NC E ARLY L EARNING N ETWORK IS A JOINT PROJECT OF THE NC D EPARTMENT O F P UBLIC I NSTRUCTION, O FFICE O F E ARLY L EARNING AND UNC F RANK P ORTER G RAHAM C HILD D EVELOPMENT I NSTITUTE Effective Teacher Practices Supporting the North Carolina Foundations for Early Learning and Development 2016 Module 8: Promoting Emotional Literacy and Empathy

Emotional Literacy 2

Review Pre-learning Assignment 3 How might you use information from this article to plan lessons around emotional literacy and developing empathy? What is the “key concept” of this article? Describe the teacher’s role in helping children develop emotional literacy. How can the teacher help parents support the development of emotional literacy in their children? Review instructional practices from self- assessment and share strategies.

Objectives To understand and effectively implement instructional practices related to building emotional literacy and empathy skills that promote children’s learning To understand the importance of involving families in practices related to building emotional literacy and empathy skills that promote children’s learning 4

Objectives To understand the importance of using data to determine targets of development in emotional literacy and empathy that promote increased use of those skills To understand how to articulate the relationship between targeted instructional practices, NC Foundations of Early Learning and Development, and the NC Professional Teaching Standards 5

Pyramid Model for Promoting Social-Emotional Competence in Young Children 6

7 Activity: My Many Colored Days Stand near the color that represents how you feel today Discuss with others in your color group why you chose that color

What is Emotional Literacy? 8

Why is Emotional Literacy Important? 9

10 Activity on Typical Development Cut statements into 4 strips Arrange statements in the order in which children typically develop these skills, from two month old, toddler, 3-4 year old, 5-6 year old

Instructional Practices 11

Teaching Emotional Literacy and Empathy 12

Additional Strategies and Next Steps Discuss additional strategies the teacher could have used to maximize opportunities for recognizing and responding to emotions in self and others Discuss next steps to further the children’s understanding of “worried” 13

Teaching Standards 14

Foundations 15

iPoints 16

Foundations to NC Standard Course of Study Crosswalk 17 Take out Foundations to NC Standard Course of Study crosswalk document Locate Foundations goal ESD- 6 Discuss how your assigned developmental indicator aligns with kindergarten standards Chart responses to report out

Foundations-NC Standard Course of Study Crosswalk 18 ESD-6q: Use a larger vocabulary for talking about different feelings. Older Preschool Kindergarten CCSS Kindergarten: Speak audibly and express thoughts, feelings, and ideas clearly.

Foundations-NC Standard Course of Study Crosswalk 19 ESD-6r: Give reasons for their feelings that may include thoughts and beliefs as well as outside events. NCES Healthful Living- Kindergarten: Remember the association of healthy expression of emotion, mental health, and healthy behavior. Older Preschool Kindergarten

Foundations-NC Standard Course of Study Crosswalk 20 ESD-6s: Use problem- solving strategies when feeling angry or frustrated. NCES Guidance- Kindergarten: Identify ways of controlling emotional states, feelings, and moods. Older Preschool Kindergarten

Activity: Role Play 21 Look at your card without showing it to anyone else. Think of one word to describe the emotion on your card. Model the emotion for your partner. Did your partner come up with the same word?

Indirect / Direct Teaching Strategies 22

Strategies to Promote Emotional Literacy & Empathy 23 Find your handout titled, ‘Strategies to Promote Emotional Literacy and Empathy.’ At your tables, review and discuss strategies on handout. Have you used any of these strategies? How have they worked? Do you have other strategies that you’ve used successfully for the purpose of teaching emotional literacy or empathy? What strategies were new for you? What are you excited about trying in your classroom?

Building Emotional Literacy 24

Feeling Faces Make It/Take It 25 Feeling Faces Sign-In Chart : Cut out feeling faces and glue along the strip Put a child’s name and/or photo on the clothespin Feeling Faces Ring Cut feeling faces into individual squares Punch a hole in the corner of each square Add the square to the ring or wristlet

Emotional Check-In 26

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What is Empathy? 29

When to Begin Teaching Empathy 30

31 Foundations

32 Distinguishing Feelings The ability to distinguish one’s own feelings from the feelings of others’ is important for developing empathy for another person.

