Social Emotional Competence

Promoting Social Emotional Competence Social Emotional Teaching Strategies Strateg ies Module 2

Promoting Social Emotional Competence Individualized Intensive Interventions

Social Emotional Teaching Strategies

Creating Supportive Environments

Building Positive Relationships

Agenda • Introduction • Identifying the Importance of Teaching Social Emotional Skills: Why, When, What, and How • Deeloping !riendship Skills • Enhancing Emotional "iteracy Skills • #ontrolling $nger $nger and Impulse • %ro&lem Soling • %ulling %ulling It $ll Together  gether 

Learner Objectives • • • •

%articipants will &e a&le to discuss why it is important to &e more intentional a&out teaching social emotional skills' %articipants will &e a&le to identify strategies for supporting the deelopment of friendship skills' %articipants will &e a&le to define emotional literacy and identify actiities that &uild (feeling oca&ularies') %articipants will understand the importance of proiding opportunities for children to &egin to understand their own, as well as others* emotions'

•

%articipants will understand why children need to learn to control anger and handle disappointment and will &e a&le to identify strategies to teach anger management skills'

•

%articipants will understand the importance of teaching pro&lem soling and will &e a&le to identify pro&lem soling steps'

Teaching Social Emotional Skills Why When What !o"

What #s Social Emotional $evelopment •  $ sense of confidence and competence •  $&ility to deelop good relationships with peers and adults+make friends+get along with others •  $&ility to persist at tasks •  $&ility to follow directions •  $&ility to identify, understand, and communicate own feelings+emotions •  $&ility to constructiely manage strong emotions • Deelopment of empathy

What happens when children don’t have these skills?…

#denti%ying &eachable Moments

Stages o% Learning • Ac'uisition  new skill or concept • (luency  the a&ility to immediately use the skill or concept without a prompt • Maintenance  continuing to use the skill or concept oer time • )enerali*ation  applying the skill or concept to new situations, people, actiities, ideas, and settings

(riendship S+ills

&hin+ about children "ho are "ell li+ed and %riendly, What do you notice about their behavior that ma+es it easier %or them to ma+e %riends

(riendship S+ills • -ies suggestions .play organi/ers0 • Shares toys and other materials • Takes turns .reciprocity0 • Is helpful • -ies compliments • 1nderstands how and when to gie an apology • 2egins to empathi/e

Play Organi*ers •3ationale •Descri&e skill  -et a friend*s attention  -ie a friend a toy  4ffer suggestions of what to do with toys+materials •Demonstrate  3ight way  Wrong way •%ractice •%romote

Sharing •3ationale •Descri&e skill  #hild has materials  4ffers or responds to re5uest from peer for materials •Demonstrate  3ight way  Wrong way •%ractice •%romote

-eing !elp%ul.&eam Player  •3ationale •Descri&e skill  #hildren might assist each other   Tell or show a friend how to do something   $ssist a friend in distress •Demonstrate  3ight way  Wrong way •%ractice •%romote

&a+ing &urns •3ationale •Descri&e skill  (6ou take a turn, I take a turn)  7ight ask for a turn with a toy  7ight initiate turn taking games •Demonstrate  3ight way  Wrong way •%ractice •%romote

)iving Compliments •3ationale •Descri&e skill  8er&al  say things like: •(-ood 9o& ;) •(I like the way you ;)  %hysical  Do things like: •Hug •%at on the shoulder  •High !ie

•Demonstrate  3ight way  Wrong way •%ractice •%romote

/no"ing !o" and When to  )ive Apologies •3ationale •Descri&e skill  #hildren might say, (I*m sorry I hit you when you took my &all')  (I didn*t mean to push you') •Demonstrate skill  3ight way  Wrong way •%ractice •%romote

Setting the Stage %or (riendship

• Inclusie setting • #ooperatie use toys • Em&ed opportunities • Social interaction goals and o&9ecties •  $tmosphere of friendship

Strategies %or $eveloping (riendship S+ills • 7odeling • 7odeling with ideo • 7odeling with puppets • %reparing peer partners • 2uddy system • %riming • Direct modeling • 3einforcement

Activities to Support the $evelopment o% (riendship S+ills • !riendship #an • %lanting Seeds of !riendship • !riendship Tree+#ompliment Tree • 2ooks a&out !riendships • !riendship &ye #ircle Transitions

Catch &hem -eing )ood1111

Emotional Literacy What is emotional literacy? Emotional literacy is the ability to identify, understand, and express emotions in a healthy way.

Children "ith a Strong (oundation in Emotional Literacy • tolerate frustration &etter  • get into fewer fights • engage in less destructie &ehaior  • are healthier  • are less lonely • are less impulsie • are more focused • hae greater academic achieement

Activity 3&able &al+4 With your ta&le mates@ Write a list of feeling words that you would most want to teach the pre>k children you work with'

Enhancing Emotional Literacy, • Direct Teaching • Indirect Teaching • 1se of Songs and -ames • How would you feel if@? • #hecking In • !eeling Dice and !eeling Wheel • 1se of #hildren*s "iterature

$irect &eaching o% (eeling 5ocabulary

(eeling (aces

Classroom E6ample

Classroom E6ample

#ndirect &eaching • Provide emotional labels as children e6perience various a%%ective states 7 3&ami+a and &anya seem really happy to be playing together1 &hey +eep hugging each other14

8se o% Songs and )ames Sample Song • If you are happy and you know it@add new erses to teach feelings   If you*re sad and you know it, cry a tear'')&oo hoo)   If you*re mad and you know it, use your words (I*m mad)   If you*re scared and you know it ask for help, (help me)   If you*re happy and you know it, hug a friend   If you*re tired and you know it, gie a yawn'

Sample )ame • !o" does your %ace loo+ "hen you %eel proud • What ma+es you %eel proud

Sample )ame

7a+e a 99999 %ace:

Sample )ame

Play !o" Would ;ou (eel #% • Discuss typical situations that happen when children are together: (How would you feel if this happened to you?)   EAample: =eremy wanted to play &all with Batie and Wu>ying today, &ut they wouldn*t let him' How do you think that made him feel? How do you think you would feel if that happened to you? What could =eremy try neAt time?

Chec+ing #n • Teachers and children can (check in) each morning &y choosing a feeling face that &est descri&es their affectie state and putting it neAt to their name' #hildren can &e encouraged to change their feeling faces throughout the day as their feelings change'

How do you feel today?

(eeling $ice.(eeling Wheel

8se o% Children deep breaths to calm do"n:

&uc+er can then thin+ o% a solution or a "ay to ma+e it better:

Step @

&uc+er