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Affective and social development

Suzanne Lowell Krogh, PhD Assistant Professor College of Education University of Florida Gainesville, Florida ENTERING preschool is a challenge for any child. Situations such as free play or free work must seem confusing, even intimidating at first. For example, just cracking the social code of a group of children playing blocks requires some difficult decision making. Should the new child request an opportunity to play? Is it better to stand at the sidelines looking interested? Once accepted into the group, the child is confronted with new decisions. Should he or she follow the plot of the other children's play, or is it safe to interject personal ideas and preferences? To make this decision it is necessary to decipher the power structure of the group. The proper decisions all along the way may well affect this child's relations with the group for a long time to come. This difficult experience, which for some children is overwhelming, can be even more difficult for the handicapped child. If the child's handicaps are mental or emotional, the chances of reading the social structure of the group are reduced. If the handicaps are physical, the child must find a way to lessen them in the eyes of the prospective playmates or to