Social and Social and EmotionalEmotional

CompetenceCompetenceTeaching Strategies:Teaching Strategies:

Dodge, Dombro, Koralek, PizzolongoDodge, Dombro, Koralek, Pizzolongo

Preschool Children with Special Needs:Preschool Children with Special Needs:

Lerner, Lowenthal, EganLerner, Lowenthal, Egan

Prepared by Dr. Carla Piper and Libby HolmesPrepared by Dr. Carla Piper and Libby Holmes

Goal is Self-disciplineGoal is Self-discipline

AbilityAbility to control one’s own behaviorto control one’s own behavior Make own decisions and choices Make own decisions and choices

based on what is rightbased on what is right Know the difference between right Know the difference between right

and wrongand wrong Can correct own mistakesCan correct own mistakes Value acceptable behaviorValue acceptable behavior Don’t behave well just because of Don’t behave well just because of

fear of punishmentfear of punishment..

Positive GuidancePositive Guidance

Take action to prevent dangerous or Take action to prevent dangerous or unacceptable behavior before it occursunacceptable behavior before it occurs

Intervene and redirect behavior to Intervene and redirect behavior to guide child towards a better choiceguide child towards a better choice

Step in and stop an inappropriate Step in and stop an inappropriate behaviorbehavior

Model what is acceptable and what is Model what is acceptable and what is notnot

Encourage and offer your own Encourage and offer your own acceptance of good behavior by a childacceptance of good behavior by a child

Provide an environment that Provide an environment that promotes self-disciplinepromotes self-discipline

Remove safety hazards and encourage Remove safety hazards and encourage safe explorationsafe exploration

Store toys and equipment on low shelvesStore toys and equipment on low shelves Prepare children for changes in advancePrepare children for changes in advance Organize daily routines to keep waiting Organize daily routines to keep waiting

time down to a minimumtime down to a minimum Arrange the room to provide child with Arrange the room to provide child with

private spaceprivate space Follow children’s cues when planning Follow children’s cues when planning

activitiesactivities Involve children in making up rules.Involve children in making up rules.

Use Positive Methods to Guide Use Positive Methods to Guide Each Child’s BehaviorEach Child’s Behavior

Try to understand why a child is cryingTry to understand why a child is crying Help children see the consequences of their Help children see the consequences of their

actionsactions Redirect children to acceptable activitiesRedirect children to acceptable activities Stay with child who is having tantrumStay with child who is having tantrum Use simple, positive reminders to restate rulesUse simple, positive reminders to restate rules Gently move children while accepting their need Gently move children while accepting their need

to say noto say no Know when ignoring inappropriate behavior is Know when ignoring inappropriate behavior is

constructiveconstructive Assume a firm, authoritarian role only when Assume a firm, authoritarian role only when

necessary to keep children safenecessary to keep children safe

Help Children Understand and Help Children Understand and Express their Feelings in Express their Feelings in Acceptable WaysAcceptable Ways

Make it easier to wait for a turnMake it easier to wait for a turn Offer an angry child a soothing activityOffer an angry child a soothing activity Give children words for their feelingsGive children words for their feelings Model acceptable ways to express angerModel acceptable ways to express anger Listen to children’s crying or words that tell Listen to children’s crying or words that tell

how they are feelinghow they are feeling Tell children you accept their feelings, even Tell children you accept their feelings, even

when their actions are not acceptablewhen their actions are not acceptable Work with parents to help a child with a Work with parents to help a child with a

challenging behaviorchallenging behavior

InfantsInfants

Need what they need when they need itNeed what they need when they need it Studies show that when infants needs are Studies show that when infants needs are

met quickly, the infant cries less oftenmet quickly, the infant cries less often At 6-8 months, infants begin to have more At 6-8 months, infants begin to have more

control over their actionscontrol over their actions Between 10-12 months, infants begin to Between 10-12 months, infants begin to

realize that caregivers don’t approve of realize that caregivers don’t approve of some of the things they dosome of the things they do

A caregiver’s tone of voice or firm “no” A caregiver’s tone of voice or firm “no” can help infants learn the limits.can help infants learn the limits.

