A Positive Start to Supporting Social and Emotional

Development in Young Children

Imelda MadiganHighScope Ireland Instituteimeldam@early-years.org

00353861064742

• Setting the Scene

• National guidelines and standards• Quality Improvement Programmes i.e. Montessori,

Steiner, Froebal, Naíonra, IPPA Quality Improvement Programme, HighScope Curriculum for pre-schoolers and Infant and Toddlers

Objectives:Participants will be able to:

• Identify the Social/Emotional Indicators in young children

• Examine children’s emotions(feelings) in detail

• Look at support strategies used when dealing with children’s emotions

KDI’s Infants and Toddlers

• Distinguishing self from others

• Attachment• Relationships with

adults• Relationships with peers• Emotions• Empathy• Playing with others• Group participation

Preschoolers

• Self-Identity• Sense of Competence• Emotions• Empathy• Community• Building Relationships• Cooperative Play• Moral Development• Conflict Resolution

Opening Activity:

In small groups:• How do you define social and

emotional development in the young child?

• Feedback in large group

Emotional Learning is:

• The knowledge and skills needed to recognise and self-regulate feelings

Social Learning is :

• Made up of the principles and strategies for interacting successfully with other

• Dealing with our own emotional state is often a prerequisite to socializing effectively with others

Lilian Katz and Diane McClellen1997 say:

• “Socially competent young children are those who engage in satisfying interactions and activities with adults and peers and through such interactions further improve their own competence”

Name that feeling

In small groups:• Name the feelings you see children

demonstrate

• Feedback in large group

4 basis Feelings children are born with:

• Sadness• Scared• Happiness• Anger

Recognising Sadness:How do we know a child is sad? Give an example

What do we usually do when we see a child is sad?Acknowledge feelings, what you see and hear• “You look very sad, I see tears in your eyes,

you are looking away from me” “You look so, so sad, I can hear you crying”

Scared: How do we know a child is scared?. Example

What do we do when we see a child is scared?

Acknowledge feelings what you see and hear. • “You are standing behind Mammy you look

scared is that right?” “You are looking a little scared and frightened is that right?” “It is okay to be a little scared and frightened on your first day”

Happiness: How do we know a child is happy? Example

What do we usually do when we see a child happy:

Acknowledge what you see and hear:• “I see that you are happy, you are smiling, you are

clapping your hands, you are screeching with delight, you are jumping up and down, you are laughing out loud”

• Biting needs to stop however you look really happy – yes?

Anger: How do we know a child is angry? Example

What do we usually do?Acknowledge feelings: what you see and hear. “ I hear you shouting and I see you are crying and your face looks angry” You look very, very angry as I see you stomping on the ground with your foot”

Children:• Identify and name their

emotions, and recognize that others have feelings that may be the same as or different from their own.

• Regulate the expression of their feelings.

15

KDI 9: EmotionsChildren recognize, label, and regulate their feelings

Teaching strategies• Accept children’s full range of emotions as normal• Pay attention to facial expressions, words and

gestures• Pay attention to body language• Name and label children’s feelings • Apologise to the child if another hurt him who isn’t

able to apologise yet. “ I am sorry you were hit”

Name the strategy that strikes you most?

Children:•Engage in conflict resolution, or social problem-solving, to settle interpersonal differences.

•They identify the problem, offer and listen to others’ ideas, and choose a solution that is agreeable to all.

17

KDI 15: Conflict resolutionChildren resolve social conflicts

18

Owl: 6 Steps for Problem-Solving when children fight….Preschool age

• Approach calmly, stopping any hurtful action.

• Acknowledge children’s feelings.• Gather information.• Restate the problem.• Ask for ideas for solutions and choose one

together. • Be prepared to give follow-up support.

Children:• Develop ethical behaviors.

• Understand that there are moral principles that do not vary by situation.–e.g., people should not hit others

19

KDI 14: Moral developmentChildren develop an internal sense of right and wrong

Knock on affect to all KDI’sPreschool

• Self-Identity• Sense of Competence• Emotions• Empathy• Community• Building Relationships• Cooperative Play• Moral Development• Conflict Resolution

Infant and Toddler

• Distinguishing self from others

• Attachment• Relationships with

adults• Relationships with peers• Emotions• Empathy• Playing with others• Group participation

Conclusion:

Awareness and acceptance are the starting points of social and emotional learning. The supportive adult plays a key role in growing awareness with young children when they competently and confidently recognise and acknowledge a child’s feelings what ever they may be.

• Emotional and Social Development sets the scene or foundation for all other development

• Handouts

Thank you Imelda Madigan

imeldam@early-years.org