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Social Skills. Empathy Self- regulation Problem Solving.

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Presentation on theme: "Social Skills. Empathy Self- regulation Problem Solving."— Presentation transcript:

1 Social Skills

2 Empathy Self- regulation Problem Solving

3 Empathy Definition “Understanding, being aware of, being sensitive to, and vicariously experiencing the feelings or thoughts of another person” Webster’s Dictionary, 1990

4 Why Teach Empathy? To develop prosocial behavior To develop problem solving skills Respond to the needs and feelings of others A cognitive process that can be taught

5 Components of Empathy Ability to determine emotional state of another person Ability to assume perspective of another person Ability to respond emotionally to another person

6 Empathy/Feelings Skills (as identified by Second Steps Curriculum)  Identifying feelings from physical and situational cues  Recognizing people have different feelings about same thing  Recognizing that feelings change  Predicting feelings  Understanding people have different likes and dislikes

7 Empathy/Feelings Skills (continued)  Differentiating intentional from unintentional acts  Applying fairness  Communicating feelings using “I” messages and using active listening  Expressing care and concern for others

8 General Strategies for Teaching Empathy and Feelings  Adults……  Label children's emotions  Validate children’s feelings  Praise children for labeling emotions  Model/talk about their own emotions

9 ALSO……….. Use visuals related to feelings in classroom Tell stories related to feelings at circle time

10 Program-Wide Self-Regulatory Process Children recognize their emotions/feelings Specific calming down process Problem solving process

11 Examples of Self-Regulatory Processes  Stop, Breathe, Think  Stop, Count, Work out Problem  How do I feel? Think Stop. Go into shell and take 3 deep breaths. Come out of your shell and problem solve.  How do I feel? Take three deep breaths. Count to five slowly. Say, “Calm down.” Talk to an adult about it.

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13 Program Wide Self-Regulation Checklist Directions: When you return to your program we are asking that you develop a program-wide Self-Regulation process for children in your program. As you develop and implement the process for your program you can use the checklist below as a guide.

14 Problem-Solving Steps  Step 1: Define the problem  Step 2: Brainstorm solutions  Step 3: Decide where to start and test ideas  Step 4: Create problem-solving tools  Step 5: Test and analyze solutions

15 Problem Solving Strategies  Encourage children to be flexible thinkers  Brainstorm with children possible outcomes  Ask children to reflect upon their ideas  Break problems down into smaller parts  Ask open-ended questions  Encourage children to express their ideas

16 Activity Problem Solving Scenarios


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