Module 2 Handout 2.4: Social Emotional Teaching Strategies Enhancing Emotional Vocabulary in Young Children

Gail E. Joseph, Ph.D. & Phillip S. animal and ask her classmates if the gets a big hat and takes it to April. Strain, Ph.D. zebra can come to the party. April just frowns and goes about Center on Evidence Based Practices In each of these cases, children tending to the hamster cage. Tamika for Early Learning experience some of the common, often- next takes the hat to Bo. “Bo,” she University of Colorado at Denver repeated challenges of life in preschool. says, “let’s go play.” Again she is Shantay, in the end, was overwhelmed rebuffed. Finally Tamika finds a play our-year-old Shantay is an avid by his of . Unable to partner in Darrin; who is walking from builder with blocks. At free play label his legitimate he acted- one activity area to the next. Fhe has busied himself with an out— a sure recipe for not getting his In these two scenarios great elaborate tower construction. To needs met. Kelly, equally upset and, in variation can be noted in children’s complete his masterpiece he needs an this example, paralyzed temporarily by ability to read social cues. Tony’s elusive triangle piece. As he searches her social was able to achieve choice of rough and tumble partners is the room in vain for the last, crucial an outcome she deeply desired. She ubiquitous. His inability to read social piece his initial calm hunt becomes was able to do this by the good cues ultimately resulted in a poor more hurried and disorganized. He teaching that had previously occurred. outcome. Tamika, on the other hand, begins to whimper and disrupt other She was able to communicate her need was readily able to read social cues children’s play. His teacher approaches and access strategic help to get that and, as a result of good teaching, she and asks what the matter is. Shantay need met. In contrast with Shantay, had a strategy (try again with another swiftly turns away to resume his now Kelly’s experience demonstrates one of friend) to achieve her desired outcome. frantic search. This behavior persists the ways that emotional Figure 1 below provides an overall for several minutes until the signal for enables children to be socially schematic of children’s emotional cleanup is given, whereupon Shantay competent. Consider two other case literacy (Crick & Dodge, 1994; launches into a major, 15-minute examples of emotional literacy at work. Lemerise & Arsenio, 2000). Note first tantrum. Tony is a master of rough and that the foundational element, the tumble play. As a game of superheroes necessary context, for emotional Four-year-old Kelly is relatively commences, Tony runs headlong into literacy development is a supportive, new to preschool. She wants to play other children. Two of his playmates caring relationship (see Joseph & with her new classmates, but is too shy happily reciprocate; smiling and Strain, 2002). In order to act upon the and frightened to approach and join in giggling they continue their preschool social environment in ways that are with the group. This day at free play version of “slam dancing.” Tony, collectively supportive and rewarding she intently watches, as three other however, seeks out other partners as it is first necessary for children to read girls are absorbed in an elaborate tea well. In particular, Eddie and Darrin the affective cues of others and of party, complete with pandas and want no part of this. They frown as he themselves. Discriminating among wolves. With a forlorn look, Kelly approaches and yell, “No.” Tony affective states such as , , passively observes the ongoing play. seems to interpret their behavior as an frustration, and requires a Her teacher approaches and says, invitation for more. Both Eddie and vocabulary of feeling words. Like “Honey, is something wrong?” Kelly Darrin start to cry and quickly seek out other forms of literacy the richer the shrugs her shoulders. Her teacher their teacher who has Tony sit quietly vocabulary, the more rewarding the persists, “Kelly are you frustrated?” for 2 minutes while play continues. experiences. In this article we will Kelly says, “Yes.” Her teacher then This time-out angers Tony and he pouts concentrate on how to build a reminds her of the class rule; if you alone for the remainder of free play. meaningful lexicon of feeling words. feel frustrated, ask a friend or teacher Tamika to play dress-up. This This instructional emphasis bears, not for help. Kelly and her teacher quickly day at free play she asks Seth to join coincidentally, a close resemblance to discuss how she might get another her, but he says, “Later,” and goes cognitive behavior modification about his computer play. Tamika then (Meichelbaum, 1976).

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Emotional Literacy Schematic prerequisite skill to emotional regulation and successful interpersonal interactions and problem solving and is one of the most important skills a child is taught in the early years (Denham,1986; Webster-Stratton, 1999). Limited emotional literacy, on the other hand, can result in misperceptions of feeling in one’s self and others.

