Marion (c) Pearson

1. CHAPTER 8:
Feelings and Friends: Emotional
and Social Competence
Guidance of Young Children
Ninth Edition
Marian Marion
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved

2. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
8-2
EMOTIONAL COMPETENCE

3. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
8-3
Emotional Competence
How well a person copes with his or her own feelings
and whether the person has empathy for and gets
along with others
Results when three abilities are combined
Perceiving emotions
Expressing emotions
Regulating emotions

4. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
8-4
Perceiving Emotions
• Refers to noticing your feelings and the
emotions of others
• Least complex emotional competency
• Requires that we be aware of our self and
others

5. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
8-5
Expressing Emotions
Refers to how a person communicates the feelings that
they notice

6. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
8-6
Expressing Emotions
Learning about expressing emotions
Affected by the systems children are in or come in
contact with
Different systems convey messages about expressing
emotions
Whether the child feels in control
A significant factor affecting how children express
angry feelings
Many children can easily detect the difference in
power between an adult and themselves

7. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
8-7
Regulating Emotions
 The most complex and difficult of the emotional
competencies
 Goes far beyond merely noticing or expressing
feelings
 Requires some high-level understanding and skills,
something that humans develop very slowly
 Children have to learn how to regulate specific
groupings of emotions including:
• Distressing or unpleasant emotions
• Positive but overwhelming emotions
• Relevant and helpful emotions
• Relevant but unhelpful emotions
• Irrelevant emotions

8. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
8-8
SOCIAL COMPETENCE

9. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
8-9
Social Competence
 Relating well to other children
 Responding agreeably to others
• Involves sociability
 Having developed good social skills
• Tuning in to the social setting- how well
a child observes others in ongoing
activities

10. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
8-10
SETTING THE STAGE FOR
SOCIAL EMOTIONAL
LEARNING

11. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
8-11
What is SEL:
Social Emotional Learning?
Gaining knowledge about feelings
(emotional domain)
Gaining knowledge about getting along with
others (social domain)

12. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
8-12
Create a supportive
interpersonal environment
 Fosters social emotional learning
 Requires building a good relationship with children
 Creates a safe atmosphere
 Requires appropriate limits, effective and positive
communication, and a warm and caring teacher

13. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
8-13
Create a supportive physical
environment
 Fosters social emotional learning
 Arranging space, furniture, and materials so that it
meets a group’s developmental needs shows
respect for a child’s level of development
 Involves:
• active learning
• making choices when appropriate
• working with other children
• time schedule balances
 active and quiet learning
 teacher- or child-initiated learning
 large enough blocks of time for learning

14. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
8-14
ESSENTIAL TOPICS IN SOCIAL
EMOTIONAL LEARNING

15. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
8-15
Focus on these SEL topics with
children
 emotions as normal and having a purpose
 limits on expressing emotions
 alternative responses to feelings
 a strong emotions vocabulary
 how to talk about emotions
 friendship-skills

16. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
8-16
SEL OPPORTUNITIES:
DURING LARGE GROUP AND
THROUGHOUT THE DAY

17. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
8-17
Teach about SEL topics
During large group time
Use direct instruction during large group time
about any of the essential topics in SEL
Two good ways to teach SEL topics and skills
are through modeling and role play

18. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
8-18
Teach about SEL topics
Throughout the day at school
Examples:
• Small group learning
• Centers
• Routines
• Transitions