1. If We Want Something…Teach It All Day Long Rob Corso, PhD Vanderbilt University 1

2. Pyramid Model 2 www.csefel.vanderbilt.edu

3. “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we………… teach? ……… punish?” “Why can’t we finish the last sentence as automatically as we do the others?” Tom Herner (NASDE President ) Counterpoint 1998, p.2) We Teach

5. Identifying Teachable Moments

6. Stages of Learning Acquisition – new skill or concept Fluency – the ability to immediately use the skill or concept without a prompt Maintenance – continuing to use the skill or concept over time Generalization – applying the skill or concept to new situations, people, activities, ideas, and settings

7. Emotional Literacy Emotional literacy is the ability to identify, understand, and express emotions in a healthy way.

8. Children with a Strong Foundation in Emotional Literacy Tolerate frustration better Get into fewer fights Engage in less destructive behavior Are healthier Are less lonely Are less impulsive Are more focused Have greater academic achievement

9. Identifying Feelings in Self and Others Learning words for different feelings Empathy training Learning to recognize how someone else is feeling –Facial cues –Body language –Tone of voice –Situational cues Learning how to control anger, relax, and calm down

10. Activity “Table Talk” With your table mates… Write a list of feeling words that you would most want to teach the children you work with.

11. Strategies to Develop Emotional Literacy in Young Children 1.Using the adult/child relationship to expand an individual child’s awareness of his emotions or feelings: Verbally acknowledging and labeling emotions expressed by children in care Assisting infants and toddlers with regulating their emotions Talking about the fact that feelings can change Using questions about feelings to see if a child can respond 11

12. Strategies to Develop Emotional Literacy in Infants and Toddlers 2.Finding opportunity in the group setting to talk about feelings: Taking advantage of teachable moments when children experience difficulties with peers and need adult support to resolve them Staying close to support children in difficult encounters with other children 12

13. 13 What does the cargiver do to help these children?

14. Strategies to Develop Emotional Literacy in Infants and Toddlers 3. Using enriching language tools: Choosing books, music, finger plays with a rich vocabulary of feeling words Using puppetry or felt board stories that retell common social experiences Reading stories about characters that children can identify with who express a range of feelings Encouraging children to draw pictures of their difficult or scary emotions 14

15. Video 2.6: Using Puppets 15

16. Classroom Example

17. On Monday When It Rained Glad Monster Sad Monster Hands Are Not for Hitting Book Nooks http://www.csefel.uiuc.edu/practical-ideas.html

18. Friends Think about children who are well liked… What do you notice about their behavior that makes it easier for them to have friends?

19. 1. 19

21. Friendship Skills Gives suggestions (play organizers) Shares toys and other materials Takes turns (reciprocity) Is helpful (assists) Affectionate Give compliments Understands how and when to give an apology Begins to empathize

22. 4 Steps of Initiating Play Step 1Step 2 I can tap my friend on the shoulder. I can say “let’s play!” http://depts.washington.edu/hscenter/

23. I can gently take a friend by the hand. I can give my friend a toy that I want to share. Step 3Step 4 4 Steps of Initiating Play http://depts.washington.edu/hscenter/

24. Video 2.9: Super Friends 24

25. Activity: Embedding Friendship Opportunities into Daily Routines and Activities

26. Aggression and Inadequate Impulse Control Aggression and inadequate impulse control are perhaps the most potent obstacles to effective problem solving and successful relationships in childhood. Aggressive children are more likely to experience peer rejection and continued social problems for years afterwards. Evidence also suggests that aggressive children are more likely to misinterpret another person’s intentions as hostile or threatening- this includes the intentions of peers.

28. Practice Until Children Understand

29. Controlling Anger and Impulse Recognizing that anger can interfere with problem solving Learning how to recognize anger in oneself and others Learning how to calm down Understanding appropriate ways to express anger

30. Recognize that you feel angry. “Think” Stop. Go into shell. Take 3 deep breaths. And think calm, coping thoughts. Come out of shell when calm and think of a solution. Turtle Technique

31. Problem Solving Steps Would it be safe? Would it be fair? How would everyone feel? Step 1Step 2 Step 3Step 4

32. Help the Child Think of a Possible Solution: Get a teacher Ask nicely Ignore Play Say, “Please stop.” Say, “Please.” Share Trade toys/item Wait and take turns

33. The Solution Kit

35. Major Messages from Session The Stages of Teaching Social Skills Emotional regulation is the key building block in the development of social and emotional competence Be intentional about strategies for how to teach friendship, problem-solving, impulse and anger control skills

36. For more information: 217-390-0403 Or rob.corso@vanderbilt.edu Website: csefel.vanderbilt.edu