33 Sense of Self With Others and Empathy

Activity: Understanding Feelings 34

Taking Perspective 35

Strategies to Develop Perspective 36

37 Regulating Emotional Responses

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On Monday When It Rained Book Nook Example 40

Formative Assessment 41

Formative Assessment What were the learning targets for this activity? What skills would you look for to show that a child is successful in understanding and using new vocabulary words to describe emotions and situations? What documentation could you collect to provide evidence that this skill has been demonstrated? What descriptive feedback did you hear or see the teacher give? What might you do differently? 42

Reflective Thought and Conclusion 43

Post-learning Activity 44 Read Article Formative Assessment Reflection: Discuss ways to collect data on student’s ability to express emotions, understand, analyze and manage emotions while interacting in situations with others. Family Engagement and Communication: Reflect on how you can share information on Developing Emotional Literacy and Empathy with families. Develop some strategies for sharing information with families on an on-going basis. Communication with Staff Members: Determine how information can be shared with other staff members to help students develop emotional literacy. What is the key thing you would like your staff to know and show in developing emotional literacy in the children in the classroom?

Questions 45

References Brownell, C.A. & Hazen, N. (1999). Early peer interaction: A research agenda. Early Education & Development, 10(3), Carson-Dellosa Publishing. (2015) Facial expression learning cards. Greensboro, NC: Carson-Dellosa Publishing. Carson-Dellosa Publishing. (2015). Emotions learning cards. Greensboro, NC: Carson-Dellosa Publishing. Center on the Social Emotional Foundations for Early Learning. (2014, April 9). Center on the Social Emotional Foundations of Early Learning. Retrieved from Dewar, G. (2014, August 20). Raising helpful kids: The perils of rewarding good behavior. Parenting Science. Retrieved from Hart Research Associates. (2013, July). Public school parents and the promise of education: Findings from a national survey of public school parents conducted for the AFT. Washington, DC: Hart Research Associates. Retrieved from Hoffman, M.L., & Saltzstein, H.D. (1967). Parent discipline and the child's moral development. Journal of Personality and Social Psychology, 5(1), Retrieved from Hyson, M.C. (1994). The emotional development of young children: Building an emotion-centered curriculum. New York, NY: Teachers College Press. Iowa State University Department of Human Studies. (2013). Train coach train. Retrieved from Jackson, P. L., Brunet, E., Meltzoff, A. N., & Decety, J. (2006). Empathy examined through the neural mechanisms involved in imagining how I feel versus how you feel pain: an event-related fMRI study. Neuropsychologia, 44, 752–761. doi: /j.neuropsychologia Joseph, G., & Strain, P. (2010). Enhancing emotional vocabulary of young children. Retrieved from Kachenmeister, C., & Berthuaume, T. (2001). On Monday when it rained. Boston, MA: HMH Books for Young Readers. Kremenitzer, J.P. & Miller, R. (2008). Are you a highly qualified emotionally intelligent early childhood educator? Young Children, 63, Retrieved from 46

References Liew, J., Eisenberg, N., Losoya, S.H., Fabes, R.A., Guthrie, I.K., & Murphy, B.C. (2003). Children's physiological indices of empathy and their socioemotional adjustment: Does caregivers' expressivity matter? Journal of Family Psychology, 17(4), Miller, S.A., Church, E.B., & Poole, C. (n.d.). Ages & Stages: Empathy - How to nurture this important gateway to a social and emotional growth. Retrieved from North Carolina Department of Public Instruction. (2013). North Carolina Professional Teaching Standards. Raleigh, NC: Author. Retrieved from North Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Raleigh, NC: Author. Retrieved from model/ncees/instruments/teach-eval-manual.pdfhttp:// model/ncees/instruments/teach-eval-manual.pdf North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Raleigh, NC: Author. Ottilie07. (2010, January). Infant empathy. Retrieved from Pizarro, D.A., & Salovey, P. (2002). Being and becoming a good person: The role of emotional intelligence in moral development and behavior. In J. Aronson & D. Cordova (Eds.), Improving academic achievement: Impact of psychological factors on education (pp ). San Diego, CA: Academic Press. Ritchie, S., & Gutmann, L. (Eds.). (2014). FirstSchool: Transforming PreK-3 rd grade for African American, Latino, and low-income children. New York, NY: Teachers College Press. Schulte-Ruther, M., Markowitsch, H., Fink, G., & Piefke, M. (2007). Mirror neuron and theory of mind mechanisms involved in face-to-face interactions: A functional magnetic resonance imaging approach to empathy. Journal of Cognitive Neuroscience, 19(8), Retrieved from %20MNS%20and%20TOM.pdf Sesame Street. (2011, October). Sesame Street: Mark Ruffalo: Empathy. Retrieved from Teaching Channel. (2016, June). Teaching Channel: Building Emotional Literacy. Retrieved from Teaching Channel. (2016, June). Teaching Channel: Emotional Check-In. Retrieved from 47