A Positive Start to Supporting Social and Emotional
Development in Young Children
Imelda MadiganHighScope Ireland [email protected]
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
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
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.
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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.
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KDI 15: Conflict resolutionChildren resolve social conflicts
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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
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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