Personal, Social and Emotional Development in Early Childhood: Learning Together

Personal, Social and Emotional Development in Early Childhood: Learning Together Presented By: Atiya Hussain & Audrey Juma AGA KHAN UNIVERSITY INSTITUTE OF EDUCATIONAL DEVELOPMENT

Overview • Understanding of Personal, Social and Emotional Development • Importance of Personal, Social and Emotional Development • How Personal, Social and Emotional Development is Curbed in School Settings • Why Personal, Social and Emotional Development is Curbed in School Settings • Beginning the Nurturing Process • Our Learnings

Understanding of Personal, Social and Emotional Development • Personal, Social and Emotional development refers to the way children learn to develop a positive self image about themselves; interact with others. • It also refers to the child’s ability to express his/her feelings and emotions and to understand the feelings of others. (Mahmud, 2002)

Understanding of Personal, Social and Emotional Development ability to share to take turns cooperate make decisions respect the rights and property of others be enthusiastic demonstrate confidence have positive self-image be independent

Importance of Personal, Social and Emotional Development Research indicates: • the early years are crucial in the formation of intelligence, personality and social behaviour. • children are born with physical, social and psychological capacities, which allow them to communicate, learn and develop. • it is now very clear that unless the child achieves the minimal level of social competence by about the age of six, he/she is at risk for the rest of his/her life. (Katz, in Dowling, )

Personal, Social and Emotional Development- Curbed

Example from the classroom On Saturday, October 8, 2005, the devastating earthquake had jolted the North of Pakistan leaving thousands dead and missing. The media coverage on the incident had kept giving updates on the numbers dead. The teacher introduced her lesson with a story on Monday morning. T: Today we will read a story (shows the children the cover of the book entitled “Charlie’s House”) A child sitting behind with the rest of the children says, C: Itne log mar gaye na? T: Aap logo nein pray kya un ke leye? C: Ji…( teacher interrupts) (The child still wants to talk about the earth quake and begins to say something, but the teacher instead continues reading the story and asks children questions about the story. She then begins to give a description of Charlie’s house and the rooms in it and where he plays) C: Un ka ghar toot gaya The teacher ignores the child’s comment and continues reading the story , translating the story as she goes along and asks the children, “ Aab kya hua ho ga story mein? (The class ends and the child does not get a chance to express feelings about the disaster)

Why Personal, Social and Emotional Development is Curbed in School Settings • Teacher: • Teacher’s beliefs and understanding about children and how they develop • Teacher’s practices Emphasis on curriculum coverage Emphasis on discipline and control • School Curriculum: • Teacher-centred Curriculum • Structured Timetable • Emphasis on Cognitive development

Beginning the Nurturing Process • Modelling • Coaching • Intensive classroom support

Personal, Social and Emotional Development- Nurtured

Example from the classroom Background: Discussion on the Earth Quake The teacher planned to allow children to express their feelings about the earth quake that occurred. She provided space in her classroom for a special display board and encouraged children to bring newspaper clippings and information about the earth quake. The teacher modelled by bringing pictures and text on the earth quake. During circle time, The teacher initiated a discussion on the earth quake disaster using pictures and the following three questions: Q1: What do you think had happened? Q2: What do they need? Q3: How can we help them? Children came up with thoughtful reflections which showed empathy and the importance of sharing. She then asked the children if they would like to express their ideas through drawing, how they could contribute towards the disaster.

Teacher’s reflection… “ It was an emotional scene. I had not expected children so young to be able to empathise and express their feelings in a manner the children demonstrated.” (Debriefing session, Oct 27th,2005)

Our Learnings… • A positive shift in teacher’s beliefs and understandings occurred when teachers and their work were valued. • Teachers became more sensitive to individual and emerging needs of children. • A balance between cognitive and personal, social and emotional development • Teachers provided opportunities for children to develop personally, socially and emotionally • They were willing to listen to and learn from children, colleagues and others

Personal, Social and Emotional Development in Early Childhood: Learning Together