Bell Work What do you remember about your first best friend?

Preschool Social and emotional Welcome back to the pre-school conference! Dressing a Preschooler

“Meet and Mingle” Question askers will go to the different preschoolers to “meet and mingle” Preschoolers and sitting in “booths”

T 1. Q8 Erik Erikson’s preschool stage of Initiative vs. Guilt says that a child’s motivation to accomplish tasks is based on feelings of independence and self- worth. As children find success at accomplishing new skills and dealing with unfamiliar situations, their self-confidence is built. Kids view tasks and projects as all or nothing. When these do not go their way, they think, “I can’t do it” and their self-esteem and confidence slips. Provide more opportunities for successes than failures. T 2. T 3.

. Initiative Guilt Encourage child to create and to try new things Teach them that mistakes do not make them bad, but this is how we learn. (miss take = try task again) Allow and encourage a child’s ambitions, new abilities, ideas, and opinions. Let them do things on their own. Scold instead of encourage Get angry over mistakes Discourage them from risking Stop their actions because… Focus on failures Set rigid rules and restrictions Belittle and ridicule Fail to praise and encourage their ideas and ambitions. .

Emotional Social Area -Likes to conform 3 years old 36-48 months 4 years old 48-60 months Emotional -Likes to conform -Not so resistant to change, easy going attitude -Greater sense of personal identity and more secure -Enjoys music -Adventuresome -Seems sure of themselves -May be defiant and negative -Needs controlled freedom -Testing themselves -Likes to test boundaries -Has wide range of feelings Social -Takes turns -Likes to “help” in small ways -Responds to verbal guidance -Enjoys being by others -Will talk to anyone -Cooperative play -Highly social -Enjoys others company -May play loosely organized group games -Talkative -Willing to share  

4. Social and emotional milestones 20 small pieces of paper per team of 5 Give each person in the group two slips of paper and ask them to write one noun on each paper (person, place or thing) Place papers face down randomly in the middle of the group Have one person select one slip. Then have the person on their left select a piece of paper. The first person that chose a piece of paper will start telling a make believe story out loud. As they tell their story they must at some point use the word they have drawn in their story. They must continue to tell the story until you say switch…. Then the next person must pick off where they left off. 4. Social and emotional milestones

Think about it… Did your story make sense? What questions So what questions Did your story make sense? How hard was it to think of words and use the word you drew. How did you feel when your turn was next? Was it easier the second time around? What role does cooperation play in this activity? Is it always easy to cooperate? How does a person act when they are not being cooperative? What about when they are… Think about it…

TAG TEAM DOODLE Partner 1 draw a random picture of shapes/lines. Turn the paper ¼ turn and have your table partner add on to this. Turn the paper another ¼ turn and partner 1 add on again. Continue turning the paper and adding on to the picture until both feel that it is complete. How patient are you? How much self-control do you have? A person’s ability to learn and problem solve is related to the development of these emotional skills.

4. Social and emotional milestones Can You Draw It? “telestrations” Drawing Game “Telestrations” Have the students get into groups based on their colored cube. Gather the cubes and hand each person a full sheet of white paper. Have the students tear their paper in half hamburger style / short way. Set one aside. Students will now fold their paper in ½, in ½ again, and in ½ again to create a page with 8 rows. Number each row 1-8. Optional, but a good idea: On row #1 write the cue REALLY SMALL towards the top of the row: ‘Write a sentence’ On row #2 write this cue REALLY SMALL towards the top of the row: ‘Illustrate the sentence’. And on row #3 , write the cue REALLY SMALL towards the top of the row: ‘Write a sentence for the new picture drawn’. Rows #2 and #3 have the patterns that will be followed and repeated throughout the game. The owner of the paper will come up with a sentence and write it in the first row. Everyone will pass their paper to the right. This person will read the sentence on the new paper and illustrate the sentence. They will fold over the original sentence so that only the illustrations shows. They have about 1 minute to do this round. Once everyone has illustrated and folded over the sentence so only the picture shows, they will pass the paper to the right. Now look at the new paper’s illustration and write a sentence for the picture. Fold over the illustration so only the sentence Shows. They will have one minute to do this. Now pass the paper again and continue until all rows are filled in. Share the completed pages with the group and then play it one more time with the other ½ paper set aside. The whole process takes about 15 – 20 minutes, but could play a 3rd and 4th time. 4. Social and emotional milestones

