Foundations Professional Development Module: …nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources... · Web viewModule 8: Promoting Emotional Literacy and Empathy Effective

Module 8: Promoting Emotional Literacy and Empathy

Effective Teacher Practices for ProvidingTargeted Social Emotional Supports


2014

Objectives:Participants will: Understand and effectively implement instructional practices that help children build emotional

literacy and empathy Understand the importance of involving families in practices that help children build emotional

literacy and empathy Understand the importance of using data to support children in developing emotional literacy and

empathy Understand how to articulate the relationships between targeted instructional practices, NC

Foundations for Early Learning and Development, and the NC Professional Teaching Standards

Handouts1. Summary Notes2. Pre-Learning Assignment3. Enhancing Emotional Vocabulary

http://csefel.vanderbilt.edu/modules/module2/handout6.pdf 4. Instructional Practices Checklist-staff5. Typical Development for Emotional Literacy and Empathy6. Instructional Practices Checklist-observer7. NC Professional Teacher Standards (in supporting materials)

http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/TeachingStandards-POSTER.pdf 8. NC Foundations for Early Learning and Development (in supporting materials)

http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf9. iPoints for Teachers 10. iPoints for Administrators 11. Crosswalk of Foundations for Early Learning and Development and NC Standard Course of Study (in

supporting materials)12. Crosswalk-Video13. Strategies to Promote Emotional Literacy and Empathy14. On Monday When It Rained Book Nook15. Book Selection Planning Guide16. Formative Assessment Worksheet17. Post-learning Activity

Pre-learning Assignment Discussion See Enhancing Emotional Vocabulary in Young Children, next page.

Effective Teacher Practices for Providing Targeted Social Emotional SupportsNC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 2014

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http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf

http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/TeachingStandards-POSTER.pdf


Effective Teacher Practices for Providing Targeted Social Emotional Supports: Promoting Emotional Literacy and Empathy

Introduction to Modules

This is the first session in a series of modules that addresses the second level of the pyramid We will discuss ways to intentionally teach expression of emotions, recognizing and responding to

emotions of others, and understanding feelings While all children benefit from these types of strategies, children from families with multiple risk

factors in particular benefit from these strategies.

Promoting Emotional Literacy and Empathy

Emotional Literacy includes: the ability to read facial expressions, non-verbal cues, language and body cues in one’s self and

others the ability to interpret these cues as to the cause and intent of the action being able to determine one’s own emotional reaction to cues when problems arise, being able to generate solutions based on the emotional cues of others being able to make a decision and act on the decision based on accurate interpretation of

emotional cues.

Enhancing Emotional Vocabulary in Young Children

This article covered: teaching children to recognize emotions in themselves and others, label those feelings, and respond

appropriately to their feelings and the feelings of others situations in a preschool classroom and how those situations can be used to enhance the children’s

emotional vocabulary and empathy activities to help children recognize feelings a list of feeling words to help teachers expand children’s’ vocabulary suggested books that target feelings.

How might you use information from this article to plan lessons around emotional literacy and developing empathy? What is the “key concept” of this article? Describe the teacher’s role in helping children develop emotional literacy. How can the teacher help parents support the development of emotional literacy in their children?


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Objectives

See objectives listed at the beginning of the summary notes.

SEFEL Pyramid Overview

Tier I of the Social and Emotional Foundations for Early Learning (SEFEL) Pyramid Model addresses Nurturing and Supportive Environments and Responsive Relationships

Tier I strategies help you ensure a healthy social-emotional environment for all children. High quality supportive environments promote positive outcomes for all children.

Tier II of the pyramid promotes targeted social emotional supports for individual children or groups of children who it

Tier III is intensive intervention for those children who are still exhibiting challenging behaviors after all supports at Tier I and II are in place on a consistent basis. These children will need intensive intervention strategies and documentation of behavior in order to make a plan for intervention and support for the child and the teacher

Tier II deals with Emotional Literacy and Empathy, Friendships, and Feelings. When children cannot read emotional cues or display empathy for others in the classroom, they have difficulty interacting with others, forming relationships, and making and maintaining friends.

The same feelings can look different on different people’s faces

What are your feelings today? Suppose different feelings could be thought of as different colors. What color are you today and why?

Go to the poster with the color that represents how you feel today. Tell one another why you chose that color.