ToddlersToddlers

Can try your patience!Can try your patience! One minute they want to be independent One minute they want to be independent

and the next, they want to be babiesand the next, they want to be babies Time for tantrums and losing controlTime for tantrums and losing control Need caregivers to set limitsNeed caregivers to set limits Beginning to learn what is acceptableBeginning to learn what is acceptable Can be possessiveCan be possessive Eager to please adults but will test limitsEager to please adults but will test limits Will sometimes hit out of angerWill sometimes hit out of anger

Preschool Children Preschool Children MilestonesMilestones

Dr. Stanley Greenspan’s MilestonesDr. Stanley Greenspan’s Milestones Children learn to get involved in their Children learn to get involved in their

play and activitiesplay and activities Children enjoy being with othersChildren enjoy being with others Children understand and respond Children understand and respond

appropriately to nonverbal cuesappropriately to nonverbal cues Children learn to use words to express Children learn to use words to express

their feelingstheir feelings Children learn to understand the Children learn to understand the

consequence of their actions.consequence of their actions.

Discipline versus Discipline versus PunishmentPunishment PunishmentPunishment

Controlling child’s behavior through fearControlling child’s behavior through fear May stop children’s negative behavior temporarilyMay stop children’s negative behavior temporarily Doesn’t help children develop self-disciplineDoesn’t help children develop self-discipline May reinforce bad feelings about themselvesMay reinforce bad feelings about themselves

DisciplineDiscipline Guiding and directing children toward acceptable Guiding and directing children toward acceptable

behaviorbehavior Help children learn how to control their own behaviorHelp children learn how to control their own behavior Children not born with self control – but learn through Children not born with self control – but learn through

daily interactions with other children and adultsdaily interactions with other children and adults ..

Principles for Enhancing Principles for Enhancing Social CompetenceSocial Competence

Children’s feelings deserve respect. Children’s feelings deserve respect. Respecting children’s feelings does Respecting children’s feelings does

not always mean allowing children to not always mean allowing children to act on those feelings.act on those feelings.

Social competence is socially defined.Social competence is socially defined. Must show respect for different Must show respect for different

culturescultures Respect different patterns of Respect different patterns of

appropriate interaction.appropriate interaction.

Social CompetenceSocial Competence

Ability to initiate and maintain satisfying, Ability to initiate and maintain satisfying, reciprocal relationships with peers and reciprocal relationships with peers and adults. adults.

Children achieve a good developmental Children achieve a good developmental outcome with social competence.outcome with social competence.

Children who lack social competence are at Children who lack social competence are at riskrisk Academic failure Academic failure Dropping out of school Dropping out of school DelinquencyDelinquency Mental health problems.Mental health problems.

Emotional RegulationEmotional Regulation

Must be able to control Must be able to control frustration long frustration long enough to resolve enough to resolve conflictconflict

Contributes to peer Contributes to peer status and friendship.status and friendship.

Can be established by Can be established by attending preschool.attending preschool.

Social Knowledge and Social Knowledge and UnderstandingUnderstanding

Needed to form friendshipsNeeded to form friendships Children need knowledge of Children need knowledge of

norms and customsnorms and customs Involves having the ability to Involves having the ability to

predict/anticipate other’s predict/anticipate other’s preferences. preferences.

Children need be able to express Children need be able to express feelings openlyfeelings openly

Involves children being able to Involves children being able to understand other’s feelings as understand other’s feelings as wellwell

Social Skills and Social Skills and Peer AcceptancePeer Acceptance

Preschool children need to gain access Preschool children need to gain access to play groups and allow others to join to play groups and allow others to join their own play groups (turn-taking)their own play groups (turn-taking)

Able to request information from the Able to request information from the other children about their activitiesother children about their activities

Need to contribute to ongoing Need to contribute to ongoing discussions among peersdiscussions among peers

Peer-directed aggression is a factor in Peer-directed aggression is a factor in determining social acceptance among determining social acceptance among peers.peers.

