Promoting Social

Emotional Competence
Social Emotional
Teaching Strategies
Module 2

Promoting Social Emotional

Competence
Individualized
Intensive
Interventions

Social Emotional
Teaching Strategies

Creating Supportive Environments

Building Positive Relationships

Agenda
Introduction
Identifying the Importance of Teaching Social
Emotional Skills: Why, When, What, and How
Developing Friendship Skills
Enhancing Emotional Literacy Skills
Controlling Anger and Impulse
Problem Solving
Pulling It All Together

Learner Objectives

Participants will be able to discuss why it is important to be more

intentional about teaching social emotional skills.
Participants will be able to identify strategies for supporting the
development of friendship skills.
Participants will be able to define emotional literacy and identify
activities that build feeling vocabularies.
Participants will understand the importance of providing opportunities
for children to begin to understand their own, as well as others
emotions.
Participants will understand why children need to learn to control
anger and handle disappointment and will be able to identify
strategies to teach anger management skills.
Participants will understand the importance of teaching
problem solving and will be able to identify problem
solving steps.

Teaching Social Emotional

Skills
Why?
When?
What?
How?

What Is Social Emotional

Development?
A sense of confidence and competence
Ability to develop good relationships
with peers and adults/make friends/get
along with others
Ability to persist at tasks
Ability to follow directions
Ability to identify, understand, and
communicate own feelings/emotions
Ability to constructively manage strong
emotions
Development of empathy

What happens when children

dont have these skills?

Identifying Teachable Moments

Stages of Learning
Acquisition new skill or concept
Fluency the ability to immediately use the
skill or concept without a prompt
Maintenance continuing to use the skill or
concept over time
Generalization applying the skill or
concept to new situations, people,
activities, ideas, and settings

Friendship Skills
Think about children who
are well liked and
friendly
What do you notice about
their behavior that makes
it easier for them
to make friends?

Friendship Skills
Gives suggestions (play
organizers)
Shares toys and other
materials
Takes turns (reciprocity)
Is helpful
Gives compliments
Understands how and
when to give an apology
Begins to empathize

Play Organizers
Rationale
Describe skill
Get a friends attention
Give a friend a toy
Offer suggestions of what to do with
toys/materials
Demonstrate
Right way
Wrong way
Practice
Promote

Sharing
Rationale
Describe skill
Child has materials
Offers or responds to request from peer
for materials
Demonstrate
Right way
Wrong way
Practice
Promote

Being Helpful/Team Player

Rationale
Describe skill
Children might assist each other
Tell or show a friend how to do something
Assist a friend in distress
Demonstrate
Right way
Wrong way
Practice
Promote

Taking Turns
Rationale
Describe skill
You take a turn, I take a turn
Might ask for a turn with a toy
Might initiate turn taking games
Demonstrate
Right way
Wrong way
Practice
Promote

Giving Compliments
Rationale
Describe skill
Verbal say things like:
Good job _____!
I like the way you _____!
Physical Do things like:
Hug
Pat on the shoulder
High Five

Demonstrate
Right way
Wrong way
Practice
Promote

Knowing How and When to

Give Apologies
Rationale
Describe skill
Children might say, Im sorry I hit you when
you took my ball.
I didnt mean to push you.
Demonstrate skill
Right way
Wrong way
Practice
Promote

Setting the Stage for Friendship

Inclusive setting
Cooperative use toys
Embed opportunities
Social interaction goals and
objectives
Atmosphere of friendship

Strategies for Developing

Friendship Skills

Modeling
Modeling with video
Modeling with puppets
Preparing peer
partners
Buddy system
Priming
Direct modeling
Reinforcement

Activities to Support the

Development of Friendship Skills
Friendship Can
Planting Seeds of Friendship
Friendship Tree/Compliment
Tree
Books about Friendships
Friendship Quilt
Friendship Journal
Music/Songs

Activity
Embedding Friendship Opportunities into
Daily Routines and Activities

Arrival
Circle Time
Center Time
Small Group
Outside
Snack
Story Time
Good-bye Circle
Transitions

Catch Them Being Good!!!!

