Social Emotional Competence

7/25/2019 Social Emotional Competence

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Module 2

Promoting Social

Emotional CompetenceSocial Emotional

Teaching Strategies


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Promoting Social EmotionalCompetence

Creating Supportive EnvironmentsCreating Supportive Environments

Building Positive RelationshipsBuilding Positive Relationships

Social EmotionalSocial Emotional

Teaching StrategiesTeaching Strategies

IndividualizedIndividualized

IntensiveIntensive

InterventionsInterventions


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Agenda

Introduction

Identifying the Importance of Teaching SocialEmotional Skills: Why, When, What, and How

Deeloping !riendship Skills

Enhancing Emotional "iteracy Skills

#ontrolling $nger and Impulse

%ro&lem Soling

%ulling It $ll Together


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Learner Objectives

%articipants will &e a&le to discuss why it is important to &e moreintentional a&out teaching social emotional skills'

%articipants will &e a&le to identify strategies for supporting thedeelopment of friendship skills'

%articipants will &e a&le to define emotional literacy and identifyactiities that &uild (feeling oca&ularies')

%articipants will understand the importance of proiding opportunitiesfor 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 soling and will &e a&le to identify pro&lem

soling steps'


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Teaching Social Emotional

Skills

Why

WhenWhat

!o"


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What #s Social Emotional

$evelopment $ sense of confidence and competence

$&ility to deelop good relationshipswith 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 constructiely manage strong

emotions

Deelopment of empathy


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What happens when children

dont have these skills?


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#denti%ying &eachable Moments


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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 orconcept oer time

)enerali*ation applying the skill or

concept to new situations, people,actiities, ideas, and settings


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(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 themto ma+e %riends


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(riendship S+ills

-ies suggestions .play

organi/ers0 Shares toys and other

materials Takes turns .reciprocity0 Is helpful -ies compliments

1nderstands how andwhen to gie an apology

2egins to empathi/e


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Play Organi*ers

3ationaleDescri&e skill

-et a friend*s attention

-ie a friend a toy

4ffer suggestions of what to do withtoys+materials

Demonstrate

3ight wayWrong way

%ractice

%romote


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#hild has materials

4ffers or responds to re5uest from peer

for materialsDemonstrate

3ight way

Wrong way%ractice

%romote

Sharing


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-eing !elp%ul.&eam Player


#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


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&a+ing &urns


(6ou take a turn, I take a turn)

7ight ask for a turn with a toy

7ight initiate turn taking gamesDemonstrate

3ight way

Wrong way%ractice

%romote


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)iving Compliments

3ationale

Descri&e skill8er&al say things like:

(-ood 9o& ;)(I like the way you ;)

%hysical Do things like:Hug%at on the shoulderHigh !ie

Demonstrate

3ight wayWrong way%ractice

%romote


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/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 wayWrong way

%ractice

%romote


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Setting the Stage %or (riendship

Inclusie setting

#ooperatie use toys

Em&ed opportunities

Social interaction goals and

o&9ecties

$tmosphere of friendship


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Strategies %or $eveloping

(riendship S+ills

7odeling

7odeling with ideo

7odeling with puppets %reparing peer

partners

2uddy system

%riming

Direct modeling

3einforcement


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Activities to Support the

$evelopment o% (riendship S+ills

!riendship #an

%lanting Seeds of !riendship

!riendship Tree+#ompliment

Tree

2ooks a&out !riendships

!riendship


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ActivityEmbedding (riendship Opportunities into

$aily 0outines and Activities

$rrial

#ircle Time

#enter TimeSmall -roup

4utside

Snack

Story Time

-ood>&ye #ircle

Transitions


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Catch &hem -eing )ood1111


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Emotional Literacy

Emotional literacy is the ability toidentify, understand, and express

emotions in a healthy way.

What is emotional literacy?


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Children "ith a Strong (oundation

in Emotional Literacy

tolerate frustration &etter

get into fewer fights

engage in lessdestructie &ehaior

are healthier

are less lonely

are less impulsie are more focused

hae greater academicachieement


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Activity3&able &al+4

With your ta&le mates@

Write a list of feeling words that youwould most want to teach the pre>k

children you work with'


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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


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$irect &eaching o% (eeling 5ocabulary


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(eeling (aces


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Classroom E6ample


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Classroom E6ample


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#ndirect &eaching

Provide emotionallabels as childrene6perience various

a%%ective states 73&ami+a and &anyaseem really happy tobe playing together1&hey +eep hugging

each other14


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If you are happy and you know it@add

new erses to teach feelings

If you*re sadand you know it, cry a tear'')&oo

hoo) If you*re madand you know it, use your words

(I*m mad)

If you*re scaredand you know it ask for help,

(help me) If you*re happyand you know it, hug a friend

If you*re tiredand you know it, gie a yawn'

8se o% Songs and )amesSample Song


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Sample )ame

!o" does your

%ace loo+ "hen

you %eel proud

What ma+es you

%eel proud


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Sample )ame

7a+e a 99999 %ace:


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Sample )ame


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Discuss typical situations that happen whenchildren 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?

