Title

Social Systems

Body

The learning standards set out in the Social Systems domain are the building blocks for creating future neighbors, volunteers, workers, team members, voters, and responsible citizens.

Print PLaceholder

Sections

About the Social Systems domain

From the very beginning of their lives, children are learning about people, places, and events. They are also learning about themselves, how to relate to others, and how to function in the context of their families and communities. As children begin to observe societal norms and build an identity, the choices they make and how they function in different settings are shaped. For example, as they learn to take turns, share, and care for each other and the environment, they participate in the foundational cultural norms essential in many different families and communities. The learning standards that are set out in the Social Systems domain of the Minnesota ECIPs are the building blocks for creating future neighbors, volunteers, workers, team members, voters, and responsible citizens.

A child’s identity, understanding, and expectations of the world, as well as their role in it, are shaped as they grow up learning key skills outlined in this domain. Research highlights that child development is social and happens through interactions with others.¹ Children are surrounded and deeply influenced by the values and behaviors of their family and other caregivers. Children and their family members also live and work in a neighborhood, a broader community, and a national society, which all influence children and their development. As children grow up, they explore their surroundings and interact with others to learn concepts about time, economics, and technology, and begin to understand their identity, environment, and role in society.

Early skills and concepts in the Social Systems domain guide how children grow up and function in communities in relation to other people and their environment. An understanding of positive social norms can promote engagement in behaviors that are intended to benefit others, supporting social and civic competence.²^,³ By observing the world around them, children begin to understand concepts of fairness, helping, and responsibility, so that they can thrive as citizens in their classrooms and beyond.

Young people who are knowledgeable, skillful, and committed to democracy are necessary to sustaining and improving our democratic way of life and participating as member of a global community.⁴

Additionally, environmental sustainability and conservation require an understanding of the relationship between people and the environment. In their early childhood years, children can learn important values, attitudes, and practices that can help them understand that their actions today have consequences now and in the future.⁵

The skills and concepts in the Social Systems domain are interrelated with children’s development in other domains, including the Social and Emotional Development domain. As young children begin to communicate, develop new social-emotional and cognitive skills, and move their bodies, they are better able to engage in activities (e.g., social interaction, technology) that support the development of social systems skills. The development of these social systems skills can also support development across other domains, promoting positive development of the whole child.

The Social Systems domain includes five components: Components Soc1-2: Self-Identity, Family, and Community

Components Soc3-4: Concept of Time
Components Soc5-6: Environment, Geography, and Our Role in Society
Component Soc7: Economics: Wants, Needs, and Choices
Components Soc8-9: Technology

The subcomponents and indicators identified for the ages of birth through kindergarten entry address the specific expectations across the developmental spectrum.

For infants, indicators focus on the ways that children make their needs and wants known; relate to others; begin to notice the sequence of routines; recognize familiar people, toys, and objects; and show awareness of the unfamiliar.
The indicators for toddlers include how they are beginning to notice similarities and differences between people and themselves, show understanding of expectations and routines, participate in self-care, engage in pretend play, and help to clean up and put things away.
The indicators for preschoolers focus on their developing understanding of their identity and of belonging in different groups, and on learning to follow rules and routines, show interest in family culture, and participate in turn-taking and negotiation.

While it is not developmentally appropriate to expect young children to memorize historical facts, they are able to develop understanding of social systems in important ways. The ECIPs guide professionals and caregivers in supporting this domain at developmentally appropriate levels for young children. This includes the use of technology. It is important that adults are mindful of how much time they spend on their devices while in the presence of children and model all best practices and safety protocols for using digital technology.

Depending on familial, cultural, and community values, development may look different for different children. Early childhood professionals have an important responsibility to learn from the child’s family about the family’s cultural and community values. Early childhood professionals and caregivers share responsibility for communicating their expectations and goals for individual children.

The indicators in this domain allow early care and education professionals to understand what is developmentally appropriate for young learners related to social systems. These indicators are written so that teachers know what to include in their instruction, environments, and care. They are aligned with the corresponding Minnesota Academic Standards: Kindergarten, in Social Studies.