Presentation ch 15 & social emotional
- 1. Opener
- 4. WHY? Young children are social scientist from the beginning of their lives Content is important and worth knowing More diverse than any other subject area, while including other areas of study Provides a way to communicate values (we think is important to learn)
- 5. Understanding “Preschool and kindergarten kids understand and recognize thoughts and feelings within themselves and others” • Cannot see • Racial • Gender • Age 10
- 6. Understanding: How children learn social studies may not be obvious Principle 1: Children learn by doing Principle 2: Direct experiences with world around them Principle 3: Reflect & re-enact their experiences to develop concepts & understand relationships Principle 4: Formulate concepts over time & through repeated experiences Principle 5: Each child learns in unique way and at individual pace Principle 6: Learn best with adult support Principle 7: Consistency between home and school Typical Characteristics and milestones related to social studies chart on pg. 499
- 7. Psychology Sociology Cultural Anthropology Economics Political Science Geography History Ecology
- 8. What cont... Holidays Problems Cultures Touristic curriculum Expanding horizons Social and Political issues Bank Street approach “Who am I” questions Who am I as an individual Who am I as a member of family Who am I as a member of community Who am I as a person who lives in the environment Placed base education
- 9. Teaching Social Studies “planning” Using social studies as core of an integrated study: Food preparation/ visits from resource people/ songs / dances/ artifacts/ books/ trips Follow up activities for deeper understanding: Dramatic play /Block play/ Maps/ art/ child authored books/ songs/ graphs Conflict: Working together to find solution or to handle differences productively. Make a plan! Make room for it and plan for certain activities in your curriculum (pg 518)
- 10. Social studies for ALL CHILDREN • Children with special needs: • Understand the child and their abilities, don’t push- design curriculum that fits their abilities. • 2 y/o • They attempt and resist limits. • Resenting rules= establishing their since of self and learning to feel a since of power and control • Just learning about others- ego centric • Children in primary grades • Everything in this power point thus far…
- 12. Why “ Too often we give children answers to remember rather than problem solve” – Roger Lewin • Strong social and emotional skills are confident communicators • Since of who they are, both their strengths and limitations • Can maintain friendships w/ peers and adults • Play and problem solve • Evaluate consequences of a decision and make responsible choices • Language learning is dependent not only on ability to differentiate sounds and the capacity to link meaning to specific words but also on the ability to concentrate, pay attention, and engage in meaningful social interaction.
- 13. Understanding • Having behavior problems in early childhood, for example, is associated with low peer acceptance, maladaptive teacher-child relationships, and antisocial disorders and delinquency in middle childhood and adolescence • Emerging evidence that both academic and social-emotional aspects of school performance may be affected by children's early social- emotional competencies
- 14. What • Self-awareness • Social awareness • Self-management • Relationship skills • Responsible Decision Making
- 15. Planning Responsive classroom: • Engaging children in the formulation of rules, guided discovery and academic choice and collaborate problem solving. • Before each activity ask students to help come up with rules Violence Prevention Program: • Developed by committee for children • Specifically addresses empathy, impulse control, problem solving, anger/ emotional management • Grade kits= various tools for teaching • Lesson cards divided into key units • Realistic photos (lessons on back for teachers- includes clear objectives, role-play scenarios, wrap up ideas) • Take home reminders • To be used in morning meetings Interplay Solutions • Early Childhood Institued held at Lesley University 2006 • Uses stories, role plays, and structured activities to develop supportive classroom communities and help students learn the basic behavioral and social skills necessary for successful group learning
- 18. Activity • Work together to re-create Saint Martin’s University Campus Map
- 20. Works Cited • About Social and Emotional Development. (2018, March 20). Retrieved April 08, 2018, from https://confidentparentsconfidentkids.org/about-the- blog/about-social-and-emotional-development/ • Gormley, W., Phillips, D., Welti, K., Newmark, K., & Adelstein, S. (2011). Social-Emotional Effects of Early Childhood Education Programs in Tulsa. Child Development, 82(6), 2095-2109. Retrieved from http://www.jstor.org.ezproxy.stmartin.edu/stable/41289902 • Mindess, M., Chen, M., & Brenner, R. (2008). Social-Emotional Learning in the Primary Curriculum. YC Young Children, 63(6), 56-60. Retrieved from http://www.jstor.org.ezproxy.stmartin.edu/stable/42730357 • Moravcik, E., & Nolte, S. (2018). Meaningful curriculum for young children. New York: Pearson Education.