Promoting Social Emotional Competence

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Promoting Social Emotional Competence
Social Emotional Teaching Strategies
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CSEFEL
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Agenda

• Introduction
• Identifying teachable moments
• Positive relationships as an essential foundation
• Friendship skills
• Emotional literacy
• Controlling anger and impulse
• Problem solving
• Dealing with common peer problems

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CSEFELs Key Principles

• Intensity
• Clear Criteria for Efficacy
• Cost and Time Efficiency
• Long-term Essential Outcomes
• Family Centeredness
• Cultural Sensitivity and
• Competence

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Learner Objectives

• Participants will understand when and where the
  most effective teachable moments are related to
  social skills and emotional regulation.
• Participants will understand why rules are
  essential for early childhood classrooms.
• Participants will be able to identify the
  criteria for developing rules with young
  children.
• Participants will be able to identify friendship
  skills and how to teach them.

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Learner Objectives

• Participants will be able to define emotional
  literacy and identify five activities that build
  feeling vocabularies.
• Participants will understand why children need to
  learn to control anger and handle disappointment
  and will be able to identify four strategies to
  teach anger management skills.
• Participants will understand the importance of
  teaching problem solving and will be able to
  identify the four stages of problem solving.

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Promoting Social Emotional Competence
Individualized Intensive Interventions
Social Emotional Teaching Strategies
Creating Supportive Environments

Building Positive Relationships

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Identifying Teachable Moments

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Building Positive Relationships with Children
Happy Grams
Home visits
Share
Play
Time Attention
Notes home
Empathy


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Friendship Skills

• How to give suggestions (play organizers)
• Sharing toys and other materials
• Turn taking (reciprocity)
• Being helpful
• Giving compliments
• Understanding how and when to give an apology

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Play Organizers

• Rationale
• Describe
• Get friends attention
• Give friend a toy
• Give idea what to do with toy or play idea
• Demonstrate
• Right way
• Wrong way
• Practice
• Promote

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Sharing

• Rationale
• Describe skill
• Child has materials
• Offers or responds to request from peer for
  materials
• Demonstrate
• Right way
• Wrong way
• Practice
• Promote

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Turn Taking

• Rationale
• Describe skill
• Get friends attention (look, tap, call)
• Hold out hand
• Ask for toy
• Demonstrate
• Right way
• Wrong way
• Practice
• Promote

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Being Helpful/Teamwork

• Rationale
• Describe skill
• How to help at home
• How to help at school
• Demonstrate
• Right way
• Wrong way
• Practice
• Promote

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Giving Compliments

• Rationale
• Describe
• Verbal say things like
• Good job _____!
• Great _____!
• I like the way you _____!
• Physical Do things like
• Hug
• Pat on the shoulder
• High Five
• Demonstrate
• Right way
• Wrong way
• Practice
• Promote

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Knowing When and How to Give Apologies

• Rationale
• Describe skill
• Im sorry that___
• I didnt mean to ___
• Demonstrate
• Right way
• Wrong way
• Practice
• Promote

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Setting the Stage for Friendship

• Inclusive setting
• Cooperative use toys
• Embed opportunities
• Social interaction goals and objectives
• Ethos of friendship

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Strategies for Developing Friendship Skills

• Modeling principles
• Modeling with video
• Modeling with puppets
• Preparing peer partners
• Buddy system
• Priming
• Direct modeling
• Reinforcement

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Enhancing Emotional Literacy

• Learning words for different feelings
• Learning how to recognize feelings in self and
  others

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Increasing Feeling Vocabularies

• Direct teaching
• Incidental teaching
• Use childrens literature
• Use songs and games
• Play How would you feel if?
• Checking in
• Feeling dice and feeling wheels

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Feeling Activities

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Identifying Feelings inSelf and Others

• Learning ways to relax
• Empathy training

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Relaxation Thermometer
Take 3 deep breaths1..2..3
Adapted from Incredible Years Dinosaur School
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Identifying Feelings inSelf and Others

• Empathy Training

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Key Concepts with Feelings

• Feelings change
• You can have more than one feeling about
  something
• You can feel differently than someone else about
  the same thing
• All feelings are valid it is what you do with
  them that counts

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Controlling Anger and Impulse

• Recognizing that anger can interfere with problem
  solving
• Learning how to recognize anger in oneself and
  others
• Learning how to calm down
• Understanding appropriate ways to express anger

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Questions about teaching young children to
control anger and handle disappointment?
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Problem Solving

• Learning problem solving steps
• Thinking of alternative solutions
• Learning that solutions have consequences

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Would it be safe? Would it be fair? How would
everyone feel?
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Problem Solving

• Learning to evaluate solutions- Is it safe? Is it
  Fair? Good Feelings?
• What to do when a solution doesnt work

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Problem-Solving Activities

• Problematize everything
• We have 6 kids at the snack table and only one
  apple. We have a problem. Does anyone have a
  solution?
• Play What would you do if?
• Children make their own solution kits
• Children offer solutions to problems that occur
  in childrens stories

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Supporting Young Children with Problem Solvingin
the Moment

• Anticipate problems
• Seek proximity
• Support
• Encourage
• Promote

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Dealing with CommonPeer Problems

• Teaching alternative responses to being teased,
  bullied, or yelled at
• Teaching children to speak up when something is
  bothering them, Please stop
• Teaching children to be good ignorers (using a
  Teasing Shield)
• Teaching aggressors skills to initiate play and
  to feel sorry

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Key Points

• Intentionally teach
• Friendship skills
• How to recognize feelings in oneself and others
• How to calm down
• How to control anger and impulse
• How to problem solve
• How to deal with common peer problems

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Promoting Social Emotional Competence
Individualized Intensive Interventions
Social Emotional Teaching Strategies
Creating Supportive Environments
Building Positive Relationships