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Emotional Literacy and Children EC493 SKILLFOR S EMOTIONAL LITERACY AND CHILDREN Leslie Crandall, Extension Educator LaDonna Werth, Extension Educator © 2014, The Board of Regents of the University of Nebraska on behalf LIFEof the University of Nebraska–Lincoln Extension. All rights reserved. SKILLS FOR LIFE CONTENTS 2 *(Steiner, C. with Perry, P. (1997). Achieving Emotional Literacy. London: Bloomsbury). SKILLSSKILLS FOR LIFELIFE Social and emotional skills can be learned. s HOW CAN ADULTS FOSTER EMOTIONAL LITERACY IN CHILDREN AND YOUTH? This video portrays how math can be taught as a social Let’s discuss some components of emo- How do young people learn to control activity. In the video, the math teacher facilitates a tional literacy—feelings, self-confidence, and use emotions? process with students to and developing play and friendship Youth learn about emotions by observing, identify classroom norms skills. Addressing these components is processing, and analyzing what works for that reinforces social and them. They learn by repeated trial and error. emotional skill building. essential to promote emotional literacy When youth are able to experience emotions Those norms are then in children and youth. with positive support, they are able to regu- threaded through every late themselves in the most heated moments. activity in the classroom Understanding and managing feelings and emo- session. FEELINGS tions is critical in developing emotional literacy. This teacher offers Adults can help by observing and then empow- an excellent model of As adults we want to empower youth to understand and recognize feelings ering youth by stepping in before a problem providing an opportunity arises and giving suggestions and ideas about to build social-emotional and how to handle the change in their emotions during different life events. what could happen, and helping the youth skills through classroom make a decision. Adults have the power to help activities. But what Using words and actions to acknowl- youth with problem-solving skills before an types of professional edge the youth’s feeling may be the issue arises. The problem-solving skills need development are needed only thing needed to help the child to encompass the use of emotional literacy. for youth workers to regulate their emotions. If youth can develop their skills even regulate their emotions, they are In this blog article, Kate Walker, assistant more? better prepared to control their behav- extension professor and specialist for youth + ior. Youth who are able to label their work practice at the University of Minnesota emotions are better able to use words Extension, provides great tips for youth work- rather than challenging behavior. ers to help children learn to manage feelings in learning environments and as they work on projects and activities. 3 SKILLS FOR LIFE 4 SKILLS FOR LIFE Ferrer and Fugate recommend: Good Everyday Tips l “Set clear rules for appropriate behavior.” It is important to involve youth in the rule setting and use language in the As adults committed The following are a few tips Im-Wang recommends: rules that is positive. Keep the rules to a minimum and discuss the meaning of each one. These things will help to working with Illustrate the mind and body connection— youth be successful in following the rules. youth and children, Show youth that emotions can be linked to physical sensations. l “Teach children how to resolve conflict.” Ferrer and Fugate we very much suggest giving children and youth the opportunity to work want to promote Teach self-management skills—Taking a out the conflict on their own. When an adult does need deep breath or counting to 10 are simple self- and support strong to help, first listen to the youth explain their feelings, then management skills that can help to self-regulate gently coach them by identifying the situation and brain- emotional literacy feelings, such as anger. storming solutions. development. Sunny Express your own emotions—Use words to l “Help children develop empathy.” Ask youth to identify Im-Wang, doctor describe your own feelings. the feelings of others in a situation they might have been involved in or a situation they heard or know about. of psychology, is Practice sharing—Sharing and taking turns the author of the are crucial skills in making and keeping friends. l “Give children opportunities to practice cooperation and book, Happy, Sad, Practicing these skills helps youth to understand problem solving.” Providing situations—play, projects, them and utilize them readily. etc. —that require teamwork is a great way to build under- and Everything In Teach mindful awareness—Help youth “stay standing of cooperation and group problem-solving skills. Between: All About in the moment” by relaxing the mind through