Chapter II – Review of Related Literature Our first social relationship begins with family. The way a child interacts with parents, grandparents, and siblings is his or her first introduction to social behavior. These behaviors, although not instinctive, are learned by observing and relating to others (Johnson, D. & Johnson, R., 1989). Unfortunately, some social behaviors in families can produce negative responses. As educators, we first see the characteristics of social behaviors in preschool. Most parents send their children to preschool to encourage socialization with children their age. They do this in the hope of providing a good foundation for social competence (Jalongo, 2006). Language development begins in preschool and is a tool used to create positive social behaviors. According to Vygotsky, language is fundamental for cognitive growth. Collaboration is possible through language. Students can model each other's ways of thinking (Ormrod, 2008). A child's social competence can be determined by his or her verbal responses. Positive responses build positive relationships. Peer acceptance is an influential judge of social approval throughout life; therefore, social skills must begin at a young age (Jalongo, 2006). These skills play a significant role in building and maintaining stable friendships, careers, and marriages. Reading, writing, and computation are valuable skills but are of little use if the person cannot apply these skills in a cooperative context later in life (Johnson, D. & Johnson, R., 1997). There is now a greater importance regarding social behavior in the school environment. Research shows a link between classroom behavior and academic achievement. One such study was conducted by K...... middle of paper ......entering School Failure, 49, 18-26. Maher, L. (2010). Strategies for increasing participation in cooperative learning groups. Retrieved from www.eric.ed.gov.Ormrod, J. (2008). Educational psychology. Upper Saddle River, NJ: Pearson Education.Pelco, L. & Reed-Victor, E. (2007). Self-regulation and social skills related to learning: Intervention ideas for elementary school students. Preventing School Failure, 51, 36-42. Slavin, R. (1996). Research on cooperative learning and outcomes: What we know, what we need to know. Contemporary Educational Psychology, 21, 43-69. Veenman, S., Kenter, B., & Post, K. (2000). Cooperative learning in Dutch primary classrooms, Educational Studies, 26, 281-302. Wentzel, K. (1993). Does being good make a difference? Social behavior and academic competence in middle school, Journal of Educational Psychology, 85, 357-364.