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

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

Erikson’s Stages of Psychosocial Development StageAgeCrisis Infancy0-1Trust vs. Mistrust Early Childhood2-3Autonomy vs. Shame & Doubt Preschool3-5Initiative vs. Guilt Dr. K. A. Korb University of Jos

Piaget’s Stages of Cognitive Development StageAgeKey Characteristics Sensorimotor0-2 Thinks via senses Pre-Operational2-7 Can use mental symbols Thinks unidirectionally Egocentric Dr. K. A. Korb University of Jos

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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 Activities to promote development for young children: Dr. K. A. Korb University of Jos

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