Social DispositionsSocial Dispositions A pattern of behavior exhibited A pattern of behavior exhibited

frequently and in the absence of coercionfrequently and in the absence of coercion A habit of mind that is under some A habit of mind that is under some

conscious control.conscious control. A social disposition is the characteristic A social disposition is the characteristic

ways in which a child responds to social ways in which a child responds to social situations.situations.

Some examples Some examples curiosity curiosity creativitycreativity impulsivity impulsivity humorousnesshumorousness

Direct CommunicationDirect Communication Helps adults be effective with children.Helps adults be effective with children. Use direct, authentic and straightforward Use direct, authentic and straightforward

communicationcommunication Norms, rules and expectations for participation in the groupNorms, rules and expectations for participation in the group

Preschool children become more and more capable of Preschool children become more and more capable of responding to direct and straightforward suggestions responding to direct and straightforward suggestions and directions.and directions.

Meaningful relationships require content Meaningful relationships require content Adults must have relationships based on content, not behavior. Adults must have relationships based on content, not behavior.

Long-term social development is bestLong-term social development is best Foster relationships with children based on content Foster relationships with children based on content

rather than the behavior to be changed.rather than the behavior to be changed.

Teacher InterventionTeacher Intervention Teacher InteventionTeacher Intevention

Should not be so frequent that children have few Should not be so frequent that children have few opportunities to solve their own problems. opportunities to solve their own problems.

Should be frequent enough to ensure that no child Should be frequent enough to ensure that no child falls into a negative recursive cycle.falls into a negative recursive cycle.

Teacher must have knowledge of each child in a Teacher must have knowledge of each child in a group and constant monitoring of each child’s group and constant monitoring of each child’s progress.progress.

Adults’ expectations shape Adults’ expectations shape children’s characterschildren’s characters Attributions adults make about children’s characters Attributions adults make about children’s characters

tend to be adopted by the children, tend to be adopted by the children, Become their self-images Become their self-images In turn they try to live up to those self images.In turn they try to live up to those self images.

Unpopular children may experience repeated Unpopular children may experience repeated rejections because they expect to be rejectedrejections because they expect to be rejected

Teachers Model Social Teachers Model Social CompetenceCompetence

Teachers need to be aware Teachers need to be aware of their interactions with of their interactions with children. children.

Help resolve conflicts or Help resolve conflicts or offer suggestions to offer suggestions to children about their children about their interactionsinteractions

Interact and listen rather Interact and listen rather than just lecturethan just lecture

Social DifficultiesSocial Difficulties

Misbehavior is an opportunity to teach the child Misbehavior is an opportunity to teach the child more effective way of responding to a situation.more effective way of responding to a situation.

Social behavior develops in cyclesSocial behavior develops in cycles Social behavior leads to a response which Social behavior leads to a response which

leads to a social behavior and so on…leads to a social behavior and so on… The cycles can be positive or negative.The cycles can be positive or negative.

Potential for bias based on the reputation of the Potential for bias based on the reputation of the child child Leads to them either being accepted or rejected by Leads to them either being accepted or rejected by

their peers.their peers. Behavior patterns are difficult to change. Behavior patterns are difficult to change. Adults need to help children change their Adults need to help children change their

behavior.behavior.

Fostering Social CompetenceFostering Social Competence Arouse empathyArouse empathy

Encourage the child to be empathetic to other’s feelings. Encourage the child to be empathetic to other’s feelings. Example: “Robin has been waiting a long time, and you know Example: “Robin has been waiting a long time, and you know

how it feels to wait.”how it feels to wait.” Deepen understanding of effect of actions on Deepen understanding of effect of actions on

othersothers Especially important for aggressive children. Especially important for aggressive children. Example: “I am sure Billy doesn’t like it when you hit him. Example: “I am sure Billy doesn’t like it when you hit him.