Building emotional vocabulary In order to correctly perceive feelings in yourself and others, you first have to have words for those feelings, a feeling lexicon. Many children are either “happy” or “mad” and miss all the subtle gradations of feelings in-between because they do not have labels and definitions for Figure 1. Emotional Literacy Schematic those . A large and more complex feeling vocabulary allows Once children are and The clarification of goals then children to make finer discriminations correctly labeling affective cues from allows children to generate solutions to between feelings; to better words, internal stimuli, and body achieve their goals. Solutions might communicate with others about their language they then proceed to make include a self-regulation notion such as, internal affective states; and to engage crucial judgments about both the cause “I need to calm down.” Solutions in discussions about their personal and the intent of other’s (e.g., might be trying again, finding someone experiences with the world. Children Tamika has, appropriately, a neutral to help, trying a different way, and so with disabilities (Feldman, McGee, judgment abut peers’ lack of in on. Solution generation, however, must Mann & Strain, 1993; Walker, 1981) her play and she simply proceeds to be followed by a contingent decision- and children from low income families look until she finds a willing partner). making paradigm. For example, (Eisneberg, 1999; Hart & Risley, 1995; Many children, however, make crucial children might be taught to consider if Lewis & Michalson, 1993) have more errors at this point. Partly because of an the solution is fair, if it has worked limited feeling vocabularies than their absence of feeling words they often before, if it is a safe, if it would result typically developing and middle interpret the behavior of others as in positive feelings, and so on. Finally, income peers. Parents and teachers can intentionally hurtful and eventually act children act in accordance with their foster emotional vocabulary by out in ways that invariably lead to decision. While we will focus only on teaching feeling words and their social and stigmatization establishing a vocabulary of feeling emotional definitions. Adults can (Kazdin, 1989). words that permit accurate reading of increase children’s feelings words by Once children make a judgment affective cues and accurate teaching different feeling words and about cause and intent they proceed, in interpretation of cause and intent, definitions directly; incidentally in the this model, to clarify their interpersonal teachers needs to be aware that many context of conversation and play; and goals. In earlier examples, Tony children will require careful step-by- through special activities. wanted to play rough and tumble, step instruction from reading affective Adults can teach feeling words Tamika wanted to play dress-up, Kelly cues to acting on decisions. directly by pairing a picture or photo of wanted to join in the tea party, and Emotional literacy is the ability to a feeling face with the appropriate Shantay just wanted that final block. recognize, label, and understand affective label. Preschoolers are better feelings in one’s self and others. It is a at recognizing feelings with drawn

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pictures at first then progressing to with steps to regulate or calm down. A throughout the day as their feelings photographs. Children’s books are an first step would be to vocalize this change. Teachers can make feeling excellent way to label feeling faces negative feeling (“I’m mad”) versus dice by covering small milk cartons with children. Many books are written acting out. Using varied and complex with paper and drawing a different explicitly about feelings and contain feeling words will develop powerful feeling face on each side. Children can numerous feeling words. See Box 1 for feeling vocabularies for children. Box 2 toss the dice; label the feeling face and some of our favorites. provides a list of more complex feeling describe a time they felt that way. Box words that 3-5 year olds who are 3 lists some other fun feeling activities. Children’s Books featuring developing language normally know INSERT BOX 3 ABOUT HERE feeling faces and words (Joseph, 2001; Ridgeway, Waters & Kuczaj, 1985). Feeling Activities ¥ On Monday when it rained by Pass the hat: The teacher cuts Cherryl Kachenmeister, Feeling Words out pictures that represent various ¥ Glad Monster, Sad Monster: A feeling faces and places them in a Book About Feelings by Anne Affectionate Gloomy hat (or large envelope) that is Miranda & Ed Emberley Agreeable Guilty passed around the circle as music (Illustrator) Annoyed Ignored plays. When the music stops, the ¥ My Many Colored Days by Seuss, Awful Impatient child holding the hat picks out a Steve Johnson (Illustrator), Lou Bored Important picture designating an and Fancher (Illustrator) Brave Interested is asked to identify it, express how ¥ When Sophie Gets Angry- Really, Calm Jealous they look when they feel that way, Really Angry... by Molly Garrett Capable Joyful or describe a time when he or she Bang Caring Lonely felt that way. ¥ Feelings (Reading Rainbow Cheerful Lost Book) by Aliki Clumsy Loving Feeling hunt: The teacher puts ¥ I’m Mad (Dealing With Feelings) Confused Overwhelmed “feeling face” pictures up all around by Elizabeth Crary, Jean Whitney Comfortable Peaceful the room (and around the building (Illustrator) Cooperative Pleasant if possible). Children can be given ¥ I’m Frustrated (Dealing With Creative Proud child-size magnifying glasses, and Feelings) by Elizabeth Crary, Jean Cruel Relaxed they walk around looking for Whitney (Illustrator) Curious Relieved different feeling faces. When they ¥ When I Feel Angry by Cornelia Depressed Safe Satisfied find one, they label it and tell a time Maude Spelman, Nancy Cote Disappointed Sensitive they felt that way. An expansion of (Illustrator) Disgusted Serious this activity is to provide each child Ecstatic Shy Stressed with a “Feeling Face BINGO Box 1 Embarrassed Strong Board” and they can cross out faces Enjoying Stubborn on their boards as they find them Adults can also teach children new Excited Tense around the room. feeling words by explicitly providing Fantastic Fearful Thoughtful Mirrors: Children are given emotion labels as children experience Fed-up Thrilled small hand held mirrors at circle Free Troubled various affective states. For example, time or small group. As the teacher Friendly Unafraid reads a story with many feeling an infant smiles brightly and the parent Frustrated Uncomfortable says, “Oh, you are happy.” Similarly, words in it Ð the children make the Gentle Weary face to the corresponding affective Kelly’s teacher noticed her aroused Generous Worried expression while looking at state and labeled it “frustrated.”. Box 2 themselves in their mirrors. Then, Labeling a child’s affective state allows the children put their mirrors down them to begin to identify their own and show their peer their “feeling internal states. This is an important step Adults can also plan special face.” in learning to regulate activities to teach and reinforce the Changing faces: During small emotions(Joseph, 2001; Lochman & acquisition of feeling words. Children group time, children make paper Dunn, 1993; Webster-Stratton,1999). can “check in” each morning by plate faces. The teacher attaches the For example, one needs to recognize picking a feeling face picture that best “mouth” and “eyebrows” to the (this happens most effectively when depicts their affective state and sticking paper plate with brads. This allows there is a label) their affective state, it next to their name. Children can be Box 3 (continued) say, “angry” before they can proceed encouraged to change their feeling face

