Marion 10 Chapter 8

Guidance of Young Children
Tenth Edition
Chapter 8
Feelings and Friends:
Emotional and Social
Competence
Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved

Learning Objectives (1 of 2)
• Explain the nature and development of emotional
competence during early childhood.
• Explain the nature and development of social
competence during early childhood.
• Summarize specific strategies early childhood teachers
use to help young children develop social emotional
learning (SEL).
• Summarize information on essential topics in Social
Emotional Learning (SEL).

Learning Objectives (2 of 2)
• Explain how to use large group time and opportunities
throughout the day to help children learn how to deal with
disappointment and anger and to learn friendship skills.

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

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

Expressing Emotions (1 of 2)
• Refers to how a person communicates the feelings that
they notice
• Learning about expressing emotions affected by the
systems children are in or come in contact with different
systems convey messages about expressing emotions

Expressing Emotions (2 of 2)
• 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

Regulating Emotions (1 to 2)
• 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

Regulating Emotions (2 to 2)
• 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

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

Setting the Stage for Social Emotional
Learning

What is SEL: Social Emotional Learning?
• Gaining knowledge about feelings (emotional domain)
• Gaining knowledge about getting along with others
(social domain)

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
• 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

Create a Supportive Physical Environment
• 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

Essential Topics in Social Emotional
Learning

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

SEL Opportunities: during Large Group
and Throughout the Day

Teach about SEL Topics (1 of 2)
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

Teach about SEL Topics (2 of 2)
• Throughout the day at school
• Examples:
– Small group learning
– Centers
– Routines
– Transitions

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Marion 10 Chapter 8

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