Social Skills

Social Skills

EmpathySelf-regulation

Problem Solving

Empathy Definition

“Understanding, being aware of, being sensitive to, and vicariously experiencing the feelings or thoughts of another person”

Webster’s Dictionary, 1990

Why Teach Empathy?

To develop prosocial behavior

To develop problem

solving skills

Respond to the

needs and feelings of

others

A cognitive process that can

be taught

Components of Empathy

Ability to determine

emotional state of another

personAbility to assume

perspective of another

person

Ability to respond

emotionally to another

person

Empathy/Feelings Skills(as identified by Second Steps Curriculum)

Identifying feelings from physical and situational cues

Recognizing people have different feelings about same thing

Recognizing that feelings change

Predicting feelings

Understanding people have different likes and dislikes

Empathy/Feelings Skills(continued)

Differentiating intentional from unintentional acts

Applying fairness

Communicating feelings using “I” messages and using active listening

Expressing care and concern for others

General Strategies for Teaching Empathy and Feelings

Adults…… Label children's emotions

Validate children’s feelings

Praise children for labeling emotions

Model/talk about their own emotions

ALSO………..

Use visuals related to feelings in classroom

Tell stories related to feelings at circle time

Program-Wide Self-Regulatory Process

Children recognize their emotions/feelings

Specific calming down process

Problem solving process

Examples of Self-Regulatory Processes

Stop, Breathe, Think

Stop, Count, Work out Problem

How do I feel? Think Stop. Go into shell and take 3 deep breaths. Come out of your shell and problem solve.

How do I feel? Take three deep breaths. Count to five slowly. Say, “Calm down.” Talk to an adult about it.

Activity

Develop a Program-Wide

Self-Regulation Process

Program Wide Self-Regulation Checklist

Directions: When you return to your program we are asking that you develop a program-wide Self-Regulation process for children in your program. As you develop and implement the process for your program you can use the checklist below as a guide.

ITEM YES NO

1. All members of the staff were involved in developing the Self-Regulation for children in your program.

2. The staff was able to agree on a Self-Regulation process that will be used in your program.

3. The Self-Regulation process includes a component in which children recognize their own emotions.

4. The Self-Regulation process includes a specific calming down process.

5. The Self-Regulation process includes a problem-solving component.

6. Opportunities are provided for children to practice the process at different points in the day.

7. The Self-Regulation process is implemented consistently by all staff.

TOTAL

Problem-Solving Steps

Step 1: Define the problem

Step 2: Brainstorm solutions

Step 3: Decide where to start and test ideas

Step 4: Create problem-solving tools

Step 5: Test and analyze solutions

Problem Solving Strategies

Encourage children to be flexible thinkers

Brainstorm with children possible outcomes

Ask children to reflect upon their ideas

Break problems down into smaller parts

Ask open-ended questions

Encourage children to express their ideas

Activity

Problem Solving Scenarios