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Social-Emotional Development

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Cynthia Davis

on 4 January 2014

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Transcript of Social-Emotional Development

Fostering Positive
Among Preschoolers
Social-Emotional Development
Engaging the Whole Child
Offering young children rich experiences for exploring the world around them is a vital component to their early childhood development. Children learn best when being actively engaged in their learning; provide opportunities of discussion and open communication between their peers and familiar adults, through self-selected interests, and meaningful teacher-guided learning experiences. This style of "experience-centered" curriculum is intertwined into the learning environment (Ornstein & Hunkins, 2013, p. 166).
Maximizing Learning Opportunities
Maximum learning takes place anywhere and everywhere. Learning should consist of students' interests, real-world issues/trends, and promoting family and community involvement into the learning environment. There is "hidden curriculum" within such experiences that young children can gain greater understandings from (Ornstein & Hunkins, 2013, p. 14).
Philosophical Goals
• Students will develop their knowledge about self-awareness and self-regulation skills, which includes empathy and concern for others’ needs, as well as their own.
• Students will independently apply increasingly socially appropriate strategies for working through challenging social-conflicts among their peers.
• Students will demonstrate an increasing ability to recall newly attained knowledge, as well as prior knowledge, for reasoning and problem-solving challenging tasks.

Student Background
: Preschool ages (3.5 to 5 years old)
Grade Level
: Preschool
: Various cultures (predominantly Latino), lower socioeconomic status

Learning Characteristics
: Curriculum is designed for all learners (English- language learners, acceptance of cultural and linguistic diversities, flexible and inclusive to students with special needs, as well as the dominant school’s culture).

Learning Experience #1
Objective: Develop young children's positive self-awareness.

During Whole Group Time:
Incorporate a discussion starter - begin by asking children questions about personal characteristics. If you have brown hair clap your hands, if you have short hair stand up, if you have blue eyes raise your hand and so on. This encourages young children to generate interest and comprehension about the meaning being presented.

Read Aloud:
Have children focus on the front cover. Ask them to share with someone next to them what they see? Then read the story by, Jack Prelutsky.

Curriculum Educational Philosophy
I believe teachers should incorporate subject content that is meaningful and embraces cultural and linguistic variances among the intended learners. Educators should be mindful of young children's prior knowledge and utilize that information as a springboard for incorporating "learner-centered" curriculum into daily practices, which are rich in equity, equality, and promotes a sense of community among the learners (Ornstein & Hunkins, 2013, p. 165). This approach encompasses the whole child.
Learning Experience #2
Objective: Develop young children's positive self-awareness.

Small Group Time:
Plan an activity where children can make observations on each other's individual characteristics (focus on similarities and differences). Use children's observations/responses as a springboard for developing further discussions about the many ways, which people are the same and different; yet all special in our own way!
Learning Experience #3
Develop children's positive social and emotional understandings, as a way to better understand their peers feelings/needs, as well as their own.

Small Group:
Build on children's prior knowledge about similarities and differences among each other, by introducing mirrors and people-color crayons. Children can use these materials for drawing self-portraits.
Encourage discussion:
how they are feeling, what are they thinking about, what can they see about themselves, do they see differences between themselves and another peer? Display work on a board. Take anecdotal notes on children's observations/conversations.
Learning Experience #4
Develop children's self-regulation skills.

Child-Initiated Play:
Place new items for exploring within the learning centers. This will generate interest among the children. Provide feedback to children about their new discoveries. As children struggle among their peers (social conflicts may arise), help them through these challenging experiences. Provide support for working cooperatively.
The two girls are working cooperatively on a community people puzzle. Teacher guides discussion to point out the similarities & differences among the featured individuals, as well as their own characteristics.
Learning Experience #5
Learning Experience #6
Objective: Develop children's initiative in learning.

Provide Ample Opportunity and Space:
Have learning areas (science area, writing center, manipulatives, block area, and teacher-directed activities) easily accessible for children to explore. Make necessary accommodations for all children to move about and explore successfully. Model and engage in their pretend play. This can foster further discoveries. Also, supports younger children on building on their prior knowledge. Offer culturally relevant and inclusive materials/experiences for all learners' needs.

BCS Kindergarten Readiness - Social/Emotional Development Video (youtube.com/watch?v=7Cf1pUt-NuI)

Child Development Division, California Department of Education. (2008). Abbott, D., Lundin, J., & Ong, F. (Eds.). California preschool learning foundations (Vol. 1). Sacramento, CA: CDE Press.

Child Development Division, California Department of Education. (2010). Ong, F. & Soto, D.
(Eds.). California preschool curriculum framework (Vol. 1). Sacramento, CA: CDE Press.

California Department of Education, Child Development Division. (2010). Desired results developmental profile: Preschool. Sacramento, CA: CDE Press.

Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (ed. 6). USA: Pearson Education, Inc.

Teaching Moment: Social and Emotional skills Video (youtube.com/watch?v=lnUSXdmHrVQ)
Develop children's empathy and caring for another person's distress as well as their needs.

Prompt and Guide Desired Behavior:
Hidden-curriculum can be captured through "teachable moments". Young children can learn about feelings, expressing emotions, and other people's needs/feelings. These opportunities, such as in the video, provide opportunities for adults to support children's understandings about empathy and caring for others towards a more socially appropriate manner.

Develop Partnerships Among Families:
Connect with families about observed behaviors between their child and their peers. Communicate daily happenings which promoted social growth.
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