1. 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

2. 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

3. Supporting Emotional Development
Emotional expressiveness
Emotional knowledge
Emotional regulation

4. 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

5. 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

6. 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

7. 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

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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

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

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

20. 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

21. 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)

22. 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

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