Infants may cry to communicate their needs to their parents; they learn that when they cry they are fed and thus carry on with this routine. Eventually, with the correct training and assistance, children will learn that making use of words or expressions to communicate their needs could be their most effective technique (Hersen, 2011). This essay discusses how children develop their interpersonal skills and how digital technologies or electronic devices can be used to enhance children’s learning experience.
Nevertheless, interpersonal skills are not confined with social tact like being courteous and well-mannered. Children’s social and interpersonal skills develop as they acquire communication skills. Numerous parents are anxious that their children are deficient in interpersonal or social skills, but this is a misperception in most instances. The essentials of social behavior originate from the emotional area of the brain, which is a vital determinant of morality, compassion, and fellow feeling (Hersen, 2011). Babies usually fret when they hear another baby screaming, for they know that someone is disgruntled. Hence several antecedents of interpersonal skills are perhaps wired to the brain, but experiences also affect the ability of children to recognize, understand, and react to others’ needs (Hersen, 2011).
Focusing jointly on something is an early sign of interpersonal skills. Babies who often draw people’s attention to fascinating objects at nine months are more probable to be classified as socially capable at roughly two years. By their first year babies want or prefer people who support or give comfort to other people (Mathieson, 2004). Genuine fellow feeling, the capacity to understand and reflect on the feelings of others, is manifested by age five. In this young age, children exhibit remarkable improvements in self-discipline. Children who have greater self-discipline also manifest greater fellow feeling and more advanced sense of right and