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Chapter 4: Social and emotional learning

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CHAPTER 4: SOCIAL
AND EMOTIONAL
LEARNING
By: Johanna, Cecilia, Dorothy, Camile, Leidy
◦ Social and Emotional Learning:
◦ Is and always has been crucial and the primary
domain of early childhood education.
◦ As teachers, we need to help children develop
skills that will enable them to face a world with
challenging situations and extreme pressures.
◦ Young children are exposed to influences from
media and technology where they face
contradicting expectations for personal and
interpersonal behavior.
◦ Raising public awareness that appropriate early
intervention on a good path toward better social
adjustment throughout their school years and into
adulthood
Social
Adjustment
Young Children’s Development in Social &
Emotional Learning:
◦ Social- emotional competence: The ability to
understand, manage, and express the social and
emotional aspects of one's life in ways that enable
successful management of life's tasks like learning,
forming relationships, solving everyday problems, and
adapting to the complex demands of growth and
development.
Cont..
◦ Socially competence children engage in satisfying
interactions and activities with peers and adults and
through these interaction improve their own
competence
◦ Social development affects all the areas of learning
and development and so it is an important part of early
childhood curriculum.
Social Emotional Competence:
Social skills: the range of
appropriate strategies for
interacting with others.
◦ Social depositions: enduring
character traits.
◦
◦ Made up of 4 components:
◦ Emotional self-regulation:
responding to experiences
with an appropriate range of
immediate or delayed
emotions
◦ Social knowledge &
understanding: knowledge of
social norms and customs.
This is called socializationbecoming a member of the
community.
Teaching and Learning in Social and
Emotional Development:
◦ In the early preschool and early
school years children don’t
learn social competence
through direct instruction.
Instead they learn through their
interactions and behaviors
because such guidance is
individualized.
◦ Modeling: children learn positive
behavior when they see
modeling in this case the
teacher being empathetic,
solving problems, taking risks..
◦ Coaching: entails teachers
dividing a positive behavior into
its component parts; creating
explicit instruction, creating
opportunities for them, and
offering feedback on their
behaviors.
◦ Providing opportunities for
practice: repetition and
practice are vital to mastering
appropriate social behavior.
Fitting the Learning Experience to the Learning
Objective:
(Dorothy)
◦ Social and emotional learning can help early childhood
teaching. Teachers should think about which component to
emphasis in promoting learning in each area. Teachers play
a critical role in creating a warm and caring program. This
will assist children with early attachments in transitioning to a
school setting and environment that will be successful.
Adults need to understand the difficult challenges young
children fear of meeting strangers. Creating a positive
environment guides the children to acquire social and
emotional skills and knowledge.
Teaching Strategies:
Child Guided Experience
Emotional Learning
1. Supports children through their
separation from family.
2. Let children know they are valued
by giving them your utmost
respect and attention.
3. Address diversity and differences
positively while including materials
and experience that reflects the
different cultures.
4. Encourage family members to be
involved in the school program
5. Self-identity: how one defines and
feels about oneself as a person.
Feeling Empathy
1. Empathy: comprehending another
person's feelings, being able to put
yourself in that person’s shoes.
2. Showing caring, compassion, and
displaying concern for children if they
angry and upset.
3. Allow children the chance to express
their feelings.
4. Pair children together with different
abilities so they can help each other.
Adult- guided experience : (Leidy)
◦ Our responsibility as teachers is to help the children develop a positive and
realistic sense of confidence. Here are some strategies that are best practice
for early childhood:
1. Create a classroom space and schedule, this will help with the daily routine
2. Encourage self-help skills, give them time to do things on their own. Such as
cleaning up.
3. Introduce the next level of challenge, for example: at clean up time teach
them how to sort blocks by size.
4. Support children ideas and initiatives, welcome ideas and decision to
encourage them to make choices
5. Acknowledge and encourage children’s efforts and accomplishment and
provide opportunities for children to be leaders.
6. Provide opportunities for children to be leaders
7. Tune in the involvement level of the children during large group activities.
Recognizing and labeling emotions: helping children master
emotional experiences and vocabulary
Emotional awareness: understanding that one has feelings as distinct from
thoughts, being able to identify and name those feelings, and recognize others
have feelings and thoughts different from one’s own.
1. Attend to children's emotional state.
2. Accept children's full range of emotions as normal.
3. Label children’s emotions and your own with simple words. For example
angry, happy, or sad.
