What All Children Really Need: Effective Strategies for Building Social-Emotional Skills Presented by Mary Lynn White National Outreach Specialist © 2005, Wingspan, LLC. All Rights Reserved. This presentation and all of its contents are the property of Wingspan, LLC and may not be used for any other purpose without the express written permission of Wingspan, LLC. Creating Connections to Shining Stars 2013

Workshop Goals  Examine how social-emotional skills influence behavior and development  Introduce teaching approaches that develop skills of self-control, friendship, and problem-solving  Share strategies that promote children’s social skills and self-regulation

Young Children At Risk  Increased concerns regarding: Anger and aggression Defiance Lack of social skills  Early anti-social behavior key risk factor for future problem behavior  Intervene early when first forming attitudes and behaviors

Children and the Development of Self-Regulation  Children must practice  Related to temperament, age, and environment  Linked to planning, problem-solving, goal-directed behavior  Predictive of all academic outcomes; math

Social-Emotional Competence  Understanding and expressing feelings  Self regulation (feelings & behaviors)  Peaceful problem-solving  Positive relationships

Young Children Who Lack Social-Emotional Skills May:  Be less accepted by classmates and teachers  Participate less in classroom activities and resist instruction  Be perceived as having low academic potential  Receive less instruction and less positive feedback  Be held back more often in early school years

Characteristics of a Resilient Child  Social Competence Good communication skills Positive relationship with others A sense of humor Empathy and caring Healthy coping skills  Problem-solving Skills Decision-making skills Ability to think flexibly Ability to try different solutions

Characteristics of a Resilient Child (cont.)  Autonomy Self-control, self-discipline Independence Self-esteem Ability to exert control over one’s environment  Sense of Future and Purpose Goal oriented outlook Persistence A focus on achievement and education Hope for a bright future A sense of faith

Protective Factors: Better Outcomes For Children  Nurturing, caring adults  High expectations for success  Meaningful involvement  Involvement in decision-making  Recognition and reinforcement of positive behavior  A safe, predictable environment  Clear norms promoting pro-social, healthy, appropriate behavior

To Foster Resilience, Children Need Adults To...  Listen  Validate feelings and experiences  Facilitate brainstorming  Communicate clear norms  Role model  Respond to sensitive issues  Guide problem-solving

What Children Need to Know  Feelings  Positive Relationships  Communication  Brainstorming  Impulse Control  Safe and Healthy Choices  Problem-Solving

The Importance of Friendship  New study  No friends, at risk for depression during adolescence  One friend made a difference  Reading, writing, ‘rithmetic, relationships

Friendship Building  Read stories about friends  Recognize good friendship acts  Pair children differently  1 puzzle or book, 2 children  Friendship paintings  Buddy table  Sing about it!

What Helps Children Use Feeling Words?  Visible reminders  Adults who notice, ask about, and empathize  Learning a variety of words Games and lighthearted activities –Feelings Charades –Make that Face  Role Model (once a day?)

Children who can express their feelings…  tolerate frustration better  get into fewer fights  engage in less destructive behavior  are healthier  are less lonely  are less impulsive  are more focused  have great academic achievement Adapted from the Center on the Social and Emotional Foundations for Early Learning

Managing Strong Feelings  Help children prepare for disappointment Anticipate and talk ahead of time Only one fish feeder, how will you feel if it’s not you? What will you do? (Snap fingers, “Maybe next time!”)  Teach the Calm Down Steps  Set up a Quiet Place

Calm Down Steps  Take 3 deep breaths  Count to 5 slowly  Say “calm down”, “calm down”

Problem-Solving Steps 1.Stop. Think about the problem. 2.Say how you feel. 3.Brainstorm ideas. 4.Try the best one. 5.What happened?

CLASS & Al’s Pals Alignment CLASS DimensionAl’s Pals Teaches Children Al’s Pals Strategies for Teachers Positive ClimateSharing, taking turns, value of friendship, kind words, respectful ways to communicate Strategic use of encouragement & reinforcement, communicating high expectation for social behaviors, role modeling & reinforcing respectful communication Negative ClimateUsing feeling words, Calm Down steps, poster & song Guiding Calm Down steps, role modeling self-control strategies Teacher SensitivityAsking adults for help, coping in healthy ways Listening, responding to sensitive issues, guiding problem solving Regard for Student Perspectives Brainstorming, different is okay, problem-solving steps Facilitation of brainstorming, guiding problem-solving

 New 7- lesson curriculum  Positive ‘to-do’ messages  Engage children with movement, games, stories, music, and basic scientific discovery  Interactive lessons teach eat plenty of fruits and vegetables limit screen time be physically active drink water instead of sugary drinks Childhood Obesity Prevention

Parent Education Program 13 modules Delivered by trained parent educators Strengths-based approach Promotes positive parent- child relationships

Al’s Caring Pals  Training for family child care home providers  Easy-to use materials tailored for home-based child care setting  Builds children’s social-emotional skills and problem-solving abilities  Creates nurturing environment

 Free resources  Tips  Blog  Store AcornDreams.com

Thank You Mary Lynn White