Emotional Literacy
What is emotional literacy?
Emotional literacy is the ability to
identify, understand, and express
emotions in a healthy way.

Children with a Strong Foundation

in Emotional Literacy:
tolerate frustration better
get into fewer fights
engage in less
destructive behavior
are healthier
are less lonely
are less impulsive
are more focused
have greater academic
achievement

Activity
Table Talk
With your table mates
Write a list of feeling words that you
would most want to teach the pre-k
children you work with.

Enhancing Emotional Literacy

Direct Teaching
Indirect Teaching
Use of Songs and Games
How would you feel if?
Checking In
Feeling Dice and Feeling Wheel
Use of Childrens Literature

Direct Teaching of Feeling Vocabulary

Feeling Faces

Classroom Example

Classroom Example

Indirect Teaching
Provide emotional
labels as children
experience various
affective states Tamika and Tanya
seem really happy to
be playing together!
They keep hugging
each other!

Use of Songs and Games

Sample Song
If you are happy and you know itadd
new verses to teach feelings
If youre sad and you know it, cry a tear..boo
hoo
If youre mad and you know it, use your words
Im mad
If youre scared and you know it ask for help,
help me
If youre happy and you know it, hug a friend
If youre tired and you know it, give a yawn.

Sample Game
How does your
face look when
you feel proud?
What makes you
feel proud?

Sample Game

Make a _____ face.

Sample Game

Play: How Would You Feel If?

Discuss typical situations that happen when
children are together: How would you feel if this
happened to you?
Example: Jeremy wanted to play ball with
Katie and Wu-ying today, but they wouldnt let
him. How do you think that made him feel?
How do you think you would feel if that
happened to you? What could
Jeremy try next time?

Checking In
Teachers and children can
check in each morning
by choosing a feeling face
that best describes their
affective state and putting
it next to their name.
Children can be
encouraged to change
their feeling faces
throughout the day as
their feelings change.

How do you feel today?

Feeling Dice/Feeling Wheel

Use of Childrens Literature

Book Example
On Monday When it Rained
by Cherryl Kachenmeister

Disappointed
Embarrassed
Proud
Scared
Angry
Excited
Lonely

Book Nooks
http://www.csefel.uiuc.edu/practical-ideas.html

On Monday
When
it Rained

Glad Monster
Sad Monster

Hands Are Not

for Hitting

On Monday When It Rained

Book Nook Activity Example
I feel excited when I get
to go to my friend Cobys
house to play.

I feel upset when my

mommy didnt get me
anything.

Childrens Literature
Activity
Break into small groups
Complete activity form
Report back to group!

Characteristics of Classrooms
That Foster Emotional Literacy
Books about feelings are read and are
available in the story center.
Photos of people with various emotional
expressions are displayed.
Teachers label their own feelings.
Teachers notice and label childrens feelings.
Activities are planned to teach and
reinforce emotional literacy.
Children are reinforced for using
feeling words.
Efforts occur daily.

Identifying Feelings in
Self and Others
Learning words for different feelings
Empathy training
Learning to recognize how someone else is
feeling
Facial cues
Body language
Tone of voice
Situational cues
Learning how to control anger, relax,
and calm down

Empathy
Empathy is the identification
with and understanding of
anothers feelings and situation.

Teaching Empathy
Model empathy
Alike & different activities
Draw childrens attention to how
others are feeling
Role plays and role reversals
Reinforce empathy behaviors

Relaxation Thermometer

Take 3 deep
breaths1..2..3

Adapted from Incredible Years Dinosaur School

Key Concepts with Feelings

Feelings change
You can have more than
one feeling about
something
You can feel differently than
someone else about the
same thing
All feelings are valid it is
what you do with them that
counts

Controlling Anger and Impulse

Recognizing that anger
can interfere with problem
solving
Learning how to recognize
anger in oneself and
others
Learning how to calm
down
Understanding appropriate
ways to express anger

Turtle Technique
Recognize
that you

Think
Stop.

feel angry.

