On Your Mark. Get Set PLAY!!!

Katy Roques Ashley Johnson Stefanie Harrison

Louisiana State University

Opening Activity

Choose a chair at the table that corresponds to the color/shape that you were given. Goal: You must try to figure out the word that is on your back by asking others at your table questions. Rules: Ask only Yes/No questions Ask at least one question from each person before asking one person twice. When you have determined your word, remove sticker.

Explanation of game

Game allowed you to use important life skill- SOCIAL COMPETENCE Shows importance of being able to communicate with others as a problem solving technique

Communicate with others to help ourselves

What is Social Emotional Development?

Social Emotional development includes the ability to initiate and maintain secure relationships. During this development a child learns how to approach other children, how to negotiate issues, how to take turns, and how to communicate effectively.

Who is involved with this form of development?

Theorist Erik Erikson defines eight stages of social emotional growth from infancy to adulthood. In the early childhood years, three of the eight stages are addressed. They are:
To

trust others outside their families To gain independence and self-control To take initiative and assert themselves in socially acceptable ways

Before we are able to focus our abilities as a teacher on enhancing the social competence level of our entire class, we must first focus on social characteristics of the individual child.

Focusing on the Individual Childs Social Development

Key areas of focus- What are they & How can we enhance them:

* SELF CONCEPT: Young children develop their self-concept very early in life. We can assist in enhancing a childs selfconcept by recognizing unique qualities that the child possesses. We must pay attention to the childs temperament to make sure that personalities are compatible.

Self-concept building activity

I am special. I am special. Take a look. You will see. Someone very special, Someone very special, And its me! And its me! You are special. You are special. Take a look, Yes its true. Someone very special, Someone very special, And its you! And its you!

To the tune of Frere Jacques

* SELF CONFIDENCE: Children with self-confidence have a feeling of internal worth which in turn makes it easier for them to face challenges and to work with others. When children lack this confidence, their focus tends to be on failure rather than success.
*SELF ESTEEM: Compliment children often. Encourage students to make nice comments about their peers. Show appreciation for your students. Encourage students to make choices. Show importance in a childs opinion by using active listening while they are speaking. Explain reasons for your actions. Encourage children to try new and challenging activities.

Self Booster Activity Make a positive comment about your neighbor.

Key Characteristics that Enhance Social Growth

* HONEST RECOGNITION AND PRAISE: We must focus on being more specific when praising our students. For example, instead of saying good job, draw attention to something specific that the child has done. Make students feel worthy to let them know they have a place in the classroom.
* RESPECT: Show respect by offering choices and by respecting students decisions. By showing confidence in students ability to make decisions we are able to build their self- esteem. Make sure to explain reasons behind rules or decisions that are made. Do not talk about children in front of them unless they are included in the conversation.

*COMPETENCE: Encourage students to make their own choices and to be independent. Provide experiences and activities that foster success. Provide opportunities that are challenging, but not frustrating. Never be stereotypical. Allow equal access to all things in the classroom. Offer activities that foster creativity which allows students to express themselves. Present opportunities for students to interact with others and to discover how to get along with them. Building Blocks of Competence Activity At your table, communicate with another group member to determine two qualities that you share and two qualities that you do not.

Appropriate Social Environments

The environment should be set up in ways that allow the children to feel safe and encourage them to explore materials and relationships with peers and adults. A few tips on doing this includes: Furniture is child-sized and in good condition Attractive displays of materials invite children to use them Open spaces so children can move around freely

In classroom centers, have multiple seating areas so a small group of children are able to enter the center at the same time.

Present challenges for the children and encourage them to ask their peers when in need of help- this also encourages cooperative learning. Opportunities to be classroom leaders- as children are given a chance to be leader of the classroom, they are able to take control. Frequently allow students to choose their own groups.

After paying close attention to the needs of each individual, focus on assisting the class as a whole.

SOCIAL COMPETENCECOOPERATIVE PLAY

Childhood gives children a chance to learn about the world including learning about others- parents play a big role in development of social competence. When possessing social competence, children are able to be cooperative, generous, expressive of their feelings, and are able to empathize with others.

MODEL BEHAVIOR: Model the behavior you would like to see as it is the best way for students to develop socially, including being respectful (saying please and asking for students assistance with tasks). Make sure to comment on students who are showing desired behaviors.