What is emotional literacy?

Emotional literacy is the ability to recognize, understand, and appropriately express emotions being able to perceive (read) and communicate (write) emotions.

Emotions influence our actions and our thoughts and have a critical impact on our relationships.


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Why is emotional literacy important?

“Public School Parents and The Promise of Public Education,” a survey conducted by Hart Research Associates in 2013 with parents of children enrolled in public schools indicated that parents wanted schools to do four things to help their children prepare to succeed in college and their careers: 80% wanted the schools to provide their child with a safe learning environment 68% wanted the schools to improve their child’s knowledge and critical thinking abilities 61% indicated that they wanted the schools to educate their children about their rights and

responsibilities as citizens of a democracy 54% wanted the schools to address their child’s social, emotional, and health needs (Hart Research

Associates, 2013).

Typical Development for Emotional Literacy and Empathy

Find the handout, “Typical Development for Emotional Literacy and Empathy.” Cut the statements below into four strips. Rearrange the statements and place them in the order in which children typically develop these skills, from 1) two year olds to 2) toddlers, to 3) 3-4 year olds and 4) 5-6 year olds. Adapted from Poole, C., Miller, S., & Booth Church, E. (2013).

Instructional practices checklists

Checklists of instructional practices: Adapted from the Center for Social and Emotional Foundations for Early Learning (CSEFEL) and the

University of Iowa Items are part of the Teaching Pyramid Observation Tool (TPOT) Practices are evidence-based and supported by research Two versions – one to be used by teaching staff for self-assessment and one to be used by an

observer in the classroom.

Video -- Teaching Emotional Literacy and Empathy This video shows a teacher using a puppet, Murray, during a group activity to introduce a new vocabulary word around an emotion, “worried.” Find the Instructional Practices Checklist for observers and identify practices that reflect strategies you see in the video.

At the time of videotaping, this classroom had a B-K certified teacher and two teaching assistants. There were a total of 16 students in the classroom including six children identified as ‘exceptional’ (one on autism spectrum and five with developmentally delays), three children supported by NC Pre-K, and ten children whose families pay tuition.


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What additional strategies could the teacher have added to her interactions with children in this scenario to maximize the opportunity for recognizing and responding to emotions in self and others? What might be the next step (strategies) to further the children’s understanding of “worried”?

Teaching Standards

Find the NC Teaching Standards in your supporting materials. Which teaching standard/s did the teacher demonstrate during the interactions you observed?

Why is it important to be able to articulate the teaching standard the teacher is demonstrating?

Foundations

Find the Foundations for Early Learning and Development in your supporting materials. Look at the goals for Learning about Feelings, page 61. What goals did you see children working toward?

iPoints

‘Instructional Practices Observed in Teaching Standards’ correlates instructional practices with the early learning and development standards (Foundations) and the NC Professional Teaching standards. Find iPoints for Teachers and iPoints for Administrators handouts. How might you use these documents?


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Crosswalk showing relationship between emotional-social early learning and development standards and the NC Essential Standards for Kindergarten

Find the set of crosswalk documents in supporting materials that shows how the early learning and development standards align with the NC Standard Course of Study (NC essential standards and the common core). The crosswalk is meant to show, ‘when we help children work toward this early learning standard,

it is preparing them to work toward this Kindergarten standard’ Our early learning and development standards prepare children to recognize emotions in

themselves and others and to react and respond appropriately to their emotions and to the emotions of others.

The iPoints document can be used as a reference for connecting the instructional practices, early learning and development standards, and the NC Professional Teaching Standards.

The crosswalks can be used to find connections between our early learning standards and kindergarten standards.

Find the ‘Crosswalk-Video’ handout and locate the kindergarten standard that aligns with the Emotional and Social Development standards below that were evident in the video clip.

Recognizing feelings in others is an important part of Emotional Literacy

Recognizing feelings in others: Addressed by the NC Foundations of Early Learning and Development under the domain of

Emotional Social Development: Goal ESD-7: Children recognize and respond to the needs and feelings of others (page 62).

An small or large group activity to help children recognize feelings in themselves and others. Each person has a card with a picture of a child showing an emotion Look at your card without showing your neighbor What word do you think best describes that emotion? Model the emotion you see on your picture Partner guesses a word to describe the emotion.

