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Mid-State Early Childhood Direction Center Bulletin • Winter 2018 Social and Emotional Learning What’s Inside...  The Importance of Play  How Parents Can Help  Key Emotional Skills Needed for School  Social and Emotional Developmental Checklist  Reading Suggestions What is Social and Emotional Learning? Social and Emotional Learning is about helping children develop a range of skills they need for school and life. It is the “process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.” Children are unable to do well academically unless they feel cared for, safe, and included. Social and emotional learning enhances academic learning. It is not possible to achieve true academic and personal success without addressing social emotional skills. According to Dr. Sheldon Berman, having the core social skills gives children the experience and knowledge to work effectively with others. SOURCES: Boss, Miller Self-awareness: The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior.  identifying emotions  accurate self-perception  recognizing  self-confidence  self-efficacy Self-management: The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations— effectively managing stress, controlling impulses, and motivating oneself.  impulse control  stress management  self-discipline  self-motivation  goal-setting  organizational skills Social Awareness: The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures.  perspective-taking  empathy  appreciating diversity  respect for others Relationship Skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups.  communication  social engagement  relationship building  teamwork Responsible Decision Making: The ability to make constructive hoices about personal behavior and ocial interactions based on ethical tandards, safety concerns and social orms. identifying problems analyzing situations solving problems evaluating reflecting ethical responsibility c s s n       SOURCE: CASEL graphic depicting Core Social and Emotional Competencies “Social and emotional learning enhances students’ capacity to integrate skills, attitudes, and behaviors to deal effectively and ethically with daily tasks and challenges.” ---PAGE BREAK--- Page 2 • Mid-State Early Childhood Direction Center Bulletin • Winter 2018 The Importance of Play Play is an important piece of healthy brain development. Through play, children learn a variety of skills. Appropriate play can enhance physical development as children utilize their gross motor and fine motor skills during play. Children learn social skills by sharing, taking turns, negotiating, compromising and leading. Language skills are also enhanced through play as children learn how to use words by practicing language when interacting with others and using conversational skills. Play allows children to master life situations and to prepare for adult life and roles. It allows children to think for themselves and to become ore independent by making decisions. Child driven play encourages children to move at their own pace while discovering their own areas of interest. It has been proven to help children adjust to the school setting and to increase learning readiness and problem solving skills. Play has a vital role in building social and emotional abilities for children of all ages. mimage of African American family playing a board game"Play is often talked about as if it were a relief from serious learning. But for children play is serious l How Parents Can Help Children need to be taught social and emotional skills, much in the same way they are taught reading and mathematics. Parents are key players in teaching such skills. Everyday experiences are opportunities to teach positive or negative social and emotional behaviors. Parents can help by:  Giving children opportunities to make their own choices and following through with their decisions  Helping your child to solve problems on their own by asking questions instead of giving advice  Taking the time to discuss feelings with your child  Being a good listener  Modeling the behaviors you seek  Nurturing your child’s self-esteem  Respecting differences  Using positive discipline strategies  Playing with your child Source: Social Emotional Learning Fact Sheet Key Emotional Skills Children Need As They Enter School:  Confidence  Capacity to develop good relationships with peers and adults  Concentration and persistence on challenging tasks  Ability to effectively communicate emotions  Ability to listen to instructions and be attentive  Ability to solve social problems When children do not have these skills, they may demonstrate challenging behaviors. SOURCE: Joseph “When you asked me what I did in school today and I say, ‘I just played.’ Please don’t misunderstand me. For you see, I’m learning as I play. I am learning to enjoy and be successful in my work. Today I am a child and my work is play.” – Anita Wadley, 1974 ---PAGE BREAK--- Page 3 • Mid-State Early Childhood Direction Center Bulletin • Winter 2018 3-4 Years  Interested in new experiences  Cooperates/plays with other children  Plays “mom” and “dad”  More inventive in fantasy play  Can stay on topic during conversations  More independent  Plays simple games with simple rules  Begins to share toys with other children  Often cannot distinguish between fantasy and reality  May have imaginary friends or see monsters 4-5 Years  Wants to please  Prefers to be with friends  More likely to agree to rules  Likes to sing, dance, and act  Shows more independence 12-24 Months  Imitates behaviors of others, especially adults and older children (18-24 mos.)  