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Social Emotional Teaching Strategies Presenter’s Scripts Module 2 2 Social Emotional Teaching Strategies Gail E. Joseph, Ph.D., University of Denver, Phil Strain, Ph.D., University of Colorado at Denver Tweety Yates, Ph.D., & Mary Louise Hemmeter, Ph.D. University of Illinois at Urbana-Champaign The Center on the Social and Emotional Child Care Head Start Foundations for Early Learning Bureau Bureau This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the U.S. Department of Health and Human Services, Administration for Children and Families (Cooperative Agreement N. PHS 90YD0119). The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of Health and Human Services, nor does mention of trade names, commercial products, or organizations Rev. 2/10 imply endorsement by the U.S. Government. You may reproduce this material for training and information purposes. The authors wish to acknowledge Larry S. Joireman for the illustrations. Module 2 Social Emotional Teaching Strategies Learner Objectives • Participants will be able to discuss why it is important to be more intentional about teaching social emotional skills. • Participants will be able to identify strategies for supporting the development of friendship skills. • Participants will be able to define emotional literacy and identify activities that build “feeling vocabularies.” • Participants will understand the importance of providing opportunities for children to begin to understand their own, as well as others’ emotions. • Participants will understand why children need to learn to control anger and handle disappointment and will be able to identify strategies to teach anger management skills. • Participants will understand the importance of teaching problem solving and will be able to identify problem solving steps. Suggested Agenda Time I. Introduction 10 min. II. Identifying the Importance of Teaching 20 min. Social Emotional Skills III. Developing Friendship Skills 60 min. IV. Enhancing Emotional Literacy 90 min. V. Identifying Feelings in Self and Others 30 min. VI. Controlling Anger and Impulse 30 min. VII. Developing Problem Solving Skills 30 min. VIII. Pulling It All Together 30 min. Rev. 2/10 The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel P 2.1 Module 2 Social Emotional Teaching Strategies Materials Needed Agenda Powerpoint Chart Paper or White Board and Markers Video Clips 2.1 Children Playing 2.2 Play Organizing Skills 2.3 Sharing Skills 2.4 Being Helpful 2.5 Giving Compliments 2.6 Using Puppets 2.7 Friendship Art 2.8 Friendship Book 2.9 Super Friend 2.10a Happy, Sad, Mad, & Scared Activity 2.10b Happy/Mad Activity 2.10c Using a Book to Discuss Emotions 2.11 Hands are Not for Hitting 2.12 Glad Monster Sad Monster 2.13 Turtle Technique 2.14a Solution Kit Example 1 2.14b Solution Kit Example 2 Handouts 2.1 Participants’ Powerpoint Slides 2.2 Embedding Friendship Activity 2.3 You’ve Got to Have Friends 2.4 On Monday When it Rained Book Nook 2.5 Book Activity 2.6 Enhancing Emotional Vocabulary in Young Children 2.7 Helping Young Children Control Anger and Handle Disappointment 2.8 Pulling it All Together Activity 2.SE Session Evaluation Form Rev. 2/10 The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel P 2.2 Module 2 Social Emotional Teaching Strategies I. Introduction I. Introduction (10 minutes) (10 minutes) A. Introduce Module (Slide 1). Show Slide 2, the CSEFEL 1 Teaching Pyramid that was introduced in Module 1. Tell participants that we are now at the third level of the pyramid – social emotional teaching strategies. Remind participants that in Module 1 we talked about the importance of building positive relationships and designing supportive environments (including rules, schedules, materials, and activities) to support children’s 2 social emotional development and prevent challenging behavior. In Module 2, we will continue to build on these ideas by discussing the use of effective strategies, ideas, and resources to help “teach” children social emotional skills (friendship skills, emotional literacy, development of empathy, impulse control, and problem solving). B. Show Slide 3 and go over the agenda with participants. 3 C. Review the learner objectives, shown on Slide 4, with the participants. • Participants will be able to discuss why it is important to be more intentional about teaching social emotional skills. • Participants will be able to identify strategies for supporting the development of friendship skills. 