Was it hard to read the facial expression out of context? What would have helped you know the emotion the other person was feeling? Do emotions sometimes look the same for different emotions? Can tears be a sign of happiness as well as sadness? How can we help children read these clues?

Strategies for teaching emotional literacy and empathy

Indirect teaching of emotional literacy and empathy:


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modeling and demonstrating appropriate ways to express feelings through center activities and informal unanticipated moments throughout the day. when a teacher provides emotion labels – “you’re happy” or “you’re frustrated” – as children

experience various affective states.

What instructional practices support indirect teaching of emotional literacy and empathy skills?

Direct instruction of emotional literacy and empathy: specific activities/opportunities for children to increase their emotional vocabulary specific activities/opportunities for children to discriminate between different facial

expressions/emotions showing a child pictures and labeling the emotions -- “See this child? She looks sad. I can tell she

looks sad because she is covering her eyes and is frowning.”

Strong relationships with families, coworkers and children help to accurately interpret emotional cues.

Find the handout with strategies for direct instruction called, ‘Strategies to Promote Emotional Literacy and Empathy.’ Review and try out some of these strategies. These strategies may be considered direct instruction.

Have you used any of these strategies? How have they worked? Do you have other strategies that you’ve used successfully for the purpose of teaching emotional literacy or empathy? What strategies were new for you? What are you excited about trying in your classroom?

Which instructional practices might be addressed when the teacher is using direct instruction to address an emotional literacy or empathy skill?

Make it and Take it

Feeling Faces Sign-In Chart:● Supplies: Feeling faces, 3 pages, laminated; Poster paper, 6” wide by 36 “ long; scissors; glue;

clothespins: one per child ● Cut out feeling faces and glue along the strip to make a horizontal chart of feeling faces● Put a child’s name and/or photo on a clothespin● During the morning, each child chooses how he feels and puts clothespin on that feeling face, with

teacher assistance

Feeling Faces Ring:● Supplies: Small feeling faces, laminated; Book ring or wristlet; scissors; hole punch● Cut apart feeling faces into individual squares with one feeling face per square● Punch a hole in the corner of each square, and add to the ring


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Mini Plan Indirect/direct

The University of Iowa suggests developing an emotional literacy lesson plan or ‘mini’ plan to ensure that emotions are addressed throughout the day. Prompts for the emotional literacy mini plan include: What discussion questions will you ask to help guide children’s understanding? How will you teach children to recognize these emotions in themselves? In others? Design a role-play activity around these emotions. Design a role-play activity around these emotions. How will you help children explore these emotions in center time? Design an art activity around these emotions. What games can you use or create to help children explore these emotions? What songs can you use or create to help children explore these emotions? Thinking Ahead: How will you teach children to regulate these emotions (appropriate expression)?

Teaching empathy-reading facial and body cues

Empathic responses should be Natural Spontaneous Sincere.

Requiring a child to give insincere responses such as, ‘I’m sorry,’ without understanding why or how it relates to another child’s feelings teaches that feelings don't matter.

What should the teacher do instead?

Why is it important to teach young children feeling words that go beyond the basics (happy, sad, and mad)?

What instructional practice addresses this skill?

An increased vocabulary allows children to make finer discriminations between feelings and to better communicate with others about their feelings. What instructional practice addresses this skill?

These skills help children to become better interpersonal communicators. What early learning and development standards do children work toward when they develop interpersonal communication?

Teaching Emotional Literacy and Empathy -- Video

In this Sesame Street video shows Murray having a conversation with Mark Ruffalo around “empathy.’ Mark is trying to help Murray understand the meaning of “empathy” by providing some examples.http://www.youtube.com/watch?v=9_1Rt1R4xbM-


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Empathy depends on the ability to share the emotions of others—to “feel” what other people feel. Biologically, we are “primed” to feel what others feel.

Being able to identify and understand the feelings of others are addressed in which Foundations subdomain?

Developing a sense of empathy is dependent on a pre-existing emotional vocabulary. For a child to begin to develop empathy, they must first have the words to describe emotions correctly. Which instructional practice helps children develop these skills?

Without teaching children to correctly identify their own emotions, we cannot expect them to understand and react to the emotions of others. Which instructional practice helps children develop these skills?Empathy also serves as a foundation for problem solving. Which instructional practice helps children develop these skills?