Increasingly enthusiastic about company or other children (20-24 mos.)  Demonstrates increasing independence (18-24 mos.)  Begins to show defiant behavior (18-24 mos.)  Episodes of separation anxiety increase toward midyear, then fade 24-36 Months  Uses the word “mine” often (24-36 mos.)  Says “no”, but will still do what is asked (24-36 mos.)  Expresses a wide range of emotions (24-36 mos.)  Objects to major changes in routine, but is becoming more compliant (24-36 mos.)  Begins to follow simple rules (30-36 mos.)  Begins to separate more easily from parents (by 36 mos.) Social Emotional Development Checklist: Birth to Five 1 to 12 Months  Makes eye contact (0-1 mos.)  Begins to develop a social smile (1-3 mos.)  Enjoys playing with other people and may cry when playing stops (2-3 mos.)  Enjoys social play (4-7 mos.)  Interested in mirror images (5-7 mos.)  Can calm down within 1/2 hour when upset (6 mos.)  Responds to other people’s expression of emotion (4-7 mos.)  Shy or anxious with strangers (8-12 mos.)  Cries when mother or father leaves (8-12 mos.)  Enjoys imitating people in his/her play (10-12 mos.)  Shows preferences for specific people or toys (8-12 mos.)  Prefers mother and/or regular care provider over all others (8-12 mos.)  Repeats sounds or gestures for attention (10-12 mos.) seven young smiling “Educating the mind without educating the heart is no education at all.” - Aristotle ---PAGE BREAK--- er ance cies h to y. alist Page 4 • Mid-State Early Childhood Direction Center Bulletin • Winter 2018 S M H s J s t J C h “ B 2 G a p M w S S Books to Read About Social and Emotional Learning: The Invisible Boy by Trudy Ludwig The Orange Shoes by Trinka Hakes Noble Mouse Was Mad by Linda Urban Hooray for Hat by Brian Won The Way I Feel by Janan Cain Lilly’s Purple Plastic Purse by Kevin Henkes The Boy With Pink Hair by Perez Hilton ources: iller, Jennifer. “The Power of Parenting with Social and Emotional Learning.” The uffington Post, TheHuffingtonPost.com, 15 Apr. 2015, www.huffingtonpost.com/ mart-parents/the-power-of-parenting-wi_b_7071208.html. oseph, Gail. (2010). Social Emotional Teaching Strategies: Module 2 [PowerPoint lides]. Retrieved from http://csefel.vanderbilt.edu/resources/ raining_preschool.html oseph, Gail. (2010). Promoting Children’s Success: Building Relationships and reating Supportive Environments: Module 1 [PowerPoint slides]. Retrieved from ttp://csefel.vanderbilt.edu/resources/training_preschool.html Core SEL Competencies.” CASEL. 2017. Web. 15 August 2017. oss, Suzie. “Social and Emotional learning: What Experts Say.” Edutopia, 18 Oct. 011, www.edutopia.org/social-emotional-learning-experts. insburg, K. R. “The Importance of Play in Promoting Healthy Child Development nd Maintaining Strong Parent-Child Bonds.” Pediatrics, vol. 119, no. 1, Jan. 2007, p. 182–191., doi:10.1542/peds.2006-2697. orrison, G. S. “What Children Learn Through Play.” Education.com, 20 July 2010, ww.education.com/reference/article/what-children-learn-through-play/. ocial Emotional Learning Fact Sheet. Effective Practices Brief. Parent Fact Sheet: ocial and Emotional Learning At Home, Youthsafe, 2008. Workshops of Interest Who We Are Mid-State Early Childhood Direction Center The ECDC can provide information and The Early Childhood Direction Cent Syracuse University workshops on a variety of topics tailored to (ECDC) is a regional technical assist 370 Huntington Hall the interests and needs of parents and early center for the State Education Syracuse, NY 13244-2280 childhood professionals. Resources are Department providing information, Phone: available on such topics as general child referral and support to families, [PHONE REDACTED] development, developmental issues for professionals, and community agen 1-[PHONE REDACTED] children with special needs, coping strategies, concerned with young children birt Fax: and specific disabilities. five. We are located at Syracuse [PHONE REDACTED] University’s Center on Human Polic Workshops include: E-mail:  Including All Kids ECDC services to families are [EMAIL REDACTED]  Parent Partnerships free and confidential. http://ecdc.syr.edu  Developmentally Appropriate Practices  Early Childhood Development: The Meaning of Red Flags ECDC Staff  Supporting Social Emotional Development  Challenging Behaviors Maria Gill, Project Director  Moving On: Transitioning Families Laura Glover, Early Childhood Speci (EI-CPSE) & (CPSE-CSE) Carrie Weaver, Early Childhood  What Are Early Intervention and Preschool Specialist Special Education? Rachael Zubal-Ruggieri,  What is an Individualized Education 35 Years Communications Coordinator Over Program (IEP)?  Writing IEP Goals Caring for All Children  Getting Ready for Kindergarten Looking for more copies of this bulletin? You can download it from our ECDC website or contact us.