DRAFT Proposed Revisions Prekindergarten Guidelines I. Social and Emotional Development Domain Prepared by the Prekindergarten Review Committee First Draft, November 2015 These draft proposed revisions reflect the changes to the Social and Emotional Development Domain in the Prekindergarten Guidelines that have been recommended by the Prekindergarten Guidelines review committee. Proposed additions are shown in green font with underlines (additions) and proposed deletions are shown in red font with strikethrough (deletions). Text proposed to be moved is shown in purple font with strikethrough (moved text). Text proposed to be moved is shown in purple font with underlines (new text location). Comments in the far right-hand column shown in blue (comments) provide explanations for the proposed changes and future considerations. The following notations were used as part of the explanations: MV—multiple viewpoints from within the committee VA—information added, changed, or deleted to increase vertical alignment Prekindergarten Guidelines: I. Social and Emotional Development Domain Guidelines with edits Committee Comments While a preschool education should include activities that strengthen cognitive skills, it must provide for the development of the social and emotional competencies required for school readiness. Some children will develop social and emotional skills The vast majority of social/emotional development occurs with little or no formal instruction, with but only appropriate teacher guidance surrounding social and emotional situations such as separating from families, sharing space and materials with peers, resolving conflicts, and developing empathy for others. However, the majority of children will need direct social skill instruction, explicit teaching and repeated opportunities to practice skills. The development of these personal and social skills enables children to build a sense of who they are and what they can do. Children establish positive relationships with teachers and peers which enable them to participate effectively in the classroom community, assert independence in appropriate ways, and accomplish tasks that are meaningful to them without infringing on the rights of others. Students who can follow directions, communicate their wants and needs effectively and get along with other children, are more prepared to enter an academic environment as school-ready. A. Self Concept Skills Central to understanding emotional development is the idea of self concept–an increasing level of conscious awareness of one’s feelings, thoughts, abilities, likes, and dislikes, as well as awareness of one’s body in space. Preschool children’s emerging ability to perceive these aspects of themselves at a conscious level distinguishes them from toddlers, who lack such awareness. Children begin to generate multiple answers to the question “Who am I?” which is an essential aspect of becoming competent in related areas such as self control and social/friendship skills. By around 48 End of Examples of Child Behaviors Examples of Instructional months of age Prekindergarten Strategies Year Outcomes Child is building I.A.1. The child: The teacher: competence in Child is aware of is able to stay in designated arranges classroom furniture in controlling own body where own body is personal space without a manner that allows children to movements (such as in space, respects intruding upon others’ (stays in engage in class activities. balancing, sitting still, personal own seat at lunch table without conducts activities in spaces starting and stopping boundaries. kicking feet or leaning against that are adequate for children’s in response to neighboring children). space needs. requests). can move around the uses positive cues to remind classroom without stepping on children what to do with their materials or disrupting others’ bodies at certain times (“hands activities. in your lap;” “quiet feet”). Child can identify own I.A.2. The child: The teacher: physical Child shows self- describes self using basic acknowledges children’s efforts, characteristics and awareness and characteristics (hair color, eye providing support when needed. indicate some likes demonstrates pride color, gender). engages children in and dislikes when in age appropriate describes self using personal conversations about prompted. abilities and skills. Prekindergarten Guidelines: I. Social and Emotional Development Domain 1 Child shows preferences (favorite color; themselves. awareness of areas favorite food; “I like to…”). provides opportunities for of competence and describes self using specific children to draw self portraits describes self competencies (“I can buckle my and describe themselves. positively in what shoes.” “I’m good at drawing.”). reads aloud and discusses he is able to do. describes self in terms of being books about self awareness. a member of different points out observations of communities (family; progress in children’s growing classroom; school). competence. Child may I.A.3. The child: The teacher: overestimate or Child shows exercises appropriate caution sets appropriate safety limits for underestimate own reasonable opinion in clearly dangerous situations. children’s age level. abilities. of his own abilities requests help from adults when provides help kindly when and limitations. appropriate. requested. declines help politely when not encourages children to do as needed (“No, thanks, I can do it much as they are able myself.”). independently. points out and compliments children when they use good judgment (“Jasmine, I’m glad to see you carrying those scissors so carefully.” “Thank you, Derrick, for wiping up that spilled water so no one will slip and fall.”). models and encourages practice of self-help skills child has not yet mastered. Child shows initiative I.A.4. The child: The teacher: in trying new Child shows is eager to try out new activities provides a variety of learning activities, but may not initiative in and materials. centers and activities that meet persist in solving independent participates in a variety of the needs and interests of problems. situations and individual activities and tasks. different children. persists in selects centers or activities gives children opportunities to attempting to solve based on personal preferences. make independent decisions problems. plans and sustains independent about which learning center or play sequences. materials to work with. tries several strategies to solve models appropriate use of a problem before seeking adult materials for independent work assistance. or play. Prekindergarten Guidelines: I. Social and Emotional Development Domain 2 comments on the contributions of children in activities, tasks, and play. teaches and encourages children to solve problems and persist at challenging tasks. B. Self Control Regulation Skills Preschool children feel safer and function more successfully in the classroom when rules and routines are consistently followed. A well organized classroom with well prepared activities helps children extend their attention span and build self-control and personal responsibility. As they encounter and overcome new and various social obstacles when playing with peers, guidance from teachers will enable them to learn acceptable and unacceptable ways of dealing with social and emotional stress and/or excitement. Early experiences influence brain development, establishing the neural connections that provide the foundations for language, reasoning problem solving, social skills, behavior and emotional health. 1. Behavior Control By around 48 End of Examples of Child Behaviors Examples of Instructional months of age Prekindergarten Strategies Year Outcomes Child follows simple I.B.1.a. The child: The teacher: rules and routines Child follows participates in the development involves children in creating when assisted by classroom rules of classroom rules. classroom rules and adults. and routines with transitions from one activity to expectations so they feel sense occasional another. of ownership. reminders from comments on the sequence of consistently refers to and uses teacher. the day’s events (“After centers the rules and routines to it’s time to go outside.”). structure the day. goes to the daily schedule chart establishes signals (finger and points out what comes plays; songs; chants, etc.) to next. help children transition from one activity to another. uses a daily schedule chart to help children follow the day’s activities. Child is able to I.B.1.b. The child: The teacher: manage a small Child takes care of appropriately handles provides demonstrations and number of materials and manages materials during activities. reminders of appropriate use with support. classroom cleans up and puts materials of materials. Prekindergarten Guidelines: I. Social and Emotional Development Domain 3 materials. away in appropriate places establishes signals (clean-up (places a puzzle back into its song) to help children clean labeled spot). up. puts away his belongings in provides adequate time for his personal space. cleaning up materials. labels materials to make them accessible for children. provides a space for each child to store his personal belongings. introduces new materials and shows children how to use them before placing the materials in a learning center. Child needs adult I.B.1.c. The child: The teacher: guidance to help Child regulates his responds to signals for establishes and uses signals manage her behavior.