Anger 5. Sticks and stones……. Q9 Three and Four Year Old Five Year Old -Show anger by physically fighting -Anger lasts longer than before -Often threaten and attempt to “get even” -More likely to try to hurt other children’s feelings rather than hurting them physically. -Learning that words can sting -Begin to tease, insult, nag, and make fun of others (gets worse at age 6)   Introduction Explain to students that an estimated 5.7 million young people in the United States have identified themselves as a bully, admit to being bullied, or both. Bullying can be verbal or non-verbal, physical or non-physical. Bullying can be direct, like hitting, teasing, or making threats. It can also be indirect, like rumors, manipulation, isolation and exclusion. A bully might be one person acting out independently, or a clique or group of people picking on someone out of a need to increase their popularity or to seem more cool. Procedure 1. Ask students what the think the saying “Sticks and stones can break my bones, but names can really hurt me.” Has anyone heard another version of this saying? Which is truer? Ask students to take a moment to reflect on their experiences. Have they ever had someone say something to them that hurt their feelings. Has someone ever hurt them physically or tried to scare them? Have they ever hurt someone by something they said or did? 2. Teachers might want to provide students with their own personal example of a time they were a victim or a witness to bullying or they hurt someone’s feelings. If students feel comfortable, allow them a few moments to share their experiences aloud. And/Or read a book about bullying like This is Our House, Hey, Little Ant, Mr. Lincoln’s Way, Say Something, or Simon’s Hook. 3. Give each student a light gray paper “stone.” Have students write a behavior that could hurt someone or make them feel bad such as calling someone an ethnic name, or tripping someone. Younger children can draw a picture. 4. Have them wrinkle up the "stone" and then try to smooth it out. Explain that once someone has been hurt, it is never forgotten. You cannot remove the hurt. The wrinkles will always be there. 5. Hang stones on wall to create a wall of intolerance or have students sit in a circle and pile the rocks up in the middle. Ask students to think about ways to prevent these things from happening. Create a class list of ideas. 6. In turn, have each student select someone else’s stone off the wall or from the pile. Read your stone and imagine that this happened to yourself or a friend of yours. What could you do about it? Pair and share your ideas. Sticks and stones…….

A caregiver can help the child learn to handle their anger by…. Being a good example. The way a parent expresses their own anger will teach a child how to handle their anger Encourage the child to talk about the anger instead of holding it in or acting it out. Encourage the child to use their words – not their bodies – to express anger Teach the child self-control early in life before inappropriate expressions of anger occur and become a habit Teach other methods to release anger: hit a pillow, scream into a pillow, exercise Caregivers realize that: The frequency of anger decreases from age 4-6, but the effects of anger last longer. Sources of earlier frustration are eliminated as a child’s skills improve Children will often take their anger out on a scapegoat – sibling, pet, toy, furniture.. Disagreements are the most common cause of anger A child’s anger is loud, verbal, they make exaggerated threats, they seek revenge Parents can be the cause of the anger and the child will want to “punish” the parent A child’s personality does play a factor on how anger is demonstrated Paper Tear Art… Paper Tear Art

Bell Work

Alexander and the Terrible, Horrible, No Good, Very Bad Day

T 6. In addition to imaginary dangers (such as ghosts, monsters, and robbers), a preschooler also has real fears of the dark, being left alone or abandoned, school, and loss of social acceptance. ►A caregiver can help a preschooler deal with these fears by…. -Accept the child’s fears by listening and understanding, do not dismiss it -Let the child express the fear without being ridiculed or made fun of -Help the child feel able to face the fear: talking about it, acting it out, problem solve ways to handle the fear -Taking appropriate actions, if the fear is justified, to remove the source A 4 year old separate fact from fantasy. A developing 5 and 6 year old, who has a bigger imagination and engages in make-believe play, that there is a difference between fact and fantasy. Q10 F 7. cannot can begins to understands does not understand

►A caregiver can help a preschooler deal with these fears by…. -Accept the child’s fears by listening and understanding, do not dismiss it -Let the child express the fear without being ridiculed or made fun of -Help the child feel able to face the fear: talking about it, acting it out, problem solve ways to handle the fear -Taking appropriate actions, if the fear is justified, to remove the source

Magic Chair The Imagination of a Preschooler – How can a caregiver use it to their advantage? Race car driver, horse, roller coaster – 3 sections groups do this. Show them the picture and have the rest of the class guess what their chair is.