Play !o" Would ;ou (eel #%


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Teachers and children can(check in) each morning

&y choosing a feeling face

that &est descri&es their

affectie state and putting

it neAt to their name'

#hildren can &e

encouraged to changetheir feeling faces

throughout the day as

their feelings change'

Chec+ing #n

How do you feel today?


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(eeling $ice.(eeling Wheel


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8se o% Children


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$isappointed

EmbarrassedProud

Scared

Angry

E6cited

Lonely

On Monday When it RainedbyCherryl /achenmeister

-oo+ E6ample


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On MondayWhen

it 0ained

)lad MonsterSad Monster

!ands Are =ot%or !itting

-oo+ =oo+shttp:++www'csefel'uiuc'edu+practical>ideas'html
http://www.csefel.uiuc.edu/practical-ideas.htmlhttp://a1204.g.akamai.net/7/1204/1401/04022408011/images.barnesandnoble.com/images/7430000/7436245.jpghttp://www.csefel.uiuc.edu/practical-ideas.html


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On Monday When It Rained-oo+ =oo+ Activity E6ample

3# %eel e6cited "hen # get

to go to my %riend Coby


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Children


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2ooks a&out feelings are read and are

aaila&le in the story center'%hotos of people with arious emotional

eApressions are displayed'Teachers la&el their own feelings'Teachers notice and la&el children*s feelings'$ctiities are planned to teach and

reinforce emotional literacy'#hildren are reinforced for using

feeling words'Efforts occur daily.

Characteristics o% Classrooms

&hat (oster Emotional Literacy


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#denti%ying (eelings in

Sel% and Others

"earning words for different feelings

Empathy training

"earning to recogni/e how someone else is

feeling !acial cues

2ody language

Tone of oice

Situational cues "earning how to control anger, relaA,

and calm down


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Empathy

Empathy is the identification

with and understanding ofanother*s feelings and situation'


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&eaching Empathy

7odel empathy

($like) C (different) actiities

Draw children*s attention to howothers are feeling

3ole plays and role reersals

3einforce empathy &ehaiors


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Take deep

&reaths@''F''

$dapted from Incredi&le 6ears Dinosaur School

0ela6ation &hermometer


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/ey Concepts "ith (eelings

!eelings change 6ou can hae more than

one feeling a&out

something 6ou can feel differently than

someone else a&out the

same thing

$ll feelings are alid it iswhat you do with them that

counts


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Controlling Anger and #mpulse

3ecogni/ing that angercan interfere with pro&lem

soling

"earning how to recogni/e

anger in oneself andothers

"earning how to calm

down

1nderstanding appropriate

ways to eApress anger

&urtle &echni'ue


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&urtle &echni'ue

0ecogni*e0ecogni*e

that youthat you

%eel angry:%eel angry:

33&hin+4&hin+4

Stop:Stop:

)o into shell:)o into shell:

&a+e > deep&a+e > deep

breathes:breathes:

And thin+And thin+calm? copingcalm? coping

thoughts:thoughts:

Come outCome out

o% shello% shell

"hen calm"hen calm

and thin+ o%and thin+ o%a solution:a solution:


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Tucker Turtle Tak

es Time to Tuck a

nd Think$ scripted story to assist with teaching the

(Turtle Techni5ue)2y 3ochelle "entini

7arch FGGCreated using pictures from Microsoft Clipart and We&ster>Stratton, #' .0' The teachers and children ideotape series: Dina dinosaur school'

Seattle, W$: The Incredi&le 6ears'

& + & tl i t i%i t tl ! li+ t l ith hi % i d
http://d/Tucker%20Turtle%20Takes%20Time%20to%20Tuck%20and%20Think.ppthttp://d/Tucker%20Turtle%20Takes%20Time%20to%20Tuck%20and%20Think.ppthttp://d/Tucker%20Turtle%20Takes%20Time%20to%20Tuck%20and%20Think.ppthttp://d/Tucker%20Turtle%20Takes%20Time%20to%20Tuck%20and%20Think.ppthttp://d/Tucker%20Turtle%20Takes%20Time%20to%20Tuck%20and%20Think.ppthttp://d/Tucker%20Turtle%20Takes%20Time%20to%20Tuck%20and%20Think.ppt


