Social Development in Infants and Toddlers
Social development that occurs during infancy and toddlerhood is a critical foundation for a lifetime of learning, emotional health, and relationship formation. The process involves the manner in which young children start learning about themselves among other people, become capable of decoding social signs, and build strong bonds. Throughoutthe first three years of life, other milestones include the formation of attachments, knowledge of emotions, initiation of social relationships, and cooperative play. Responsive caregiving, with caregivers and educators continuously responding to children's emotional and physical needs, is essential facilitating these early social skills (Berk & Meyers, 2023). According to the Early Years Learning Framework (EYLF v2.0), secure and respectful relationships are key to helping children feel safe, supported, and capable of engaging with others (Department of Education, 2022). When infants and toddlers experience social inclusion and acceptance, they are more likely to form a positive sense of identity and belonging—cornerstones of holistic wellbeing.
Teaching competencies and skills
To enable infant and toddler social development, early childhood teachers must demonstrate a range of competences that are attuned to emotion, developmentally appropriate, and culturally responsive. These include:
Responsiveness and Sensitivity: The teacher should be empathetic towards verbal and non-verbal cues of children and respond warmly, consistently, and empathically. This fosters trust and leads to emotional safety, providing the basis for future social behaviour (Gartrell, 2021).
Relationship Building: Secure attachment relationships with teachers are essential for social-emotional growth. Regular, caring interactions support children's abilities to trust others and form trusting relationships (Berk & Meyers, 2023).
Modelling and Guiding Behaviour: Teachers model respectful interactions, kindness, and conflict resolution through intentional role modelling. By explaining social experiences, for instance, sharing or consoling a peer, teachers help children internalise prosocial behaviours.
Building Inclusive Environments: Social learning flourishes in environments that are inclusive, offering collaborative experiences. Well-structured group spaces and routines enable shared experiences and encourage positive peer interaction (EYLF v2.0, 2022).
Supporting Emotional Expression: It is important to recognise and assist children in naming and regulating emotions. Educators can utilise language to assist children in comprehending feelings (e.g., "You appear sad. Do you require a hug?"), which aids in the development of emotional literacy.
Culturally Safe Practice: The cultural backgrounds and family practices of children need to be respected in order to affirm identity and facilitate social confidence. Cultural expectations shape social development, and educators will be required to work in partnership with families to respect various ways of being (Sims & Hutchins, 2011).
Examples of Authentic Curriculum Provision Across Curriculum Areas
Educator can promote social learning across multiple curriculum areas through authentic, playful and interactive experience:
Art: Group mural painting or group mural projects promote cooperation, material sharing, and group decision-making—essential social skills for toddlers.These experience foster vital competencies such as sharing materials, taking turns, and co creating a shared vision.
Drama and Puppetry: using puppet activity and dramatic role play scenarios enables children to experiment with friendship, empathy, and problem-solving in a safe environment.
Movement and Music: Singing circular songs or dancing together fosters social cohesion and mutual joy, building group attachment and communication.
Language and Literacy: Reading books about emotions, family life, and relationships provides children with the opportunity to discuss and reflect on social experiences.
Science: Simple science exploration that focus on observing animals in groups (e.g., ducklings following their mother) introduces early concepts of care, connection, and interdependence.These kind of experience help children draw parallel to their own social relationships understanding how individuals support one another, stay close for safety and cooperate for shared outcomes.
Engineering: Activities like constructing block towers to promote negotiation, turn-taking, and shared accomplishment.
Technologies: Learning games on tablets or interactive whiteboards to support turn-taking and shared problem-solving.
Mathematics and Numeracy: Simple mathematics games that require children to take turns such as rolling dice, stacking coloured block in a pattern, or counting out loud in a group supports in learning the Foundational social skills of waiting, sharing and following rules.
Humanities and social sciences:Through dramatic play using dolls and stuffed animals or dress up costumes, children can explore social roles such as parent, sibling, friend, or community helper. This kind of play nurtures empathy , identity formation and emotional understanding as children experiment with care giving, problem solving and relationship building in imaginative yet familiar contexts.
Integrated Curriculum (STEM/STEAM): Creating a "Friendship Garden" from recycled materials teaches for cooperation, planning, and appreciating group effort and links to social learning and sustainability.
Three Original Learning Opportunities
0–12 Months: “Mirror Play with Expressions
Objective: Facilitate early awareness of self and emotions.
Materials: Baby-safe mirror, scarves of various colours, facial expressions.
Experience: Sit with the baby in front of a mirror, making large face muscles (e.g., smiling, surprised, sad) and naming the feelings. Play peekaboo with scarves.
Outcome: Enhances joint attention, promotes emotional recognition, and strengthens child–educator bonding.
EYLF Links: Learning Outcome 1.1 – Children feel safe, secure, and supported; 3.1 – Children become strong in their social and emotional wellbeing.
12–24 Months: “Mini Tea Party”
Objective: Support cooperative play and basic social rituals.
Materials: Stuffed animals, toy tea set, healthy snack.
Experience: Host a simulation tea party and tell children to pour tea, serve food, and invite friends or dolls. Emphasise polite vocabulary and simultaneously occurring social actions.
Outcome: Promotes empathy, turn-taking, and language for social interaction.
EYLF Links: 1.4 – Children learn to interact in relation to others; 2.1 – Children develop a sense of belonging; 4.1 – Children develop dispositions for learning such as curiosity and cooperation.
2–3 Years: “Friendship Collage”
Objective: Stimulate group creativity and social identity.
Materials: Magazines, child-safe scissors, glue, big sheet of paper.
Experience: Children select photos of people being friendly (playing, hugging, etc.) and contribute to a large friendship collage. Discuss picture selections as a group.
Outcome: Builds a sense of community, supports social role exploration, and affirms diverse representations.
EYLF Links: 2.1 – Children develop a sense of belonging to groups; 2.4 – Children become socially responsible; 5.1 – Children interact verbally and non-verbally with others.
books:
Positive play calm
The best Christmas present ever
2 songs:
If you are happy and you know clap your hands.
Hello, hello, can you clap your hands
2 Rhymes
Itsy bitsy spider
Movement activity:
Follow the leader dance