DAP_Social_Emotional_Environments_Primary-Aged

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DAP_Social_Emotional_Environments_Primary-Aged

DAP_Social_Emotional_Environments_Primary-Aged

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  • 1. Developmentally Appropriate Social/Emotional Environments for Primary-Aged Children © 2007 Thomson Delmar Learning. All Rights Reserved.
  • 2. Social/Emotional Issues for the Primary Years
    • Self-esteem
    • Peer relationships and group skills
    • Games with rules
      • competition versus cooperation
    • Mixed-age grouping
    • Moral development
    • Emotional growth
    © 2007 Thomson Delmar Learning. All Rights Reserved.
  • 3. Planning for Social/Emotional Environments
    • Teachers will
    • Become aware of each child’s individual style of interacting with others
    • Create informal physical arrangements that allow children to work together
    • Create specific pairings of children
    • teach social skills directly
    • Encourage appropriate behaviors
    • Mediate and teach children negotiation skills
    • Support children as they learn to take a social perspective
    • Plan group activities
    • Not tolerate exclusion or unkindness
    © 2007 Thomson Delmar Learning. All Rights Reserved.
  • 4. Self-Esteem © 2007 Thomson Delmar Learning. All Rights Reserved.
    • Children
    • Are able to succeed
    • Participate in “democratic discipline”
    • Think that teachers expect and believe that they are capable of learning
    • Use social comparison to define themselves
    • Are encouraged to be independent and self-reliant
    • Participate in games and activities to build self-esteem
  • 5. Games with Rules Competition versus Cooperation © 2007 Thomson Delmar Learning. All Rights Reserved.
    • Allow children to organize their own games
    • Allow children to manage their games and rules without adult interference
    • Take competition out of the classroom
    • Plan cooperative games for classroom and after school
  • 6. Mixed-Age Groupings © 2007 Thomson Delmar Learning. All Rights Reserved.
    • Re-create family and neighborhood settings
    • Interaction between children with different abilities benefits all
    • Social development is enhanced
    • Rigid curriculum demands must be relaxed
  • 7. Moral Development © 2007 Thomson Delmar Learning. All Rights Reserved.
    • Develop perspective-taking abilities
    • Focus on independent decisions about correct actions
    • Let children find their own answers and solutions in interpersonal situations
    • Use authoritative guidance systems
    • Present issues of responsibility and morality
  • 8. Emotional Growth © 2007 Thomson Delmar Learning. All Rights Reserved.
    • Allow children to identify feelings in themselves and others
    • Create a low-stress classroom that promotes self-worth
    • Help children focus on understanding feelings and their influences on people’s actions
    • Encourage children to express their feelings in positive, constructive ways
    • Develop partnerships with parents
    • Limit exposure to frightening or disturbing events