4.Point out to children that other children have feelings too
5. Comment conversationally on the emotions you observe children expressing
throughout the day
6. Plan small group activities that focus on feelings.
7. Discuss with families the children's need to express and label their feelings.
Teaching children emotional awareness as parents and teachers:
◦ https://www.youtube.com/results?search_query=teachers+helping+students+learn+em
otional+inte
https://www.youtube.com/watch?v=PlWY51JbPiU
Social Learning: Child guided experience
(Cecilia)
◦ Of the key knowledge and skills in the area of social learning, developing a sense of community,
building relationships, and engaging in cooperative play all seem so typically develop in the
course of child-guided interactions.
◦ Developing a sense of community: A community is a social group with common
interests. Community members receive and give one another support for individual and
group undertaking.
◦ Teaching strategies:
1. Create an atmosphere in which children and adults are expected to be kind to and
supportive of one another
2. Arrange the room to include both open areas where large groups can assemble and
closed areas with comfortable furniture conducive to more interactions.
3. Call attention to occasion when children are working or sharing an experience
together as a group. Take photos of the group activities and put them in the class album.
Building Relationships:
◦ Human relationships are rewarding in their own right and facilitate every other type
of learning. Relationships with peers are evident by age 2 and become more
reciprocal during preschool. Preschoolers become more selective in the kinds of
interactions they want with adults, whether it is seeking comfort, getting help,
sharing a discovery, or simply enjoying a conversation
◦ Teaching Strategies:
1. Be genuine and authentic in your interactions with children. Talk to them to learn
how what and how they think, not to manage their behavior.
2. Maintain a stable group of children and adults so relationships can build over time
3. Support children’s friendships. Be aware of when preschoolers are forming
relationships with one another.
4. Provide opportunities for children to interact with less familiar peoples.
Engaging in cooperative paly:
◦ Cooperation is acting together toward a common goal. Cooperative play and
collaboration in the early childhood classroom means playing and working with
others. Young children learn to play with others by watching and imitating, and by
trial and error.
◦ Teaching Strategies:
1. Promote interaction through your use of space and materials in the classroom
2. Create opportunities for collaborative interaction. Allow sufficient time for children
to elaborate on their play on their play ideas and incorporate peers into their role
playing.
3. Help children who tend to be aggressive or withdrawn to join their peers
4. Allow children to discover the consequences of their actions-provided no one is
being hurt or endanger
Engaging in conflict resolution:
Adult guided experience
(Camille)
◦ Conflict resolution: is problem solving and guidance using appropriate,
non-aggressive strategies to discuss and develop solution to
interpersonal differences.
◦ Teaching strategies to help children resolve their conflicts:
1. Establish a safe classroom
2. Convey calmness through your voice, body language, and facial
expressions during a conflict
3. Soothe children who are upset
4. Develop solutions with children together by soliciting their ideas and
deciding which ones to try.
5. Help children reflect on the problem solving strategies they are
learning at times other than during actual conflicts
Developing a framework for moral behavior:
◦ Morality is a system for evaluating human conduct. Teachers can support
children as they begin to construct a moral framework by:
1. Be consistent and fair- minded
2. Verbalize in simple terms the reasons for your actions and decisions that
involve moral matters, such as fairness
3. Work with children's families to achieve as much congruence between
home and school values as possible
Social and emotional learning is an essential developmental domain for
young children
Activities for Social and Emotional Learning:
◦ Dramatic Play is good for social and emotional activity is the a
strong foundation of a child over health and well been .
◦
Dramatic Play they use verbal and nonverbal
communication as they play . Vocabulary and language skills
are strengthen as they learn to appreciate each other's feelings
as they share space and work together to create play a
scenario . They can play and try different roles.
Scavenger Hunt
◦ Materials: index card
◦
◦ Provide each student with an index card. Ask each student to write
his/her physical characteristics on one card (blue eyes, brown hair,
etc.). Put all cards in one box and mix them up. Distribute one card to
each student making sure no one gets his/her own card. Give students
5 minutes to search for the person who fits the description they hold. Tell
students there is no talking during this activity but they can walk around
the room. Then have students shared their results. How many students
guessed correctly!!!!! This activity help them with emotional awareness
as they become to understand the different faces, looks of people and
teaches them respect towards others.
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