Social & Emotional Development Carrie Simpson 2014

Why Do A Feelings Check-In? Increases presence, focus, and learning readiness Increases self-awareness Acknowledges the “whole child” Encourages emotional expression and language Builds community Gives an opportunity for symbolic expression

“The more attentive I am as a teacher to each student as a learner, and as a person, the more effective I am at providing educational experiences that lead each student to deeper understandings of subject matter, knowledge of self, and development of self in relationship with others.” From Paul Michalec, in “A Calling to Teach” from Encounter: Education For Meaning and Social Justice, 2002

What affects social and emotional development? Biology Brain & body Life experiences Modeling, teaching, supported practice

Sense of Self

Sense of Self: Early Childhood Physical self and skills Material possessions Erikson: Initiative versus Guilt

Sense of Self: Middle/Late Childhood External >> Internal Preferences & traits Social comparisons/groups New academic demands Right and wrong becomes focus Erikson: Industry versus Inferiority

Sense of Self: Adolescence Childhood >> adulthood (gap) Security >> autonomy Erikson: Identity vs. Role Confusion

Nurturing Reflection & Connection

Emotional Development

Emotional Development: Early Childhood Emotional language Causes/consequences of emotions 4/5 years – more aware, reflective about emotions

Emotional Development: Middle/Late Childhood Pride/shame Personal responsibility Multiple emotions in one situation Suppress or act out negative emotions Strategies for managing

Emotional Development: Adolescence Conflict (often with parents) Rebellion/aggression/anger/blame Depression/withdrawal Intimate relationships

Howard Gardner (1999) Interpersonal Intelligence: understanding the intentions, motivations, and desires of other people; allows people to work effectively with others. Intrapersonal Intelligence: understanding oneself including strengths, challenges, feelings, fears and motivations; having an “effective working model” of ourselves, and being able to use such information to regulate our lives.

Emotional Intelligence “…emotional and social skills of children can be cultivated as part of the school curriculum… …and doing so enhances cognitive learning and personal resiliency in the face of change and challenge…” (Daniel Goleman, Emotional Intelligence, 1995)

Fundamentals of Emotional Intelligence Self-awareness Handling emotions Self-motivation Empathy Social skills

“Emotion drives attention, attention drives memory, and memory drives learning.” (Robert Sylwester’s A Celebration of Neurons: An Educators Guide to the Human Brain. 1995)

The Power of Play “A pleasurable activity engaged in for its own sake.” Time spent without purpose You don’t want it to end Lose some sense of self, less inhibited

Knowledge arises neither from objects nor the child, but from interactions between the child and those objects. Jean Piaget

Play promotes… Peer relationships Empathy Trust Language development & communication skills Critical thinking, problem solving, & decision making Creativity & imagination Working through emotions or internal conflict Exploring & expressing power Motor skills Risk taking Setting & respecting boundaries Relaxation and joy Managing stress

Mildred Parten: “Play mirrors social development.” Unoccupied Solitary Onlooker Parallel Associative Cooperative

Aspects of My Social/ Emotional Curriculum Class meetings Feelings Check-ins Friendship Group (“Transitions Curriculum”) Golden Moment & Solo Time Friday Council Problem Solving & Mediation Buddies (with peers in class and with older/younger students) Cooperative Learning Portfolio Assessment Nurturing My Own Growth