1 who benefits what is the big fuss about when children develop/learn where children learn why we...
TRANSCRIPT
1
SOCIAL EMOTIONAL DEVELOPMENT
• Who benefits• What is the big fuss about• When children develop/learn
• Where children learn•Why we need to make sure children develop these skills
2
Social emotional development
“If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave,
we……..... …….teach? ……punish?
Why can’t we finish the last sentence as automatically as we do the others?”Tom Herner (NASDE President ) Counterpoint 1998, p.2)
3
Social emotional development
Definition of Social Emotional Development “the ability to understand, manage, and
express the social and emotional aspects of one’s life in ways that enable the successful management of life’s tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development” (Elias, Zins, Weissberg, Frey, Greenberg, Kessler, et. al., 1997, p. 2)
4
Social emotional development
How the focus of Kindergarten has changed.
Developmental Tasks for Kindergarten. Environmental affects Psychoanalytic Theory Behavioral Theory Social Learning Theory Cognitive Developmental Theory
5
Social emotional development
Who benefits? What is the big fuss about? When children develop/learn skills? Where children learn skills? Why we need to make sure children
develop/learn these skills?
6
Social emotional development
Who benefits? Children Parents
Teachers Schools
Communities
7
Social emotional development
The ability to form and sustain social relationships
The ability to regulate emotions and behavior
The ability to cooperate in a prosocial manner with others and with the rules of school and society
8
Social emotional development
What is the big fuss about?
Students need to be taught emotional intelligence skills in a repetitive way that makes positive behaviors as automatic as negative ones
Our emotions are our personalities and help us make most of our decisions.
9
Social emotional development
“To reach a child’s mind, a teacher must capture his heart. Only if a child feels right can he think right.”
Ginott 1972
10
Social emotional developmentWhen do children develop/learn these
skills?
9-12 months Behavior- at this age you will need to
set limits for your baby – save “NO” for safety issues
12-18 months Behavior- for safety, now is the time to
set a few limits.
11
Social emotional development
18-24 months Behavior –your child is starting to
understand rules and consequences - so now is the time to teach your child the right way to behave.
24-36 months Behavior – the testing twos – your child
will test his independence – temper tantrums and use of the word “no”
12
Social emotional development
3 years Sharing – show how to share – give your
child a toy in return for one of his toys – choose toys to share – practice
4 years Behavior – ways to help your child behave
5 years Behavior – handling back talk, lies, and
acting out
13
Social emotional development
Kindergarten is the prime time in young children’s
lives to lay strong foundation for trusting,
mutual relationships among their families,
schools, and communities.
14
Social emotional development
Where do children learn these skills?
Home School
15
Social emotional developmentKey Social Skills:
Greeting others Showing eye contact Making a request Getting someone’s attention Following instructions Accepting criticism Resisting peer pressure
16
Social emotional development
Clearly, fostering social and emotional competence is and should be a primary goal in the kindergarten classroom. Teachers need to understand the various aspects of social and emotional competence, and what nourishes their development. They need developmentally appropriate goals and standards for such competence, which should be taken seriously as the goals and standards f or academics.
17
Social emotional development
Teachers must have appropriate ways of evaluating social and emotional competence that focus on observing children’s behaviors in social interactions in the natural settings of the classroom and playground. Given the enormous importance of social and emotional competence for success in school and life, there is no aspect of the teacher’s role in the kindergarten year more important than promoting this competence (K Today Teaching and Learning in the Kindergarten Year p. 55)
18
Social emotional development
ResourcesCivitas, United Way Success by Age 6, & United Way. (2007). Your
Child @ ________ : Highlights of What’s Happening at this Stage of Your Child’s Development… [Brochure]. A.L. Mailman Family Foundation.
Copple, C., Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children Birth through Age 8. Washington, D.C.. National Association for the Education of Young Children.
Epstein, A. S. PhD. (2009). Me, You, Us: Social-Emotional Learning in Preschool. Ypsilanti, MI: Highscope Press.
Mindess, M., Min-hua, C., & Brener, R. (2008). Social – Emotional Learning in the Primary Curriculum. Journal of the National Association for the Education of Young Children. 63(6), 56-59.