostering inclusive and compassionate communication practices .
Essential components in teaching the understanding and use of jokes, ironies, and metaphors include fostering awareness of context, cultural nuances, and pragmatic language functions. Educators should create environments where students can explore the subtleties of humor and figurative language through interactive activities like role-playing and story creation . Discussion and reflection on varied social scenarios also aid in recognizing the difference between literal and non-literal language, which is crucial for navigating social interactions effectively and enhancing interpretative skills .
The indicators of successfully developing conversational skills include the ability to answer complex questions such as 'why?', 'how?', and 'for what purpose?'; starting and maintaining conversations with adults on own topics; participating in adult-initiated conversations involving various communicative functions; and playing turn-taking games with both adults and peers . These skills suggest a growing competence in spontaneous, functional language use and a deeper understanding of conversational dynamics .
Strategies to improve the adaptability of language style and content across different social contexts include engaging in situational role-plays, discussions that necessitate varying communication styles, and exercises that require responding to diverse social cues. Emphasis on recognizing the audience, purpose, and setting helps individuals learn to tailor their language accordingly . Encouraging reflective practices on past interactions and analyzing the effectiveness of different communication strategies also contributes to developing adaptable language use .
Imaginative skills play a crucial role in the development of communicative competence by enhancing creativity, problem-solving, and the ability to generate diverse linguistic expressions. In educational contexts, these skills can be fostered through activities such as storytelling, role-playing, and hypothetical scenario discussions, which encourage students to explore different narratives and express ideas creatively . Engaging in imaginative exercises allows individuals to experiment with language in innovative ways, expanding their communicative repertoire and adaptability .
The use of courteous terms like "please," "thank you," and "excuse me" enhances communicative functions by fostering respectful and positive interactions, which are fundamental to effective communication. These terms help signal politeness, facilitate smoother conversations, and reduce potential conflicts . By embedding courtesy in communication, individuals not only strengthen their social bonds but also reinforce their social status and credibility in interactions .
Coordination among educators and families is crucial in implementing a social program focused on language and communication skills because it ensures consistency, support, and reinforcement across different environments. When teachers, specialists, and families work collaboratively, they can provide a unified approach to learning, address specific needs effectively, and reinforce skills learned in the classroom at home . This coordinated effort helps create a supportive and adaptive learning environment, enhancing the program's overall effectiveness .
Engaging with basic relationship rules aids in the development of social skills in educational settings by establishing a framework for positive interactions and cooperation among peers. Understanding and applying rules such as turn-taking, listening, and respecting personal space help students navigate social situations effectively, fostering an environment conducive to learning and growth . These foundational rules provide a guideline for behavior, promoting trust, empathy, and cooperation within group activities and discussions .
Games like Pictionary and Simon Says develop linguistic competence by engaging participants in activities that require quick, creative, and context-appropriate language use. Pictionary enhances vocabulary and description skills as players must convey concepts visually and linguistically, while Simon Says fosters listening skills, comprehension, and the ability to respond to instructions accurately . These games provide opportunities to practice language in an interactive, playful manner, encouraging a deeper understanding and retention of linguistic rules and functions .