4 • Participants will be able to define emotional literacy and identify activities that build “feeling vocabularies.” • Participants will understand the importance of providing opportunities for children to begin to understand their own, as well as others’ emotions. • Participants will understand why children need to learn to control anger and handle disappointment and will be able to identify strategies to teach anger management skills. • Participants will understand the importance of teaching problem solving and will be able to identify problem solving steps. Rev. 2/10 The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel P 2.3 Module 2 Social Emotional Teaching Strategies II. Identifying the II. Identifying the Importance of Teaching Social Importance of Teaching Emotional Skills: Why, When, How and What Social Emotional (20 minutes) Skills: Why, When, How and What A. Show Slide 5. Tell participants that there are several (20 minutes) things that we want them to think about throughout this module: why it is important to be more intentional about 5 teaching social emotional skills, when we should teach, and ideas and resources for how we can teach these skills. The following slides address these areas: 1. Show Slide 6 (social emotional development/skills for young children). Remind participants that they talked about these skills in Module 1. We now want them to think about these skills in relation to the following 6 questions: a. Ask participants why they think it is so important for us to “teach” children social emotional skills. Add to their comments by sharing that these are some of the skills that we know that children need in order to be more successful and to prevent challenging behavior—not only in early care and education 7 settings, but also in future educational settings. While we tend to be very thoughtful and intentional about teaching literacy, cognitive, and other skills, we need to be just as intentional about teaching social emotional skills. b. Show Slide 7. Ask participants what happens when children don’t have these skills? Have them think about children in their settings who don’t have these skills. What have they noticed about these children? (Answers might include everything from specific challenging behaviors to quiet and withdrawn). How do we help children learn these social emotional skills? We “teach” them! 8 B. Show Slide 8 (Identifying Teachable Moments). Now that we have discussed why it is important to teach social emotional skills, we are going to talk about “when” during the day we might teach these skills. 1. Describe a typical situation that might happen in a classroom or child care setting. For example, Trey is building a castle in the block area. Blair comes to the Rev. 2/10 The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel P 2.4 Module 2 Social Emotional Teaching Strategies block area to play and decides that she needs the block that is right in the middle of Trey’s castle. Blair grabs the block, and Trey’s castle crumbles. Trey hits Blair and takes the block away. Blair starts crying (red arrow). 2. Ask participants to generate ideas about what teachers or child care providers might say to Trey and Blair at this point (e.g., “Use your words.” “Hitting is not okay.” “Say you’re sorry.” “Ask nicely if you want something.” “Get an adult if you need help.” “Calm down.”). 3. Point out that it is often at the crisis (red arrow) point that teachers try to teach new social skills. Discuss that while this is a teachable moment, and can be a social skills lesson for Trey and Blair, this might not be the most effective teachable moment because: a. The incident has already happened. b. Both children are upset. c. Blair may find the teacher reinforcing (“Wow, I might do this again so I can get the teacher’s attention!”). 4. Discuss effective teachable moments (referring to the green arrows at the left-hand side). The main point here is that we want to make sure that these “crisis moments” are not the only time that we are “teaching” social skills! Social skills can be embedded into almost any part of the daily schedule—Intentional, planned times as well as taking advantage of naturally occurring moments throughout the day. 9 C. Display Slide 9. Remind participants that as we think about “when” to teach social emotional skills, we also need to consider stages of learning that should affect “how” we teach these skills: Rev. 2/10 The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel P 2.5 Module 2 Social Emotional Teaching Strategies 1. Acquisition – When children learn how to do something new, they acquire new skills or concepts. To support children’s acquisition of new skills, we need to explain and demonstrate the skill/concept and encourage children as they attempt to learn the skill. Skills can easily be lost at this stage – so encourage, encourage, encourage! 2. Fluency – Once children acquire a new skill, they need to be able to use the skill proficiently or fluently.
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