 SHARING FROM THE HEART: Create an environment of kindness and generosity as children will then be able to naturally share from the heart. Talk with students about being generous. Explain how sharing and being considerate makes others feel happy and good too. Be generous to your students by providing satisfying materials and experiences.
Singing Activity The More We Get Together The more we get together, together, together. The more we get together, the happier well be. For your friends are my friends and my friends are your friends. The more we get together, the happier well be.

FAIRNESS: Explain rules to students, pointing out that they apply to everyone in the classroom. To be fair, we must respect the feelings and choices of our students. Never insist one to stop crying when sad, or to apologize when not truly sorry. We can help our students by making the situation more clear for understanding.

COOPERATION VS COMPETITION: Provide lots of opportunities for children to play cooperatively with one another as play helps children learn how to relate. During play time, children will discover that cooperation is less frustrating that competition as competing has only one winner and the remainder are losers. Help students learn problem solving skills and how to negotiate and compromise with one another.

How to Foster Social Emotional Development?

Children learn to trust their environment when:

Children develop a sense of competence when:

Provided with challenging materials Encouraged to complete tasks Play activity or work is valued by others

Given positive comments on their work Following a consistent schedule Encouraged to explore new materials

Children develop a sense of initiative when:

Encouraged to make-believe Freely explore materials Allowed to get messy during art activities

Classroom Scenarios
Read along with us as we discuss a classroom scenario. Pay close attention to the actions of the students and the teacher. Also, be very observant of the classroom environment. Scenarios will be evaluated.

Classroom Scenario # 1
Kevin is 5 years old and loves to play with cars in the block center. When other children come to the center, he moves to the corner all by himself and looks at the other childrens play from a distance. [Stage 1: Children wander and watch others play. Do not participate or talk.] While Kevin is looking at the children play with their cars, the teacher comes up to him and says, Kevin, cars go in the block center. If you cannot play with them in that center, then put the car up and go to a new center.

WHAT PART OF THE SCENARIO SHOULD BE ALTERED?

Suggestions/Tips

OBSERVE THE CHILD to see where their interests are (cars). PLAN AN ACTIVITY that will interest the child and build on that. READ STORIES about how shy children get along with others. ENCOURAGE SOCIALIZATION by inviting the child and a more sociable child to help you complete a task.

Classroom Scenario # 2
Jessica Sanchez is a kindergarten teacher who loves to have a quiet classroom and encourages SOLELY independence in her classroom. In each center there are multiple materials of the same kind which enables each child to play with their own materials. Ms. Sanchez always brags that her students are always quiet and on task. As Ms. Sanchez observes her class cooperative play during outside recess she sees that they are lacking in skills of social competence.

WHAT IS LACKING IN CLASSROOM ENVIRONMENT?

Suggestions/Tips

LOOK FOR REASONS why the students are not interacting cooperatively. REARRANGE CLASSROOM ENVIRONMENT by including a smaller amount of similar materials to encourage social competence. PROVIDE A GREATER OPPORTUNITY FOR GROUP WORK by encouraging students to play with one another.

Ask children to look in the mirror and say one thing that they like about themselves. Have a star student each week and have them tell the class what they like to do and a little information about their family. Ask children to complete the sentence, I am special because . Line the children up in two rows facing each other and have them say positive things about the person across from them.

Classroom activities that can encourage positive self-esteem

Phrases of positive reinforcement

As teachers, we sometimes get caught up using the same positive reinforcement words for our students, such as good job. Here are a few other words and phrases that you can use when praising a child:

*Fantastic *Great *Wonderful *Fabulous *Much Better *Perfect *Way to Go *I am proud of *Neat * I like the way..

It is also helpful to be specific when commenting on the work of students.

References

A Guide for Supervisors & Trainers on Implementing the Creative Curriculum in Early Childhood (1993) Diane Trister Dodge Marylyn Goldhammer
Child Development (2006) Laura E. Berk A Survival Guide for the Preschool Teacher Jean R. Feldman PBS: www.pbs.org/wholechild

Conclusion
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Stages of Development
Copy of presentation can be on the LSU Preschool Website: Evaluation forms Thank you for your time!!

http://www.preschool.huec.lsu.edu/Index.html
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