Chapter 13 Supporting Emotional and Social Development Teaching Young Children Fifth Edition Michael L. Henniger Developed by: Kaye A. Marshall Mt. Baker School District and Whatcom Community College

Goals: Chapter 13 Learn how you can support emotional development Study the social development curriculum Recognize the impact of stress on emotional/social development in children and its influence on adults

Supporting Emotional Development Emotional expressiveness Emotional knowledge Emotional regulation

Supporting Development: Emotions What are emotions? Feelings that come in response to other people, experiences, or circumstances Physiological responses Core emotions Joy, anger, sadness, fear Complex emotions Frustration, annoyance, jealousy, boredom

Supporting Development: Feelings Dealing with feelings Recognizing/labeling: recognize emotional signs and give them a name Accepting: children need to know that it is normal to have strong feelings Appropriate responses to emotions: help develop prosocial responses

Supporting Development: Bullying Physical bullying Physical contact that causes discomfort to another child Emotional bullying Excluding, ignoring Verbal bullying Language intended to belittle other children

Supporting Development: Bullying, cont. Strategies to teach children Tell an adult Learn key phrases or simple behaviors to counter verbal bullying Spend time in groups Fighting back doesn’t work Use a bullying/violence prevention curriculum

Supporting Development: Materials/Activities Art materials Dramatic play props Books Sand and water activities Music Internet resources

Facilitating Social Competence Socialization Begins at birth Involves learning to relate to a variety of people in many different circumstances Essential life skills (Galinsky, 2010) Perspective taking Communicating

Social Competence: Checklist Social skills (McClellan and Katz, 1997) Approaches others positively Expresses wishes and preferences clearly Asserts personal rights and needs appropriately Is not easily intimidated by bullies Expresses frustrations and anger in positive ways Easily joins others in work or play

Social Competence: Checklist, cont. Participates in discussions and makes contributions to activities Is able to take turns Shows an interest in others Can negotiate and compromise in interactions with others Accepts and enjoys people of diverse ethnic groups Uses appropriate nonverbal communication such as smiles and waves

Social Competence: Sense of Self Self-concept How people feel about themselves Component of emotional development 3 dimensions Competence: the belief that you can accomplish tasks and achieve goals Worth: a person’s sense of being valued by others Control: the degree to which people feel they can influence the events around them

Social Competence: Relationships Adult-child relationships Relate effectively Model verbal and nonverbal communication Create a positive climate Build a friendly workplace Pay attention to the emotional and physical environment Develop strategies to deal with problems

Social Competence: Peer Interactions Developing peer relationships Important and difficult step Play activities and peer interactions help children develop social skills Making friends Sharing/helping Cooperation Respecting rules Problem solving Expressing feelings

Social Competence: Guidance Guiding social interactions Guided participation: Based on Vygotsky’s zone of proximal development, adult provides just the right amount of support Assess the circumstances Inquire about child’s understanding of problem Respond to problem behavior – give children opportunity to think about possible alternatives

Social Competence: Guidance, cont. Conflict resolution: problem solving approach – HighScope example (Evans, 2009) Approach calmly Acknowledge children’s feelings Gather information Restate the problem Ask for solutions Follow up as needed

Social Competence: Environment/Materials Space to be social Access to work and play spaces Pictures that depict social activities Materials that foster cooperation Fewer options to encourage sharing Books dealing with social skills

Social Competence: Activities/Themes Songs Play materials Games Community workers Discussions Group learning projects

Stress as a Factor in Emotional and Social Development Family circumstances Early pressure to excel Media stress Child abuse/neglect Growing up too quickly

Stress as a Factor: Helping Children Cope Be aware of the times we hurry children Recognition is the first step Analyze the effects on each child Temperament, age, child’s perception Eliminate stressors whenever possible Work together with families

Stress as a Factor: Helping Children, cont. Take time to have fun with kids Strengthen relationships Be respectful of children Simple, direct Encourage childhood play “Nature’s way of dealing with stress” (Elkind, 2001)

Stress as a Factor: Adult Stress Eat healthy foods, exercise regularly, get adequate rest Maintain social relationships with other adults Take time for yourself Know your limits

Summary Supporting Emotional Development Facilitating Social Development Stress as a Factor in Emotional and Social Development