Social Emotional Competence
Transcript of 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 $&ility to constructiely manage strong
emotions
Deelopment of empathy
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What happens when children
dont have these skills?
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#denti%ying &eachable Moments
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Stages o% Learning
Ac'uisition new skill or concept
(luency the a&ility to immediately use the
skill or concept without a prompt
Maintenance continuing to use the skill orconcept oer time
)enerali*ation applying the skill or
concept to new situations, people,actiities, ideas, and settings
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(riendship S+ills
&hin+ about children "ho
are "ell li+ed and
%riendly,
What do you notice about
their behavior that ma+es
it easier %or themto ma+e %riends
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(riendship S+ills
-ies suggestions .play
organi/ers0 Shares toys and other
materials Takes turns .reciprocity0 Is helpful -ies compliments
1nderstands how andwhen to gie an apology
2egins to empathi/e
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Play Organi*ers
3ationaleDescri&e skill
-et a friend*s attention
-ie a friend a toy
4ffer suggestions of what to do withtoys+materials
Demonstrate
3ight wayWrong way
%ractice
%romote
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3ationaleDescri&e skill
#hild has materials
4ffers or responds to re5uest from peer
for materialsDemonstrate
3ight way
Wrong way%ractice
%romote
Sharing
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-eing !elp%ul.&eam Player
3ationaleDescri&e skill
#hildren might assist each other
Tell or show a friend how to do something$ssist a friend in distress
Demonstrate
3ight way
Wrong way%ractice
%romote
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&a+ing &urns
3ationaleDescri&e skill
(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