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someone’s affective state. Teachers can rule that when you feel frustrated you Feeling Activities model detecting how someone is ask a teacher or peer for help. In this (continued) feeling by looking at their face case, when the teacher labels a child’s (noticing their eyebrows, their eyes, affective state as “frustrated” the child the child to change facial expressions and their mouth). This can be is primed to ask for help. Eventually on their plate by changing the mouth accomplished directly and more the child will be able to label the from a smile to a frown, and the incidentally throughout the day. feeling themselves and seek out an eyebrows from facing in (angry, frustrated, etc.) to out (worried, Children can then be provided with appropriate solution. Adults can scared, surprised, etc.). Children can practice activities and opportunities to proactively teach young children color the rest of the faces. The notice facial expressions and body coping strategies for many emotions teacher can then read a story and language to determine how someone is (taking a deep breath when mad; pause after key incidents and ask the feeling. requesting a break when annoyed; children to show how they would feel Teachers can model for children talking to someone when sad, etc.) by changing their paper plate face how they can tell how someone is through modeling and role plays. appropriately. feeling by listening to the tone of the Positive emotions sometimes need to be Singing, “If you’re happy and person’s voice. Teachers can close their regulated as well. you know it…”: Teachers can add eyes and a puppet or another adult can new verses to “If you are happy and make a statement such as, “UGGGHH, Conclusion you know it” as they introduce new I can’t get my shoes tied!” and then In classrooms that devote planned feeling words to the class. guess that the person is feeling attention to helping children acquire a ¥ If you’re happy and you know it, frustrated. The children can practice by hug a friend rich and varied feeling vocabulary we closing their eyes and listening to the ¥ If you’re sad and you know it, cry may expect fewer challenging a tear – “boo-hoo” teacher make statements using varying behaviors and more developmentally ¥ If you’re mad and you know it, use tones, then guess how the teacher is sophisticated and enjoyable peer social your words “I’m mad” feeling. relations (Denham, 1986). Emotional ¥ If you’re scared and you know it, Teachers can also teach children to vocabulary is, however, only part of get some help, “HEEELLLLPPP!” think about how someone might feel in this picture. For emotional vocabulary ¥ If you’re silly and you know it, certain situations. Children’s literature teaching to be effective adults must first make a face, is a very effective for teaching and spend the time necessary to build “BBBBLLLUUUUHHHH!” practicing this skill. Read a story aloud, positive relationships with children pick a situation in the story and ask the For more feeling activities see (Joseph & Strain, 2002). Within this Dinosaur School (Joseph, Webster- children to consider the character’s foundational context of a warm and Stratton & Reid, 2002; Webster- reactions and feelings. This question responsive relationship with children, Stratton, 1990), PATHS (Kusche & invites further conversation. Continue teachers can maximize their influence Greenberg, 1994), or Second Step discussing situations for as long as you to enhance emotional vocabulary. (Committee for Children, 2002) have the children’s interest. The As the emotional literacy schematic Box 3 children’s books in Box 1 can be used (Figure 1) suggests, having feeling very effectively in this matter. words and being able to recognize emotions in others and in oneself is a Teaching children to recognize What do you do with a feeling? necessary but insufficient step toward feelings in others Adults can model emotional helping children achieve social and Children can be taught explicitly regulation skills for children by . Adults also how to identify feelings in other verbalizing the course of action they need to assist children in developing people. Identifying feelings in others will take in order to calm down or cope and becoming fluent with the skills of involves noticing facial expressions with certain feelings. For example, a emotional regulation (e.g., calming and body language, listening to the teacher doesn’t notice a loose lid on the down; controlling anger and impulse) tone of voice and, considering the glitter bottle and consequently spills the and problem-solving (e.g., generating situational context. contents all over the table and floor. In solutions to interpersonal problems that Young children can be taught how front of the children she says, “Oh no! are safe, equitable, and result in to detect the cues of how someone is Boy, do I feel frustrated. I better take positive feelings). feeling by having their attention drawn some deep breaths to calm down.” In the Box 4 we provide teachers to the salient physical features of Kelly’s teacher developed a classroom with a brief checklist of classroom

