Early Childhood Education: Social and Emotional Development

1. Early Childhood Education:Social and Emotional Development Dr. K. A. Korb University of Jos

2. Outline • Interpersonal Skills: Ability to relate with others • Peer Relationships • Child-Teacher Relationships • Intrapersonal Skills: Ability to understand oneself • Emotional Literacy • Self Esteem • Assimilating into school culture • Behavior Management Dr. K. A. Korb University of Jos

3. Erikson’s Stages of Psychosocial Development Dr. K. A. Korb University of Jos

4. Piaget’s Stages of Cognitive Development Dr. K. A. Korb University of Jos

5. Teaching Social/Emotional Skills • Research has demonstrated that social skills are associated with school success (Denham & Burton, 2003) • Prosocial behaviors foster peer and teacher relationships • Helping, sharing, taking turns • Self-regulation skills hinder aggression • Social skills are associated with emotional competence Dr. K. A. Korb University of Jos

6. Teaching Social/Emotional Skills • Preschool teachers strongly influence young children’s social-emotional development (Pianta & Stuhlman, 2004) • Formal vs. Informal teaching of social and emotional skills • Formal instruction in social and emotional skills results in positive child development • I Can Problem Solve • Al’s Pals: Kids Making Healthy Choices Dr. K. A. Korb University of Jos

7. Teaching Social/Emotional Skills • Importance of teaching social/emotional skills: • Skills are necessary for children to be successful in school and the culture • Prevent behavior problems • Do not teach social skills only when problem behaviors occur • Problem has happened • Children are upset • Teacher attention may reinforce negative behavior • Teach social skills also before incidents happen Dr. K. A. Korb University of Jos

8. Social and Emotional Development consists of: • Sense of confidence and competence • Ability to form good relationships with peers and adults • Ability to identify, understand, and communicate feelings • Constructively managing strong emotions • Develop empathy • Ability to persist at tasks • Ability to follow directions Dr. K. A. Korb University of Jos

9. Checklist of Social Skills (McClellan & Katz, 1977) • Approaches peers positively • Clearly and appropriately expresses needs • Not easily intimidated by bullies • Expresses frustration and anger positively • Easily joins peers in work or play • Participates in discussions and activities • Ability to take turns • Shows an interest in peers • Can compromise with peers • Accepts people of diverse ethnic groups • Uses appropriate nonverbal communication Dr. K. A. Korb University of Jos

10. Teaching Peer Interactions • Directly teach the social skill • Model the behavior • In person or with puppets • Allow for practice Dr. K. A. Korb University of Jos

11. Teacher-Child Relationships • Children will model the teacher’s behavior • Be courteous • Show interest in children’s lives • Ask for children’s input when possible • Develop close, caring relationships with the children Dr. K. A. Korb University of Jos

12. Child – Environment Relationship • Teach children to become aware of and to take care of the environment • Pick up trash in and around the school yard • Study the trash – scientific observation skills • Plant trees • Biology Dr. K. A. Korb University of Jos

13. Emotional Literacy • Types of Emotions • Core emotions: Joy, anger, sadness fear • Complex emotions: Frustration, annoyance, boredom, jealousy • Teaching Emotional Literacy • Recognize and label feelings • You must feel hurt. • Accept feelings • It is ok to feel hurt when your friend ignores you. • Encourage appropriate responses to feelings • What is a better way we can deal with these feelings? Dr. K. A. Korb University of Jos

14. Managing Conflict • Help the child accept their feelings as valid • Help the child verbalize emotions • Suggest alternative behaviors Dr. K. A. Korb University of Jos

15. Managing Anger • Teach children: • That anger can interfere with problem solving • How to recognize anger in themselves and their peers • How to calm down • Appropriate ways to express anger Dr. K. A. Korb University of Jos

16. Turtle Technique • Recognize • that you • feel angry. “Think” Stop. • Go into shell. Take 3 deep breathes. And think calm, coping thoughts. Come out of shell when calm and think of a solution.

17. Building Self Esteem • Self-Esteem: How you feel about yourself • Three components (Kostelnik et al., 2006) • Competence: Accomplish goals • Worth: Valued by others • Control: Ability to influence environment Dr. K. A. Korb University of Jos

18. Building Self Esteem • Daily Encouragement • Sincere, specific, regular attention to children • Point out the relationship between a child’s successes and their personal strengths • Planned Activities • VIP (Very Important Person) of the Week is allowed special privileges and an opportunity to share with the class Dr. K. A. Korb University of Jos

19. Classroom Activities to Promote Social/Emotional Development • What aspects of social or emotional development is the lesson aimed to teach? • What are the strengths of the lesson? • What would you improve to make the lesson more effective? Dr. K. A. Korb University of Jos

20. Internet Resources • Center on the Social and Emotional Foundations for Early Learning: What Works Briefs • Promote young children’s emotional development • Present scientific evidence for best practices • http://www.vanderbilt.edu/csefel/ • Activities to promote development for young children: • http://www.teacherquicksource.com/headstart/default.aspx Dr. K. A. Korb University of Jos

21. Revision • What social skills are necessary for young children to develop? • What are some strategies for teaching these social skills in ECE programs? • What emotional skills are necessary for young children to develop? • What are some strategies for teaching these social skills in ECE programs? • Why is teaching social and emotional skills important? Dr. K. A. Korb University of Jos