Go into shell.
Take 3 deep
breathes.
And think
calm, coping
thoughts.

Come out
of shell
when calm
and think of
a solution.

Tucker Turtle Tak

es Time to Tuck a
nd Think
A scripted story to assist with teaching the
Turtle Technique
By Rochelle Lentini
March 2005
Created using pictures from Microsoft Clipart and Webster-Stratton, C. (1991). The teachers and children videotape series: Dina dinosaur school.
Seattle, WA: The Incredible Years.

Tucker Turtle is a terrific turtle. He likes to play with his friends

at Wet Lake School.

But sometimes things happen that can make Tucker really mad.

When Tucker got mad, he used to hit, kick, or yell at his

friends. His friends would get mad or upset when he hit,
kicked, or yelled at them.

Tucker now knows a new way to think like a turtle when

he gets mad.

He can stop and keep his hands, body, and yelling to himself!

He can tuck inside his shell and take 3 deep breaths to

calm down.

Tucker can then think of a solution or a way to make it better.

Step 4

Tuckers friends are happy when he plays nicely and keeps his
body to himself. Friends also like it when Tucker uses nice
words or has a teacher help him when he is upset.

The End!

Super Turtle Letter

Dear Parent,
Billy did a great job today handling frustration and not getting
angry when we ran out of his favorite cookie at snack. Instead
of getting upset, Billy took three deep breaths and decided he
would try one of the other cookies. That was a great solution
and he really liked the new cookie too!
You can help Billy at home by: Asking him what he did at
school today when we ran out of his favorite cookie. Ask him
how he calmed down. Comment on what a great job he did.
Tell him that you hope that he will do that again when he gets
frustrated about something.
Thank you so much!
Mr. Phil

Use Turtle Technique within

Daily Lessons

Problem Solving Steps

Step 2

Would it be safe?
Would it be fair?
How would everyone feel?

Help the Child Think of a Possible

Solution:
Get a teacher
Ask nicely
Ignore
Play
Say, Please stop.
Say, Please.
Share
Trade toys/item
Wait and take turns

The Solution Kit

Problem Solving
Learning problem solving steps
Thinking of alternative solutions
Learning that solutions have
consequences
Learning to evaluate solutions - Is it
safe? Is it fair? Good feelings?
What to do when a solution doesnt
work

Problem-Solving Activities
Problematize everything
We have 6 kids at the snack table
and only one apple. We have a
problem. Does anyone have a
solution?
Play What would you do if?
Children make their own solution kits
Children offer solutions to problems
that occur in childrens stories

Supporting Young Children with

Problem-Solving in the Moment

Anticipate problems
Seek proximity
Support
Encourage
Promote

Pulling It All Together

Activity
What is the
behavior?
Jack keeps getting
up and leaving circle

Why might Jack

be doing this?
He is bored

He doesnt know
what to do

What can I do to prevent this

behavior?

What new skills can

we teach?

Give him a job during circle

Find out something he really likes and
embed it into circle time
Make a choice board for who he sits by,
what songs to sing, what books to read
Make a picture schedule that shows
him when his favorite part of circle will
happen
Have an adult sit next to him and
encourage him for participating in circle

How to indicate when he is

finished with an activity
Ability to attend for longer
periods of time

Make a picture schedule that shows

him the order of activities within circle
Prior to circle, use the picture schedule
to explain to him what will happen in
circle
Refer to the picture schedule during
circle
Have an adult sit by him and talk to
him about what is happening
Provide descriptive feedback for him
while he is at circle

How to ask for help when he

doesnt know how to do
something

Key Point: Intentionally Teach!

(Teach me what to do!)
Friendship skills
Emotion words/feelings
How to recognize feelings in oneself and
others
How to calm down
How to control anger and impulse
How to problem solve