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characteristics known to promote References emotional literacy. Committee for children (2002). Second step for preschoolers. Third Edition. Characteristics of Seattle, WA: Committee for Children Crick, N. R. & Dodge, K. A. (1994). A review and reformulation of social Classrooms that Foster information-processing mechanisms in children’s social adjustment. Emotional Vocabulary Psychological Bulletin, 115, 74-101. Denham, S. A. (1986). Social cognition, prosocial behavior and emotion in ¥ Photos of people with various preschoolers: Contextual validation. Child Development, 57, 194-201. emotional expressions are Eisneberg, A. R. (1999). Emotion talk among Mexican-American and Anglo displayed around the room American mothers and children from two social classes. Merrill-Palmer ¥ Books about feelings are Quarterly, 45(2), 267-284. available in the book corner Feldman, R. S., McGee, G., Mann, L. & Strain, P. S. (1993). Nonverbal affective ¥ Teachers label their own decoding ability in children with autism and in typical preschoolers. Journal of feelings Early Intervention, 17(4), 341-350. ¥ Teachers notice and label Hart, B. & Risley, T. (1995). Meaningful differences in the everyday experience of children’s feelings young American children. Baltimore: Paul H. Brooks. ¥ Teachers draw attention to Joseph, G. E. (in preparation). If you’re happy and you know it: examining the how a child’s peer is feeling emotional and social information processing scripts of young children. ¥ Activities are planned to teach Joseph, G. E. & Strain, P.S. (2002). Building positive relationships with young and reinforce emotional children. Manuscript submitted for publication. literacy Joseph, G. E., Webster-Stratton, C. & Reid, M. J. (2002). Promoting young ¥ Children are reinforced for children’s social and emotional competence. Manuscript submitted for using feeling words publication. ¥ Efforts to promote emotional Kazdin, A. (1993). Treatment of conduct disorder. Development of vocabulary occur daily and Psychopathology, 5, 277-310. across all times of the day Kusche, C. A. & Greenberg, M. T. (1994) The PATHS Curriculum. Seattle: Box 4 Developmental Research and Programs. Lemerise, A.A. & Arsenio, W. F. (2000). An integrated model of emotional processes and cognition in social information processing. Child Development, 71, 107-118. Lewis, M. & Michalson, L. (1993). Children’s emotions and moods: developmental theory and measurement. New York: Plenum Press. Lochman, J.E. & Dunn, S. E. (1993). An intervention and consultation model from a social cognitive perspective: a description of the anger coping program, School Psychology Review, 22, 458-71. Meichenbaum, D. & Tirk, D. (1976). The cognitive-behavioral management of anxiety, anger, and . In P. Davidson (Ed.), Behavioral management of anxiety, , and pain. New York: Brunner/Mazel Ridgeway, D., Waters, E., & Kuczaj, S. A. (1985). Acquisition of emotion- descriptive language: Receptive and productive vocabulary norms for ages 18 months to 6 years. Developmental Psychology, 21(5), 901-908. Walker, E. (1981). in disturbed and normal children: A research note. Journal of Child Psychology and Psychiatry, 22(3), 263-268. Webster-Stratton, C. (1990). The teachers and children videotape series: Dina dinosaur school. Seattle, WA: The Incredible Years. Webster-Stratton, C. (1999). How to promote children’s social and emotional competence. London: Paul Chapman Publishing.

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