Beginning of Social Behaviour - Forms of Social Behaviour

Social behaviours are ways children interact with others, shaped by early family and group experiences.

1. Negativism

• Saying "no" and doing the opposite of what adults ask.
• Common in young children (often ages 2–5).
• Child wants to protect themselves or assert their choices, especially if adults are too strict.
• Example: When asked, "Will you take soup?" the child says, "No." If told "No soup for you," the child says, "No, give me soup."
• More common in boys (longer duration), but also found in girls for a few months.

2. Rivalry

• Trying to be better than siblings, friends, or classmates.
• Shows competition for attention or prestige.
• Example: Siblings want to play with the same toy or win a game.

3. Quarrel

• Arguments with siblings or playmates over toys, books, or other possessions.
• Usually short; often followed by making up and friendly play.
• Example: Brother and sister pull at the same toy piano, but share it after the mother helps.

4. Teasing and Bullying

• Teasing: Saying or doing things to annoy or anger someone.
• Bullying: Hurting someone by physical actions (pulling hair, pushing, pinching, etc.).

5. Cooperation

• Sharing and playing together, following group rules.
• Increases by ages 3 and 4.
• Example: Children play as a group, take turns, and share toys.

6. Ascendant Behaviour

• One child tries to dominate or control others.
• It can happen if the child feels insecure or misunderstood.
• Example: A child insists on having a toy or leading the group all the time.

7. Sympathy

• Showing care or concern for others' feelings.
• Grows as a child gets older.
• Example: A child helps a friend who is sad or gives food to someone poor.

8. Social Approval

• Wanting attention or praise from others, starting at 4–5 months.
• Children feel happy when noticed, sad if ignored.

9. Social Foresight

• Understanding how actions affect others—seeing things from another person's view.
• Needed for good friendships and social adjustment.
• Example: A teacher thinks about how a child feels before scolding.

10. Sense of Responsibility

• Doing tasks independently and helping at home or school.
• Grows when children are trusted to do age-appropriate tasks (e.g., carrying a glass, climbing stairs, serving themselves).
• Over-protecting makes children dependent and less confident.

• Social behaviour develops through interaction and play.
• Negative or competitive behaviours are normal phases.
• Encouraging sharing, understanding, and responsibility leads to better adjustment.