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&uc+er &urtle is a terri%ic turtle: !e li+es to play "ith his %riends

at Wet La+e School:

-ut sometimes things happen that can ma+e &uc+er really mad:


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g pp y

When &uc+er got mad he used to hit +ic+ or yell at his


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When &uc+er got mad? he used to hit? +ic+? or yell at his

%riends: !is %riends "ould get mad or upset "hen he hit?

+ic+ed? or yelled at them:

&uc+er no" +no"s a ne" "ay to 3thin+ li+e a turtle4 "hen


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&uc+er no" +no"s a ne" "ay to 3thin+ li+e a turtle4 "hen

he gets mad:


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!e can stop and +eep his hands? body? and yelling to himsel%1

!e can tuc+ inside his shell and ta+e > deep breaths to


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!e can tuc+ inside his shell and ta+e > deep breaths to

calm do"n:

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


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

Step @

&uc+er


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&uc+er s %riends are happy "hen he plays nicely and +eeps his

body to himsel%: (riends also li+e it "hen &uc+er uses nice

"ords or has a teacher help him "hen he is upset:

&h E d1


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&he End1


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S


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Super &urtle Letter

Dear %arent, 2illy did a great 9o& today handling frustration and not getting

angry when we ran out of his faorite cookie at snack' Insteadof getting upset, 2illy took three deep &reaths and decided hewould try one of the other cookies' That was a great solution

and he really liked the new cookie too;6ou can help 2illy at home &y: $sking him what he did atschool today when we ran out of his faorite cookie' $sk himhow he calmed down' #omment on what a great 9o& he did'Tell him that you hope that he will do that again when he gets

frustrated a&out something'

Thank you so much;7r' %hil

8se &urtle &echni'ue "ithin


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8se &urtle &echni'ue "ithin

$aily Lessons

Problem Solving Steps


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Would it &e safe?

Would it &e fair?

How would eeryone feel?

Step 2

!elp the Child &hin+ o% a Possible


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!elp the Child &hin+ o% a Possible

Solution

Get a teacherAsk nicelyIgnore

PlaySay, Please stop!Say, Please!Share"rade toys#item$ait and take turns

&h S l ti /it


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&he Solution /it


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Problem Sol ing


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Problem Solving

"earning pro&lem soling steps Thinking of alternatie solutions "earning that solutions hae

conse5uences

"earning to ealuate solutions > Is it

safe? Is it fair? Good feelings? What to do when a solution doesn*t

work

Problem Solving Activities


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Problem7Solving Activities

%ro&lemati/e eerything (We hae J kids at the snack ta&le

and only one apple' We hae apro&lem' Does anyone hae a

solution?) %lay (What would you do if@?)

#hildren make their own (solution kits)

#hildren offer solutions to pro&lemsthat occur in children*s stories

Supporting ;oung Children "ith


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Supporting ;oung Children "ith

Problem7Solving in the Moment

$nticipate pro&lems

Seek proAimity Support Encourage %romote

Pulling #t All &ogether


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Pulling #t All &ogetherActivity

What is thebehavior?

Why might Jackbe doing this?

What can I do to prevent thisbehavior?

What new skills canwe teach?

Jack keeps gettingup and leaving circle

He is boredGive him a job during circle

ind out something he really likes andembed it into circle time

!ake a choice board "or who he sits by#what songs to sing# what books to read

!ake a picture schedule that showshim when his "avorite part o" circle willhappen

Have an adult sit ne$t to him andencourage him "or participating in circle

How to indicate when he is"inished with an activity

%bility to attend "or longerperiods o" time

He doesn&t knowwhat to do

!ake a picture schedule that showshim the order o" activities within circle

'rior to circle# use the picture schedule

to e$plain to him what will happen incircle

(e"er to the picture schedule duringcircle

Have an adult sit by him and talk tohim about what is happening

'rovide descriptive "eedback "or him

while he is at circle

How to ask "or help when hedoesn&t know how to dosomething

/ey Point #ntentionally &each1


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/ey Point #ntentionally &each1

&each me "hat to do1B

!riendship skills

Emotion words+feelings

How to recogni/e feelings in oneself andothers

How to (calm down)

How to control anger and impulse How to pro&lem sole

Social Emotional Competence

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