A key component of problem solving is being able to see the situation from the view point of the others involved and therefore be more effective problem solvers. Which early learning and development standard are children working toward when they develop these skills?

Research suggests that empathy involves several component skills: A sense of self-awareness and the ability to distinguish one’s own feelings from the feelings of

others. (Foundations : Developing a Sense of Self, page 52-53) Taking another person’s perspective (or, alternatively, “putting oneself in another person’s shoes”).

(Foundations: Developing a Sense of Self with Others, page 56-58) Being able to regulate one’s own emotional responses (Foundations: Developing a Sense of Self with

Others page 57) Our sense of empathy is heavily influenced by experience. There are degrees of empathy, and, with practice everyone can develop stronger empathy.

When should we start teaching empathy? --Video

In this video, watch as a 20-month old child responds to the distress of her 14-day old sister. https://www.youtube.com/watch?v=lX6krHsZA_w

Was the 20-month old child demonstrating empathy? How?

Foundations


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What domains of Foundations address the area of developing empathy?

Distinguishing one’ own feelings from the feelings of others

‘The ability to distinguish one’s own feelings from the feelings of others’ is important to developing empathy for another person. This is the understanding that while watching someone else get hit with a baseball may cause you to wince, you are not physically injured yourself.

Sense of self with others and empathy

Empathy depends upon The ability to distinguish one’s own feelings from the feelings of others A sense of self as referenced under Social Emotional Foundations in NC Early Learning Standards on

pages 56-58. The ability to share the emotions of others—to “feel” what other people feel.

Brain-imaging research confirms the link between theory of mind and empathy. When shown pictures of injured people: brain scans show the same areas of their brain lighting up as if they had felt the pain themselves! areas associated with perspective taking, social interaction, emotional self-control, and moral

reasoning were also activated

When asked to evaluate the emotional facial expressions of others, brain imaging showed activation in the brain regions associated with theory of mind tasks (Schulte-Rüther et al 2007).

Empathy and empathic concern can be shaped by experience: developmentally, most young children believe that everyone feels and experiences the world in the

same ways they do --“Theory of Mind” around the age of 4, children begin to realize that not everyone knows or feels the same things. For

some children this skill has to be intentionally taught.

How do we teach children to distinguish their feelings from the feelings of others? experimental studies have shown that kids become less likely to help others if they are given

material rewards for doing so (http://www.parentingscience.com/helpful-kids-and rewards.html ) other research has shown that kids are more likely to develop an internal sense of right and wrong

if they are raised with parents who talk with them about how wrong-doing affects other people (Hoffman and Saltzein 1967)

emphasizing rational explanations and moral consequences, not arbitrary rules and heavy-handed punishments helps children develop a sense of right and wrong.

How do we help children develop empathy?


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http://www.parentingscience.com/helpful-kids-and%20rewards.html


Model empathy for children Point out situations that call for empathy Talk with the children about how another person must feel (Pizarro and Salovey 2002).

Research has shown: children exposed to high levels of negative emotions in their homes react differently physiologically

than children exposed to lower levels (Liew et al 2003) children exposed repeatedly to high levels of negative/uncomfortable emotions (through violent

video games or stressful family situations) are less sensitive to the feelings of others children are more likely to feel empathy for individuals who are familiar and/or similar to them (e.g.,

Zahn-Waxler (Hart Research Associates, 2013)

Understanding Feelings

Your boss announces she’ll be providing lunch for everyone tomorrow – it’s pizza! You arrive at lunch and your boss changed her mind – it’s a salad bar! Stand up if you are excited or happy about this change. (Sit down) Stand up if you are upset or disappointed by this change. (Sit down) Would anyone feel another emotion in this situation?

You come home to find that your spouse or partner cleaned the kitchen and washed the dishes. You start to empty the dishwasher and realize that he only filled the dishwasher, he didn’t start it – the dishes are still dirty! Stand up if you feel angry about this discovery. (Sit down) Stand up if you feel frustrated by this discovery. (Sit down) Would anyone feel another emotion in this situation?

You wake up in the morning to discover 3 feet of snow has fallen overnight. All the schools are closed… and so is your center! Stand up if you feel happy about this event. (Sit down) Stand up if you feel disappointed by this event. (Sit down) Would anyone feel another emotion in this situation?