Cookie sneak Q11 T Imaginary friends are common in preschoolers. They show a very healthy and normal emotional and social development. Compared to a toddler, a preschooler’s anger, jealousy, and frustrations will based on their ability to be more patient and to gain an inner self- control. 8. F 9. Q12 decrease increase

Preschool Social Skills

T Preschoolers are peer oriented. They are enjoying new social skills and spending more time outside of the home playing with others their age. As part of their new social skills, a preschooler is more able and willing to share.   Although preschoolers can engage in solitary, onlooker, and parallel play, their new social skills allow them to also participate in cooperative play. 10. Q13 T 11. F 12. still do not

Q14 F Preschoolers have a strong sense to their family and home. They want to feel important in the family and they enjoy helping. 3-4 year olds may quarrel and bicker with siblings, while 5 year olds tend to play better with and care for siblings. 13. be with get away from

A preschooler is beginning to understand that it is important to base their behavior on their feelings and beliefs of right and wrong. This is the concept of Kohlberg’s theory of Moral Development. MORAL DEVELOPMENT DEFINED Identifying personal values and learning right from wrong. Respecting human rights and behaving accordingly, developing. Principles to guide behavior and then following these. Listening to their conscience. T 14. Q15

► LAWRENCE KOHLBERG Theories of Moral Development 1. Preconventional Children begin life with no sense of right or wrong. Learn quickly the certain behaviors are punished and others rewarded Learn to avoid punishment and strive for behavior or acts rewarded   2. Conventional (about age 9) Learn to behave according to a sense of what others need or want. They follow established rules and respect authority Begin to act in accordance with what is right and wrong. 3. Post Conventional (about age 16) Mature morally. Respect human rights and develop individual principles to guide their behavior and choices. Motivation to act a certain way comes from within, not just to follow the rules.

T Q15 Part of moral development is learning the difference between truth and lies. (conscience) They learn that telling the truth brings trust from others. Punishment for a lie should not be so severe that a child would rather lie than to accept responsibility for their actions.   ►A conscience develops from: -Rules of behavior learned in early childhood. -Identifying that some actions make them feel good and other actions make them feel bad. -Learning that the caregiver smiles, laughs, and praises for some actions and frowns, lectures, and punishes for others. 15. the brush READ THE SCENARIO in your Study Guide and ANSWER THE QUESTIONS Brecon experimented on my brush that had a handle filled with gel. He wanted to see what the gel looked like so he used some scissors to cut a small area apart and squeeze out the contents. When I went to do my hair, I wrestled with brush and the gel contents that were oozing out and tangling my hair. Needless to say, I was not too happy by the time I had finished my hair. I decided to take action on Brecon and wrote him a note that said: The test results are in and the doctors figured out that you have contracted a rare disease called greedyosis. The only way to rid yourself of it is to- well, I just can’t tell you in this note so I will tell you after school. Unbeknownst to me, he read this and spent the morning and school day panicking and freaking out over this disease (I had forgotten that we had recently been to the doctor for a wart on his toe.) and wondering what he was doomed for. After school he stormed into the house with a look of fear across his face asking what was wrong with him. I told him that it was a joke, but that the remedy for the made up disease was very real. I decided that the cure was to work off the cost of the brush and then go and buy me a knew one. Once everything was explained and he had told me how scared he was, we had a good laugh.

Q15 The way to teach moral behavior is to model it in everyday actions. Children are influenced by caregivers, peers, TV, movie, and other media. F worst best 15. not ►The most effective way caregivers can teach moral behavior to children is to: -Set a good example -Consider the child’s age and abilities -Show love and acceptance no matter what -Discuss (not lecture) the mistakes in private - Remember that learning self-discipline is a life-long process READ THE SCENARIO in your Study Guide and ANSWER THE QUESTIONS

A conscience develops from: -Rules of behavior learned in early childhood. -Identifying that some actions make them feel good and other actions make them feel bad. -Learning that the caregiver smiles, laughs, and praises for some actions and frowns, lectures, and punishes for others. The most effective way caregivers can teach moral behavior to children is to: -Set a good example -Consider the child’s age and abilities -Show love and acceptance no matter what -Discuss (not lecture) the mistakes in private - Remember that learning self-discipline is a life-long process.

PRESCHOOL LABS Thumbie Picture and story = Must Do Turn picture and story in on Celebration Day Choose 2 to complete and write and analysis on. Turn analysis in with notebook.

Preschool Lab Magic Paint White crayons and water color