Assignment 9

Promoting Social/Emotional Development

Social Emotional competence is a key indicator of success in elementary school and beyond.

Research directly links social rejection to poor outcomes in school and mental health concerns later in life.

How can we promote skill development in early childhood?

Emotion Matching & Emotions Charades

Feelings FacesCollage or Masks

StorytimeSharing

Preschool-age children learn through play, and giving them experiences where they can practice empathy through storytelling or acting is a valuable tool. When children learn self-soothing and communication techniques at a young age, they are better equipped to manage complex circumstances or feelings they may face as they grow older.Children with special needs, facing poverty, or adverse childhood experiences are at increased risk of low social/emotional skill development. This directly links to increased behaviors in elementary and later stages, which can have severe consequences.

Essential Infographic Template

Contextualize your topic with a subtitle

Include infographics in your creations

You can use the photograph, gif or illustration you want to spice up the multimedia content.

'Including quotes always strengthens our presentation. It breaks the monotony.'

'Use this space to write a quote. And remember: always mention the author.'

Always cite the author

Author's name

And leave your audience speechless.

20XX

20XX

Also animations to make it fun.

The important thing is that everything fits the theme.

You can add interactivity to your timeline.

20XX

20XX

Essential Infographic Template

Contextualize your topic with a subtitle

Include infographics in your creations

You can use any photo, gif or illustration you want to spice up the multimedia content.

164k

90%

This way you will keep the audience's attention .

of the information we assimilate, comes to us through sight.

You can write a title here

Here you can placea highlighted title

We better capture visual content. Visual content is associated with cognitive and psychological mechanisms. Things enter through the eyes, the first image is what matters. We associate visual content with emotions.

Here you can placea highlighted title

We better capture visual content. Visual content is associated with cognitive and psychological mechanisms. Things enter through the eyes, the first image is what matters. We associate visual content with emotions.

Here you can placea highlighted title

We better capture visual content. Visual content is associated with cognitive and psychological mechanisms. Things enter through the eyes, the first image is what matters. We associate visual content with emotions.

Here you can placea highlighted title

We better capture visual content. Visual content is associated with cognitive and psychological mechanisms. Things enter through the eyes, the first image is what matters. We associate visual content with emotions.

Here you can placea highlighted title

We better capture visual content. Visual content is associated with cognitive and psychological mechanisms. Things enter through the eyes, the first image is what matters. We associate visual content with emotions.

Here you can placea highlighted title

We better capture visual content. Visual content is associated with cognitive and psychological mechanisms. Things enter through the eyes, the first image is what matters. We associate visual content with emotions.

Here you can placea highlighted title

We better capture visual content. Visual content is associated with cognitive and psychological mechanisms. Things enter through the eyes, the first image is what matters. We associate visual content with emotions.

Here you can placea highlighted title

We better capture visual content. Visual content is associated with cognitive and psychological mechanisms. Things enter through the eyes, the first image is what matters. We associate visual content with emotions.

Here you can placea highlighted title

We better capture visual content. Visual content is associated with cognitive and psychological mechanisms. Things enter through the eyes, the first image is what matters. We associate visual content with emotions.

Here you can placea highlighted title

We better capture visual content. Visual content is associated with cognitive and psychological mechanisms. Things enter through the eyes, the first image is what matters. We associate visual content with emotions.

Young children are simultaneuously learning how to use language and apply it to themselves or the world around them.

Book activities that are developmentally appropriate is a fun way for kids to discuss different feelings and become familiar with ways to manage them. Preschool book themes include:

• Friendship
• Acceptance
• Empathy
• and a variety of different Moods or feelings

Source: https://pocketofpreschool.com/feelings-books-for-little-learners/https://www.theottoolbox.com/social-emotional-activities-for-preschoolers/

Feelings Faces Mask

Providing opportunities to practice management strategies and empathy is essential for young children, and this 'role-playing' activity can provide a fun occasion.

This activity engages students in 'pretending' to play the part of a given emotion. You can have the whole group focus on one at a time or have them each pick one and interact as their 'character'.

Emotions Matching or Charades

Printed and laminated cards displaying emoticons or faces depicting different emotions, with the word displayed as well, can be used for a variety of activities.

MatchingStudents could use the cards to play a memory matching game in a small group or pair. They could also be used to 'pick' partners, asking students to find the partner with the same emotion. Charades Another dramatic play opportunity to practice recognition of emotions and familarize key terms, students can play as a whole group or in centers.

Source:

Grisham-Brown, J., & Hemmeter, M.L. (2017). Blended Practices For Teaching Young Children in Inclusive Settings. Second Edition. Baltimore: Brookes Publishing.