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Developmentally Appropriate Social/Emotional Environments for Primary-Aged Children © 2007 Thomson Delmar Learning. All Ri...
Social/Emotional Issues for the Primary Years <ul><li>Self-esteem </li></ul><ul><li>Peer relationships and group skills </...
Planning for Social/Emotional Environments <ul><li>Teachers will </li></ul><ul><li>Become aware of each child’s individual...
Self-Esteem © 2007 Thomson Delmar Learning. All Rights Reserved. <ul><li>Children </li></ul><ul><li>Are able to succeed </...
Games with Rules   Competition versus   Cooperation © 2007 Thomson Delmar Learning. All Rights Reserved. <ul><li>Allow chi...
Mixed-Age Groupings © 2007 Thomson Delmar Learning. All Rights Reserved. <ul><li>Re-create family and neighborhood setting...
Moral Development © 2007 Thomson Delmar Learning. All Rights Reserved. <ul><li>Develop perspective-taking abilities </li><...
Emotional Growth © 2007 Thomson Delmar Learning. All Rights Reserved. <ul><li>Allow children to identify feelings in thems...
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DAP_Social_Emotional_Environments_Primary-Aged

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Transcript of "DAP_Social_Emotional_Environments_Primary-Aged"

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