l “Encourage children to show support and appreciation for My Feelings, which physical relaxation. others.” The best way to facilitate this is to demonstrate provides ways to it—model the behavior. Be encouraging and appreciative Use stories or photos to discuss emotions— of the youth’s behavior and others. Help youth improve promote emotional Story characters can help children identify skills that are important to their peer group. As Ferrer and literacy. More can be feelings with actions. This leads to greater Fugate point out, when school-age children have skills understanding, acceptance, and management that are important to their peer group—such as sports— found in the article of feelings. they can be successful and increase their self-confidence. “6 Ways to Foster + The Center on the Social Emotional Foundations for Early Emotional Literacy Learning (CSEFEL) provides teaching strategies for helping in Children.” children ages 3-5 build friendship skills. Although CSEFEL provides evidence-based resources and tools to support the social and emotional development of younger children, some methods work very well with school-age youth as well. Take a look! + 5 ACTIVITIES* From Wings for Kids (www.wingsforkids.org,) here are a few fun activities that can be used to intentionally teach emotional literacy.* A MILE IN MY SHOES SILENT DYNAMITE SOCIAL AWARENESS RESPONSIBLE DECISION MAKING Circle Game Learning Objective: Circle Game Learning Objective: This game is for Kids will identify the emotions manifested Kids will learn what peer pressure looks and a larger group but in others through an awareness of facial feels like. Kids will also learn how to say no. can be adapted expression, tone of voice, pitch, and for a one-on-one gesture. Kids will learn to understand the l A soft ball is needed and the kids stand in a circle. scenario. emotional state of others. l The adult is the “caller.” l Think of several different emotions appropriate for his/her age group. l The caller gives a special command to the group and can l Have kids stand in a circle with an adult in the middle. change the command at any time. Examples of commands are: catch with elbows, catch with thumbs, throw with your l The adult points directly in front of him/her, closes his/her eyes, and opposite hand, spin around three times before throwing, etc. spins around a few times. l The kids are spread out around the room, then toss and l When the adult decides to stop, he/she will be pointing at a child. catch the ball to one and another, silently (hence the name Silent Dynamite) until the caller yells, “Boom.” l The adult walks up to the child he/she is pointing to. That person (the one being pointed at), must shake the adult’s hand and ask, l When the caller yells “boom” whoever has the ball pauses. “How are you?” l The adult gives the child with the ball a scenario involving l The adult must act out an emotion. The adult can use words (but peer pressure. That child has to give an appropriate way to doesn’t have to), but cannot explain the emotion they are feeling. say no or avoid that situation. They can only use words to show the tone and pitch of their voice. l For example if the emotion is worried, the adult can’t say, “I’m very If the child doesn’t give a proper response to the scenario, nervous about my grandmother being sick.” The adult can say (in a that child has to go in the middle and sit. Be sure to talk with quivering, quiet voice), “I don’t know what to do.” the group about what an appropriate response would be. l l The selected kid must guess the adult’s emotion by stating, “You are If a child cannot complete the given command or drops the feeling ____________.” ball, he/she sits in the middle. l l If the selected kid guesses the correct emotion, he/she gets one let- The kids in the middle try to swat down or catch the ball as it ter of the word SHOES. If the selected kid makes an incorrect guess, is tossed around the room. If a child in the middle success- the adult spins again and selects a new kid to take a guess. fully catches the ball he/she gets back into the game. The game is over when there is only one person left standing l The kids must keep track of the letters they have. from the original circle. l Kids continue playing until time is up or until someone spells SHOES. l Once time is up, discuss why it is important to recognize how others feel and step into their shoes. 6 ACTIVITIES* TRUST TELEPHONE SOCIAL AWARENESS Learning Objective: Kids will identify the components of a trusting relationship. l In order to keep kids from being embarrassed to share, adults They will experience sharing confidences and maintaining should have kids write down their secrets without names on the confidentiality in building a safe and trusting environment.
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