Transcript Early Childhood Education: Social and Emotional Development

Early Childhood Education:
Social and Emotional
Development
Dr. K. A. Korb
University of Jos
Outline
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Interpersonal Skills: Ability to relate with others
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Intrapersonal Skills: Ability to understand oneself
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Peer Relationships
Child-Teacher Relationships
Emotional Literacy
Self Esteem
Assimilating into school culture
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Behavior Management
Dr. K. A. Korb
University of Jos
Erikson’s Stages of
Psychosocial Development
Stage
Age
Crisis
Infancy
0-1
Trust vs. Mistrust
Early Childhood
2-3
Autonomy vs. Shame & Doubt
Preschool
3-5
Initiative vs. Guilt
Dr. K. A. Korb
University of Jos
Piaget’s Stages of Cognitive
Development
Stage
Sensorimotor
Age
0-2
Pre-Operational 2-7
Dr. K. A. Korb
University of Jos
Key Characteristics
Thinks
Can
via senses
use mental symbols
Thinks unidirectionally
Egocentric
Teaching Social/Emotional Skills
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Research has demonstrated that social
skills are associated with school success
(Denham & Burton, 2003)
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Prosocial behaviors foster peer and teacher
relationships
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Helping, sharing, taking turns
Self-regulation skills hinder aggression
Social skills are associated with emotional
competence
Dr. K. A. Korb
University of Jos
Teaching Social/Emotional Skills
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Preschool teachers strongly influence young
children’s social-emotional development (Pianta &
Stuhlman, 2004)
Formal vs. Informal teaching of social and
emotional skills
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Formal instruction in social and emotional skills results in
positive child development
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Dr. K. A. Korb
University of Jos
I Can Problem Solve
Al’s Pals: Kids Making Healthy Choices
Teaching Social/Emotional Skills
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Importance of teaching social/emotional skills:
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Do not teach social skills only when problem
behaviors occur
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Skills are necessary for children to be successful in school
and the culture
Prevent behavior problems
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
Social and Emotional Development
consists of:
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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
Checklist of Social Skills
(McClellan & Katz, 1977)
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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
Teaching Peer Interactions
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Directly teach the social skill
Model the behavior
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In person or with puppets
Allow for practice
Dr. K. A. Korb
University of Jos
Teacher-Child Relationships
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Children will model the teacher’s behavior
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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
Child – Environment Relationship
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Teach children to become aware of and to
take care of the environment
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Pick up trash in and around the school yard
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Study the trash – scientific observation skills
Plant trees
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Dr. K. A. Korb
University of Jos
Biology
Emotional Literacy
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Types of Emotions
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Core emotions: Joy, anger, sadness fear
Complex emotions: Frustration, annoyance, boredom,
jealousy
Teaching Emotional Literacy
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Recognize and label feelings
 You must feel hurt.
Accept feelings
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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
Managing Conflict
Help the child accept their feelings as
valid
 Help the child verbalize emotions
 Suggest alternative behaviors
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Dr. K. A. Korb
University of Jos
Managing Anger
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Teach children:
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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
Turtle Technique
Recognize
that you
“Think”
Stop.
feel angry.
Go into shell.
Take 3 deep
breathes.
And think
calm, coping
thoughts.
Come out
of shell
when calm
and think of
a solution.
Building Self Esteem
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Self-Esteem: How you feel about yourself
Three components (Kostelnik et al., 2006)
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Competence: Accomplish goals
Worth: Valued by others
Control: Ability to influence environment
Dr. K. A. Korb
University of Jos
Building Self Esteem
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Daily Encouragement
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Sincere, specific, regular attention to children
Point out the relationship between a child’s
successes and their personal strengths
Planned Activities
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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
Classroom Activities to Promote
Social/Emotional Development
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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
Internet Resources
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Center on the Social and Emotional Foundations
for Early Learning: What Works Briefs
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Promote young children’s emotional development
Present scientific evidence for best practices
http://www.vanderbilt.edu/csefel/
Activities to promote development for young
children:
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http://www.teacherquicksource.com/headstart/default.aspx
Dr. K. A. Korb
University of Jos
Revision
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What social skills are necessary for young
children to develop?
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What emotional skills are necessary for young
children to develop?
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What are some strategies for teaching these social skills
in ECE programs?
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