Promoting Social Emotional Competence Social Emotional Teaching Strategies

1. Promoting Social Emotional CompetenceSocial EmotionalTeaching Strategies Module 2

2. Agenda • Introduction • Identifying “teachable moments” • Positive relationships as an essential foundation • Friendship skills • Emotional literacy • Controlling anger and impulse • Problem solving • Dealing with common peer problems 2

3. CSEFEL’s Key Principles • Intensity • Clear Criteria for Efficacy • Cost and Time Efficiency • Long-term Essential Outcomes • Family Centeredness • Cultural Sensitivity and • Competence 3

4. Learner Objectives • Participants will understand when and where the most effective “teachable moments” are related to social skills and emotional regulation. • Participants will understand why rules are essential for early childhood classrooms. • Participants will be able to identify the criteria for developing rules with young children. • Participants will be able to identify friendship skills and how to teach them. 4

5. Learner Objectives • Participants will be able to define emotional literacy and identify five activities that build “feeling vocabularies.” • Participants will understand why children need to learn to control anger and handle disappointment and will be able to identify four strategies to teach anger management skills. • Participants will understand the importance of teaching problem solving and will be able to identify the four stages of problem solving. 5

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7. Promoting Social Emotional Competence Individualized Intensive Interventions Social Emotional Teaching Strategies Creating Supportive Environments Building Positive Relationships 7

8. Identifying Teachable Moments 8

9. Building Positive Relationships with Children Happy Grams Home visits Share Play Time & Attention Notes home Empathy 9

10. Friendship Skills • How to give suggestions (play organizers) • Sharing toys and other materials • Turn taking (reciprocity) • Being helpful • Giving compliments • Understanding how and when to give an apology 10

12. Play Organizers • Rationale • Describe • Get friend’s attention • Give friend a toy • Give idea what to do with toy or play idea • Demonstrate • Right way • Wrong way • Practice • Promote 12

13. Sharing • Rationale • Describe skill • Child has materials • Offers or responds to request from peer for materials • Demonstrate • Right way • Wrong way • Practice • Promote 13

14. Turn Taking • Rationale • Describe skill • Get friend’s attention (look, tap, call) • Hold out hand • Ask for toy • Demonstrate • Right way • Wrong way • Practice • Promote 14

15. Being Helpful/Teamwork • Rationale • Describe skill • How to help at home • How to help at school • Demonstrate • Right way • Wrong way • Practice • Promote 15

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17. Giving Compliments • Rationale • Describe • Verbal – say things like: • “Good job _____!” • “Great _____!” • “I like the way you _____!” • Physical – Do things like: • Hug • Pat on the shoulder • High Five • Demonstrate • Right way • Wrong way • Practice • Promote 17

18. Knowing When and How to Give Apologies • Rationale • Describe skill • “I’m sorry that___” • “I didn’t mean to ___” • Demonstrate • Right way • Wrong way • Practice • Promote 18

19. Setting the Stage for Friendship • Inclusive setting • Cooperative use toys • Embed opportunities • Social interaction goals and objectives • Ethos of friendship 19

20. Strategies for DevelopingFriendship Skills • Modeling principles • Modeling with video • Modeling with puppets • Preparing peer partners • Buddy system • Priming • Direct modeling • Reinforcement 20

22. Enhancing Emotional Literacy • Learning words for different feelings • Learning how to recognize feelings in self and others 22

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33. Increasing Feeling Vocabularies • Direct teaching • Incidental teaching • Use children’s literature • Use songs and games • Play “How would you feel if?” • Checking in • Feeling dice and feeling wheels 33

34. Feeling Activities 34

38. Identifying Feelings inSelf and Others • Learning ways to relax • Empathy training 38

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41. Relaxation Thermometer Take 3 deep breaths…1..2..3 41

42. Identifying Feelings inSelf and Others • Empathy Training 42

43. Key Concepts with Feelings • Feelings change • You can have more than one feeling about something • You can feel differently than someone else about the same thing • All feelings are valid – it is what you do with them that counts 43

44. Controlling Anger and Impulse • Recognizing that anger can interfere with problem solving • Learning how to recognize anger in oneself and others • Learning how to calm down • Understanding appropriate ways to express anger 44

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50. Questions about teaching young children to control anger and handle disappointment? 50