Try another way to tell him what you mean.”Try another way to tell him what you mean.” Help children anticipate other’s feelingsHelp children anticipate other’s feelings

The goal is to help children develop the ability to speculate The goal is to help children develop the ability to speculate and anticipate the responses and feelings of peers to various and anticipate the responses and feelings of peers to various events.events.

Children will begin to deepen their understanding of other’s Children will begin to deepen their understanding of other’s feelings. feelings.

Example: “How do you think Jamie will feel coming back to Example: “How do you think Jamie will feel coming back to class tomorrow to see we’ve changed the class around?”class tomorrow to see we’ve changed the class around?”

Discusssions with ChildrenDiscusssions with Children Help children interpret why others are Help children interpret why others are

feeling something. feeling something. Example: “I wonder why Joey was feeling Example: “I wonder why Joey was feeling

mad this morning”mad this morning” Help children participate in ongoing Help children participate in ongoing

discussions. discussions. Offer specific suggestions about topics Offer specific suggestions about topics

that the child could bring up.that the child could bring up. Help children discover common Help children discover common

ground with others. ground with others. Example: Jenny collects shells; she might Example: Jenny collects shells; she might

like to see you new one.”like to see you new one.”

Strengthening Strengthening Interactive SkillsInteractive Skills Foster verbal communication Foster verbal communication

Give the child ways to state feelings clearly. Give the child ways to state feelings clearly.

Offer suggestions for verbal openings Offer suggestions for verbal openings Help the approaching child make a positive Help the approaching child make a positive

comment. comment. Example: “I really like that block structure Example: “I really like that block structure

you are making. Can I join you?”you are making. Can I join you?” Strengthen turn-taking skills Strengthen turn-taking skills

Example: “You know how it feels to wait a long Example: “You know how it feels to wait a long time.” time.”

Saying this can encourage the child to share Saying this can encourage the child to share by reminding them of how to take turns.by reminding them of how to take turns.

Help Children Help Children NegotiateNegotiate

Help children learn to negotiate Help children learn to negotiate ““Tell Johnny that you’ll let him use the truck if you get Tell Johnny that you’ll let him use the truck if you get

to use it after him” to use it after him” Children will need assistance making sure that the Children will need assistance making sure that the

agreement made is followed through upon. agreement made is followed through upon. If a child negotiates and adults don’t assist with follow If a child negotiates and adults don’t assist with follow

through, the child is less like to use the skill again.through, the child is less like to use the skill again. Teach children to assert their preferences Teach children to assert their preferences

gracefullygracefully Help children come up with reasons for why they want Help children come up with reasons for why they want

certain things. certain things. Ex: “ Let Janey know why you want to play the mother, Ex: “ Let Janey know why you want to play the mother,

not the cat.”not the cat.” Help bullies change their behavior Help bullies change their behavior

““I don’t like it when you hit Tina. It hurts her.” I don’t like it when you hit Tina. It hurts her.” Give the child an alternative action.Give the child an alternative action.

Changing BehaviorChanging Behavior

Help victims change their behavior Help victims change their behavior ““Tell him you don’t like it when he hits Tell him you don’t like it when he hits

you.”you.” Encourage the child to use their words Encourage the child to use their words

to solve the problem rather than go to solve the problem rather than go straight to an adult for help. straight to an adult for help.

Pair children Pair children Pair a child who lacks social Pair a child who lacks social

competence skills with one that has competence skills with one that has some.some.

Provide Social Skills Provide Social Skills TrainingTraining

KnowledgeKnowledge Does the child have the knowledge of what skills Does the child have the knowledge of what skills

are needed in specific situations?are needed in specific situations? Action Action

Is the child developmentally capable to practice Is the child developmentally capable to practice and act in accordance with their knowledge?and act in accordance with their knowledge?

ApplicationApplication Can the child generalize skills to new situations?Can the child generalize skills to new situations? Can the child take a skill that is appropriate in Can the child take a skill that is appropriate in

one situation and apply it to a similar situation?one situation and apply it to a similar situation?