1 Promoting Social Emotional Competence Social Emotional Teaching Strategies CSEFEL 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 CSEFEL 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 CSEFEL 2

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. CSEFEL 2

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. CSEFEL 2

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

8 Identifying Teachable Moments

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

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 CSEFEL 2

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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 CSEFEL 2

13 Sharing Rationale Describe skill –Child has materials –Offers or responds to request from peer for materials Demonstrate –Right way –Wrong way Practice Promote CSEFEL 2

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 CSEFEL 2

15 Being Helpful/Teamwork Rationale Describe skill –How to help at home –How to help at school Demonstrate –Right way –Wrong way Practice Promote CSEFEL 2

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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 CSEFEL 2

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 CSEFEL 2

19 Setting the Stage for Friendship Inclusive setting Cooperative use toys Embed opportunities Social interaction goals and objectives Ethos of friendship CSEFEL 2

20 Strategies for Developing Friendship Skills Modeling principles Modeling with video Modeling with puppets Preparing peer partners Buddy system Priming Direct modeling Reinforcement CSEFEL 2

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22 Enhancing Emotional Literacy Learning words for different feelings Learning how to recognize feelings in self and others CSEFEL 2

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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 CSEFEL 2

34 Feeling Activities

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38 Identifying Feelings in Self and Others Learning ways to relax Empathy training CSEFEL 2

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41 Relaxation Thermometer Take 3 deep breaths… Adapted from Incredible Years Dinosaur School

42 Identifying Feelings in Self and Others Empathy Training CSEFEL 2

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 CSEFEL 2

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 CSEFEL 2

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50 Questions about teaching young children to control anger and handle disappointment? CSEFEL 2

51 Problem Solving Learning problem solving steps Thinking of alternative solutions Learning that solutions have consequences CSEFEL 2

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54 Would it be safe? Would it be fair? How would everyone feel?

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56 Problem Solving Learning to evaluate solutions- Is it safe? Is it Fair? Good Feelings? What to do when a solution doesn’t work CSEFEL 2

57 Problem-Solving Activities Problematize everything –“We have 6 kids at the snack table and only one apple. We have a problem. Does anyone have a solution?” Play “What would you do if…?” Children make their own “solution kits” Children offer solutions to problems that occur in children’s stories CSEFEL 2

58 Supporting Young Children with Problem Solving in the Moment Anticipate problems Seek proximity Support Encourage Promote CSEFEL 2

59 Dealing with Common Peer Problems Teaching alternative responses to being teased, bullied, or yelled at Teaching children to speak up when something is bothering them, “Please stop” Teaching children to be good ignorers (using a “Teasing Shield”) Teaching aggressors skills to initiate play and to feel sorry CSEFEL 2

60 Key Points Intentionally teach –Friendship skills –How to recognize feelings in oneself and others –How to “calm down” –How to control anger and impulse –How to problem solve –How to deal with common peer problems CSEFEL 2

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