Taking Perspective

How does teaching children “taking another’s perspective” fit in with our NC Early Learning Standards? On page 51 in Foundations: Emotional Social Development the following domain and subdomain:

Learning about Feelings -- Children recognize and respond to the needs and feelings of others Include recognizing one’s own feelings and effects of their actions, being able to take another

person’s perspective and being able to regulate one’s own emotions.


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The ability to take another person’s perspective -- Perhaps you believe that all children should be potty trained during the day by 3 years of age. A new

child enters your classroom, and at 4 is not potty trained – the family believes it is important to allow the child to initiate potty training when he is ready. Parents ask you not to push potty training. Can you recognize this family’s feelings and understand their point of view?

Children who are able to relate to the feelings and situations of other’s feelings are able to handle conflict better

Teaching young children to take another’s perspective is a challenge because of their inability to understand how others think and experience the world. For children under 4, the world revolves around them. At the age of 5, children not only understand how others view the world, but also that their view of the world may not be accurate.

Strategies for helping children develop perspective

Role play -- set up a role play to discuss helping someone who has fallen down on the playground. Ask them how they would feel if someone helped them or what they could do to help that child feel better.

Role reversals allow children to imagine what someone else is feeling. You can ask how they would feel in a situation – like falling on the playground – and someone helped them. You can also ask how they might feel if no one helped them or offered comfort.

Cooperative games require children to work together for a common goal. This involves understanding how the others in the game thing and feel. You can do some simple cooperative games with balls – such as asking how long the team can kick the ball without it rolling away or how long they can pass the ball back and forth without dropping it are great cooperative games.

Perspective

Move to the section of a numbered line that matches your perspective for each of the following scenarios.

1. Use of technology in early childhood classrooms: should children be spending their free play/center time using computers? (Agree/disagree on the line)

2. Play versus “traditional” teaching methods (small groups working on cutting or writing letters): how much of day should be spent in play vs. traditional teaching methods (high to low on the line)

3. Red-Shirting: Should families send their children to kindergarten when they meet the age requirement or wait a year to give them a 'leg up' in kindergarten? (Agree/disagree on the line)

Why did you put yourself at the point you moved to?


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Regulating one’s own emotional responses

Expressing empathetic concern: We need to control our own response to other’s pain Young children have difficulty separating feelings from actions. If they feel something, they express

it. If they want something, they try to take it. Delaying gratification and controlling impulsive feelings are often a challenge. Their natural curiosity

can often lead them into trouble. Since young children do not have the words to express their frustration over situations they may

resort to use of physical means to solve conflicts (Hyson, 1994) Conflicts that arise over two children’s need for the same object are common as children are

learning how to solve conflicts in socially acceptable ways (Hazen & Brownell, 1999).

Hurt child

How do you respond when a child falls but is not physically injured but begins to cry?

How do choices help children build social-emotional skills?

Using books to teach emotional literacy and empathy

On Monday When It Rained

Find the Book Nook handout for On Monday When It Rained. How might you build an activity for your classroom with this resource?

Find more Book Nooks at this link – http://csefel.vanderbilt.edu/resources/strategies.html#booknook

Analyzing a children’s book

Find the handout, ‘Book Selection Planning Guide.’ You will need to use that worksheet to complete this activity. Read and review a selected book. Complete the questions on the handout.What skills could you identify as learning targets using this book? As a group consider ways to use this book for the above identified skills for:

o Large group?o Small group?o Individual children?

What questions might you ask about the illustrations?


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http://csefel.vanderbilt.edu/resources/strategies.html#booknook


What questions might you ask about a character? What literacy/academic skills might you address with the book?

Formative Assessment/Progress Monitoring –Teaching Emotional Literacy and Empathy Video 4-Gingerbread Friends

This video clip shows a teacher using literature to help children focus on the emotions of the Gingerbread Boy. The teacher pairs the word with the situation and facial expression.

What are the teacher’s targets were for the lesson? What skills does she want the children to develop? What are the next steps following this lesson?

Find and complete the Formative Assessment for Promoting Emotional Literacy and Empathy worksheet by answering the following: What are the learning targets for this activity? What skill(s) would you want to observe that would indicate that a child is successful in

understanding and using new vocabulary words to describe emotions and situations? What is the skill level of most of the children in emotional literacy and empathy? Describe the

“next steps” or how you could scaffold for this activity for children having difficulty with the vocabulary at this level?

