Early Childhood Education: Social and Emotional Development

Early Childhood Education:Social and Emotional

Development

Dr. K. A. Korb

University of Jos

Outline Interpersonal Skills: Ability to relate with others

Peer Relationships Child-Teacher Relationships

Intrapersonal Skills: Ability to understand oneself Emotional Literacy Self Esteem

Assimilating into school culture Behavior Management

Dr. K. A. KorbUniversity of Jos

Erikson’s Stages of Psychosocial Development

Stage Age CrisisInfancy 0-1 Trust vs. Mistrust

Early Childhood 2-3 Autonomy vs. Shame & Doubt

Preschool 3-5 Initiative vs. Guilt


Piaget’s Stages of Cognitive Development

Stage Age Key Characteristics

Sensorimotor 0-2 Thinks via senses

Pre-Operational 2-7 Can use mental symbolsThinks unidirectionallyEgocentric


Teaching Social/Emotional Skills Research has demonstrated that social

skills are associated with school success (Denham & Burton, 2003) Prosocial behaviors foster peer and teacher

relationships Helping, sharing, taking turns

Self-regulation skills hinder aggression Social skills are associated with emotional

competence


Teaching Social/Emotional Skills Preschool teachers strongly influence young

children’s social-emotional development (Pianta & Stuhlman, 2004)

Formal vs. Informal teaching of social and emotional skills Formal instruction in social and emotional skills results in

positive child development I Can Problem Solve Al’s Pals: Kids Making Healthy Choices


Teaching Social/Emotional Skills Importance of teaching social/emotional skills:

Skills are necessary for children to be successful in school and the culture

Prevent behavior problems Do not teach social skills only when problem

behaviors occur Problem has happened Children are upset Teacher attention may reinforce negative behavior

Teach social skills also before incidents happen


Social and Emotional Development consists of: Sense of confidence and competence Ability to form good relationships with peers and

adults Ability to identify, understand, and communicate

feelings Constructively managing strong emotions Develop empathy Ability to persist at tasks Ability to follow directions


Checklist of Social Skills (McClellan & Katz, 1977) Approaches peers positively Clearly and appropriately expresses needs Not easily intimidated by bullies Expresses frustration and anger positively Easily joins peers in work or play Participates in discussions and activities Ability to take turns Shows an interest in peers Can compromise with peers Accepts people of diverse ethnic groups Uses appropriate nonverbal communication


Teaching Peer Interactions Directly teach the social skill Model the behavior

In person or with puppets

Allow for practice


Teacher-Child Relationships Children will model the teacher’s behavior

Be courteous Show interest in children’s lives Ask for children’s input when possible Develop close, caring relationships with the

children


Child – Environment Relationship Teach children to become aware of and to

take care of the environment Pick up trash in and around the school yard

Study the trash – scientific observation skills Plant trees

Biology


Emotional Literacy Types of Emotions

Core emotions: Joy, anger, sadness fear Complex emotions: Frustration, annoyance, boredom,

jealousy Teaching Emotional Literacy

Recognize and label feelings You must feel hurt.

Accept feelings It is ok to feel hurt when your friend ignores you.

Encourage appropriate responses to feelings What is a better way we can deal with these feelings?


Managing Conflict Help the child accept their feelings as

valid Help the child verbalize emotions Suggest alternative behaviors


Managing Anger Teach children:

That anger can interfere with problem solving How to recognize anger in themselves and their

peers How to calm down Appropriate ways to express anger


Turtle Technique

Recognize Recognize

that you that you

feel angry.feel angry.

““Think” Think”

Stop.Stop.

Go into shell. Go into shell. Take 3 deep Take 3 deep breathes. breathes. And think And think calm, coping calm, coping thoughts.thoughts.

Come out Come out of shell of shell when calm when calm and think of and think of a solution.a solution.

Building Self Esteem Self-Esteem: How you feel about yourself Three components (Kostelnik et al., 2006)

Competence: Accomplish goals Worth: Valued by others Control: Ability to influence environment


Building Self Esteem Daily Encouragement

Sincere, specific, regular attention to children Point out the relationship between a child’s

successes and their personal strengths

Planned Activities VIP (Very Important Person) of the Week is

allowed special privileges and an opportunity to share with the class


Classroom Activities to Promote Social/Emotional Development

What aspects of social or emotional development is the lesson aimed to teach?

What are the strengths of the lesson? What would you improve to make the

lesson more effective?


Internet Resources Center on the Social and Emotional Foundations

for Early Learning: What Works Briefs Promote young children’s emotional development Present scientific evidence for best practices http://www.vanderbilt.edu/csefel/

Activities to promote development for young children: http://www.teacherquicksource.com/headstart/default.aspx


Revision What social skills are necessary for young

children to develop? What are some strategies for teaching these social skills

in ECE programs? What emotional skills are necessary for young

children to develop? What are some strategies for teaching these social skills

in ECE programs? Why is teaching social and emotional skills

important?


Documents

Early Childhood Education: Social and Emotional Development