Social-Emotional Development and the

Reflective ProcessEDU 146 Chapter 1

Syllabus & NAEYC Connections – Our Focus

• The role of communication and guidance in providing developmentally appropriate guidance for all children, including those at risk.• Standard 6: Becoming a Professional• Supportive Skill #1: Self-assessment and self advocacy• Supportive Skill #4: Making connections between prior

knowledge/experience and new learning

Vocabulary and terms – Chapter 1

• Early childhood mental health ∙ Reflective listening• NAEYC ∙ Reflective observation• NAEYC Code of Ethical Conduct ∙ Mental states• CSEFEL ∙ Inner states• DAP – Developmentally Appropriate Practices• Reflection ∙ reaction• Reflective practice ∙ response• Reflective functioning ∙ instinct

Vocabulary and Terms – Chapter 1 (cont.)

• Self-regulation ∙ Receptive communication (language)• Autonomy• Empathy• Communication• Sense of community• Meta-cognition• Expressive communication (language)• Filter

Reviewing our Goal

• Consider our class goal for working with young children• What skills do children need to develop to attain that goal?• What role do we have as the adults to help these children attain that

goal?

Cherese

• Read about Cherese on pp. 2-3. • With a partner• Determine what social skills Cherese has. • Determine her strengths.• Determine what skills she is lacking.• Identify her misbehaviors.• Decide if her skills and lack of skills are typical or atypical for a four year old.• Brainstorm ideas for helping Cherese reduce the number of misbehaviors and

improve her social skills.• Review needed skills to support positive early childhood mental health

Compare Social and Emotional Skills

• What is the difference between social and emotional skills?• Why are children “expelled” from preschool programs? Early grades?• How are social and emotional skills and health connected to academic

success?• What happens to children with early behavior issues?• What risk factors contribute to cognitive and social/emotional delays

and health problems?• What is the role of resiliency in the development of young children?

HELP!!!

• CSEFEL• CSEFEL Pyramid Model • NAEYC DAP• NAEYC Code of Ethical Conduct• Autism Speaks• CHADD• Others?

Self-reflecti

on

•Our thoughts & behaviors•Life history•Current circumstances•AspirationsReflecti

ng on others

•Others’ thoughts & behaviors•Their history•Emotions•Unique characteristics

Our Reflections• How do I view discipline for young children?• How is that in keeping with or at odds with DAP, the CSEFEL pyramid,

research, and best practice?• What is my responsibility for knowing and understanding children and

how they develop and learn? • How does this impact my views on discipline for young children? • How do I use reflective practices in my work with young children (or

others for that matter)?• How healthy is my reflective functioning? Do I have the skills to be

able to model this and help develop it in the children in my care?

Let’s Watch

• America’s Oldest Teacher

• Why do “Granny’s” children behave? Do you believe they all behave or do you think Granny has behavior problems? Why or why not?

Let’s Read

• Read about Charlie on pp. 8-9 in your text• How was Keisha’s ability to reflect and reframe her thinking helpful as

she tried to deal with Charlie?• Is Charlie’s behavior going to improve immediately? Why or why not?• How can reflective listening help promote resilience in young children?• How can reflective observations help us in working with young

children?• Read about Lawrence and Ms. Marsha on p. 10. Discuss and continue

on p. 11.

Where Are We?

• How does this reflective information fit in with what you already know? • What is new to you?

Behaviors

Emotional domain

Cognitive abilities

Looking Back• Let’s look back at our ideas about Cherese. How can we clarify our

information? • Let’s watch another. What to do about Joshua? • Let’s reflect. . .• What did I see? • What is/are the issue/s and behavior/s?• What am I trying to accomplish?• What are ways I can do that?• Of possible choices, what should I try first? • What might my reaction to this situation be? How might I have a better

response? Do my instincts or habits play into my reactions or responses?

Reflecting

• Go to “Looking in the Mirror. . .” on p. 12 of your text.• Complete “Hot Button” activity• Reframing our thinking – Consider Cherese, Joshua, and your “hot

buttons” as you look at the questions in Figure 1.2 on p. 13• What is the child trying to accomplish with her behavior?• P• A• I• R

More Resources

• Ellen Galinsky’s 7 Essential Life Skills• Pam Schiller’s 7 Essential Skills for School Success

• Both of these offer some simple, intentional strategies for enhancing these skills in children.

In a Nutshell

Emotional Skills Social Skills

Self-regulation Empathy/sense of community

Autonomy Communication (Katz, 2014)

Some strategies• Self – regulation (executive function) – • Importance of attachment (for babies & toddlers) and relationships (older children)• Mental modeling

• Autonomy• Encourage curiosity and discovery• Promote independence• Provided DAP

More Strategies• Empathy • Model self-reflection

• Sense of Community• Promote various small and large group experiences

• Communication• Use meta-cognition reflectively• Promote positive expressive language and filtering in natural and intentional

opportunities• Practice receptive language skills through intentional reflective observations• Help children reflect on receptive communication

Review

• Through self-reflection, new knowledge, and new experiences• Understand personal strengths, weaknesses, and biases that impact your

responses to children’s behaviors• Grow in observation skills• Continue to develop more positive personal communication and guidance

skills• Become more intentional in personal responses to children’s behaviors• Consider pyramid model and DAP to develop intentional response skills• Model positive social and emotional skills