Conclusion

Questions

Post-learning Activity


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The article, “Are You a Highly Qualified Emotionally Intelligent Early Childhood Educator” http://www.chicagometroaeyc.org/files/pdfs/YCKremenitzer.pdf talks about the four abilities related to emotional intelligence. After reading the article, use the Teacher Self-Assessment to reflect on how well you are at perception, appraisal, and expression of feelings, understanding and managing emotions. Share your thoughts with a colleague(s).

Using Formative Assessment Reflection: Discuss ways to collect data on student’s ability to express emotions, understand, analyze and manage emotions while interacting in situations with others.

Family Engagement and Communication: Reflect on how you can share information on Developing Emotional Literacy and Empathy with families. Develop some strategies for sharing information with families on an on-going basis.

Communication with Staff Members: Determine how information can be shared with other staff members to help students develop emotional literacy. What is the key thing you would like your staff to know and show in developing emotional literacy in the children in the classroom?

References

Bailey, D. B. (2001). Conscious Discipline. Oviedo, Florida: Loving Guidance, Inc.

CSEFEL. (2014, April 9). Center on the Social Emotional Foundations of Early Learning. Retrieved from CSEFEL: www.csefel.vanderbilt.edu

Glen Dunlap, K. W. (2013). Prevent, Teach and Reinforce for Young Children. Baltimore, Maryland: Paul Brookes Publishing Co.

Gwen Dewar, P. (2014, August 20). Parenting Science. Retrieved from Raising Helpful Kids: http://www/parentingscience.com/helpful-kids-and-rewards.html

Harvard Research Associates. (2013, July). Public School Parents And The Promise Of Education. Retrieved from Harvard Research Associates: http://www.aft.org/pdfs/press/publicschoolparentsurvey0713.pdf

Heritage, M. (2013). Formative Assessment in Practice. Cambridge, Massachusetts: Harvard Education Press.

Ingersoll, B. a. (2010). Teaching Social Communciation to Children with Autism: Practitioners Guide to Parent Training. New York: The Guilford Press.

Iowa State University Department of Human Studies. (2013). Train Coach Train. Retrieved from http://iastate.app.box/s/9rg5sxh5mfh43da7e05k

Linder, D. T. (1999). The Transdiciplinary Play-Based Curriculum. Baltimore, Maryland: Paul H. Brookes Publishing Co.


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Luckenbill, J. (2014, August). Circle Time Puppets, Teaching Social Skills. Retrieved from NAEYC: NAC

McWilliam, R. a. (2008). Engagement of Every child in the Preschool Classroom. Baltimore, Maryland: Paul H,. Brookes Publishing Company.

Miller, J. P. (2008, July). Are You a Highly Qualified Emotionally intelligent Early childhood Educator? Retrieved from NAEYC: www.journal.naeyc.org

North Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Retrieved from http://www.ncpublicschools.org/docs/effectiveness-model/ncees/instruments/teach-eval-manual.pdf

Novick, R. (2002, May). Learning to Read the Heart: Nurtuing Emotional Literacy. Retrieved from NAEYC: www.naeyc.org

Pianta, R. B. (March 5, 2008). Classroom effects on children's achievement trajectories in elementary school. American Education Research Journal .

Poole, C., Susan A. Miller, E., & Church, a. E. (2014, August 20th). Scholastic. Retrieved from Ages & Stages; Empathy-How to nurture this important gateway to social and emotional growth: http://www.scholastic.com/teachers/article/ages-stages-empathy

Ritchie, S. a. (2014). First School. New York: Teachers College Press.

Shonkoff, D. J. (2000). From Neurons to Neigthborhoods: The Science of Early Childhood Development in 2000. Washington, D.C.: National Academy Press.

Strain, G. E. (2006, May). Module 2 Handout: Enhancing Emotional Vocabulary of Young Children. Retrieved from The Center on Social Emotional Foundations for Early Learnin: www.csefel.uiuc.edu

Zambo, C. C. (2007, February). Loving and Learning with Wemberly and David; Fostering Emotional Development in Early Childhood Education. Retrieved from Early Chilldhood Education Journal.


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Foundations Professional Development Module: …nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources... · Web viewModule 8: Promoting Emotional Literacy and Empathy Effective