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Goals
o Developmental frameworko Classroom practiceso Inspire thoughtful observation,
questioning, and research
Why Do A Feelings Check-In?
Increases presence/focus Increases self-awareness Acknowledges the “whole child” Improves learning readiness Encourages emotional expression Builds community Gives an opportunity for symbolic expression
“The more attentive I am as a teacher to each student as a learner, and as a person, the more effective I am at providing educational experiences that lead each student to deeper understandings of subject matter, knowledge of self, and development of self in relationship with others.”
From Paul Michalec, in “A Calling to Teach” from Encounter: Education For Meaning and Social Justice, 2002
What affects social and emotional development?
Biology Brain & body
Life experiences Modeling,
teaching, supported practice
Teachers who know about social and emotional development…
Have a “developmental lens” Support communities of learners &
individual studentsSocial and emotional health and
growthSuccessful academic learning
Sense of Self
Sense of Self: Early Childhood
Physical self and skills Material possessions Erikson: Initiative versus Guilt
Sense of Self: Middle/Late Childhood
External >> Internal Preferences & traits Social comparisons/groups New academic demands Right and wrong becomes focus Erikson: Industry versus Inferiority
Sense of Self: Adolescence
Childhood >> adulthood (gap)
Security >> autonomy
Erikson: Identity vs. Role Confusion
Nurturing Reflection & Connection
Emotional Development
Emotional Development:Early Childhood
Emotional language Causes/consequences of emotions 4/5 years – more aware, reflective
about emotions
Emotional Development: Middle/Late Childhood
Pride/shame Personal responsibility Multiple emotions in one situation Suppress or act out negative
emotions Strategies for managing
Emotional Development: Adolescence
Conflict (often with parents) Rebellion/aggression/anger/blame Depression/withdrawal Intimate relationships
Howard Gardner (1999)
Interpersonal Intelligence: understanding the intentions, motivations, and desires of other people; allows people to work effectively with others.
Intrapersonal Intelligence: understanding oneself including strengths, challenges, feelings, fears and motivations; having an “effective working model” of ourselves, and being able to use such information to regulate our lives.
Emotional Intelligence
“…emotional and social skills of children can be cultivated as part of the school curriculum…
…and doing so enhances cognitive learning and personal resiliency in the face of change and challenge…”
(Daniel Goleman, Emotional Intelligence, 1995)
Fundamentals of Emotional Intelligence
Self-awareness Handling emotions Self-motivation Empathy Social skills
“Emotion drives attention, attention drives memory, and memory drives learning.”
(Robert Sylwester’s A Celebration of Neurons: An Educators Guide to the Human Brain. 1995)
The Power of Play “A pleasurable
activity engaged in for its own sake.”
• Time spent without purpose• You don’t want it to end• Lose some sense of self, less
inhibited
"Knowledge arises neither from objects nor the child, but from interactions between the child and those objects.“ Jean Piaget
Play promotes…
Peer relationships Empathy Trust Language development & communication skills Critical thinking, problem solving, & decision
making Creativity & imagination Working through emotions or internal conflict Exploring & expressing power Motor skills Risk taking Setting & respecting boundaries Relaxation and joy (managing stress)
Mildred Parten: “Play mirrors social development.”
Unoccupied Solitary Onlooker Parallel Associative Cooperative
Aspects of My Social/ Emotional Curriculum
Class meetings Feelings Check-ins Friendship Group (“Transitions Curriculum”) Golden Moment & Solo Time Friday Council Problem Solving & Mediation Buddies Cooperative Learning Portfolio Assessment Nurturing My Own Growth
