The document discusses strategies for promoting social emotional competence in children, including developing friendship skills, enhancing emotional literacy, controlling anger and impulse, problem solving, and identifying teachable moments in daily routines. It provides examples of activities to support developing friendship skills and emotional literacy, such as using puppets, friendship art, and teaching feeling vocabulary.

1. Promoting Social
Emotional Competence
Social Emotional
Teaching Strategies
Module 2 Handout
A Book for Diego!
1

2. Visuals of Routines!
Make The Circle Time Helper a
Job!
Where are your Circle time Tools?
2

3. 3

4. 4

5. Promoting Social
Emotional Competence
Individualized
Intensive
Interventions
Social Emotional
Teaching Strategies
Designing Supportive Environments
Building Positive Relationships
13
Tim’s Support Planning Chart
Trigger Behavior Maintaining Consequence
• Group play: centers Verbal aggression • Peers give up toys/items
and outside play with (threats), physical • Peers leave area
peers aggression (hit, push, kick, • Adults intervene with
punch), property negative attention to Tim
destruction
Setting Events (if
applicable): Function: Obtain toy/play
Preventions New Skills New Responses
• Pre-teach skills by role • Asking to play To Challenging
playing via scripted • Everyone can play with Behavior:
story the toys
• Use visual cards to • Asking for teacher’s help
help him remember
lessons when in To Use o New Skill:
difficult situation
• Self-monitoring form
to work on new skills
Trigger Behavior Maintaining Consequence
Setting Events (if
applicable): Function:
Obtain toy/play
Preventions New Skills New Responses
Does not •Teaches child To Challenging Behavior:
To Use of New Skill:
teach replacement • Must monitor new skill
• Must have several
skill that reinforcement that
honors function
Change in honors the • Fade over time based on
classroom function
progress
or teacher
or schedule
5

6. Agenda
• Introduction
• Identifying the Importance of Teaching Social
Emotional Skills: Why, When, What, and How
• Developing Friendship Skills
• Enhancing Emotional Literacy Skills
• Controlling Anger and Impulse
• Problem Solving
• Pulling It All Together
16
Learner Objectives
• Participants will be able to discuss why it is important to be more
intentional about teaching social emotional skills.
• Participants will be able to identify strategies for supporting the
development of friendship skills.
• Participants will be able to define emotional literacy and identify
activities that build “feeling vocabularies.”
• Participants will understand the importance of providing opportunities
for children to begin to understand their own, as well as others’
emotions.
• Participants will understand why children need to learn to control
anger and handle disappointment and will be able to identify
strategies to teach anger management skills.
• Participants will understand the importance of teaching problem
solving and will be able to identify problem solving steps.
17
What Is Social Emotional
Development?
• A sense of confidence and competence
• Ability to develop good relationships with
peers and adults/make friends/get along
with others
• Ability to persist at tasks
• Ability to follow directions
• Ability to identify, understand, and
communicate own feelings/emotions
• Ability to constructively manage strong
emotions
• Development of empathy
18
6

7. What happens when children
don’t have these skills?…
19
Identifying Teachable Moments
20
3 Before Me
1. Think to myself
2. Check the direction chart.
3. Ask a Classmate
If you still need help clip your name to the chart for teacher help.
7

8. Teach Rules in the
Context of Routines
Stages of Learning
• Acquisition – new skill or concept
• Fluency – the ability to immediately use the
skill or concept without a prompt
• Maintenance – continuing to use the skill or
concept over time
• Generalization – applying the skill or
concept to new situations, people, activities,
ideas, and settings
24
8

9. Friendship Skills
Think about children who
are well liked and
friendly…
What do you notice
about their behavior that
makes it easier for them
to make friends?
25
Friendship Skills
• Gives suggestions (play
organizers)
• Shares toys and other
materials
• Takes turns (reciprocity)
• Is helpful
• Gives compliments
• Understands how and
when to give an apology
• Begins to empathize
26
Setting the Stage for Friendship
• Inclusive setting
• Cooperative use toys
• Embed opportunities
• Social interaction goals and
objectives
• Atmosphere of friendship
27
9

10. Strategies for Developing
Friendship Skills
• Modeling
• Modeling with video
• Modeling with puppets
• Preparing peer
partners
• Buddy system
• Priming
• Direct modeling
• Reinforcement
28
Activities to Support the
Development of Friendship Skills
• Friendship Can
• Planting Seeds of Friendship
• Friendship Tree/Compliment
Tree
• Books about Friendships
• Friendship Quilt
• Friendship Journal
• Music/Songs
29
Video 2.6: Using Puppets
30
10

11. Video 2.7: Friendship Art
31
Video 2.9: Super Friends
32
Activity
Embedding Friendship Opportunities into
Daily Routines and Activities
Arrival
Circle Time
Center Time
Small Group
Outside
Snack
Story Time
Good-bye Circle
Transitions
2.2-2.3
33
11

12. Catch Them Being Good!!!!
34
Emotional Literacy
What is emotional literacy?
Emotional literacy is the ability to identify,
understand, and express emotions in
a healthy way.
35
Children with a Strong Foundation
in Emotional Literacy:
• tolerate frustration better
• get into fewer fights
• engage in less
destructive behavior
• are healthier
• are less lonely
• are less impulsive
• are more focused
• have greater academic
achievement
36
12

13. Activity
“Table Talk”
With your table mates…
Write a list of feeling words that you
would most want to teach the pre-k
children you work with.
37
Enhancing Emotional Literacy…
• Direct Teaching
• Indirect Teaching
• Use of Songs and Games
• How would you feel if…?
• Checking In
• Feeling Dice and Feeling Wheel
• Use of Children’s Literature
38
Direct Teaching of Feeling Vocabulary
39
13

14. English/
Spanish
40
Classroom Example
41
Example
42
14

15. Indirect Teaching
• Provide emotional
labels as children
experience various
affective states -
“Tamika and Tanya
seem really happy
to be playing
together! They keep
hugging each
other!”
43
Use of Songs and Games
Sample Song
• If you are happy and you know it…add
new verses to teach feelings
– If you’re sad and you know it, cry a tear..”boo
hoo”
– If you’re mad and you know it, use your words
“I’m mad”
– If you’re scared and you know it ask for help,
“help me”
– If you’re happy and you know it, hug a friend
– If you’re tired and you know it, give a yawn.
44
Sample Game
• How does your
face look when
you feel proud?
• What makes you
feel proud?
45
15

16. Sample Game
Make a _____ face.
46
Sample Game
47
Play: How Would You Feel If?
• Discuss typical situations that happen when
children are together: “How would you feel if
this happened to you?”
– Example: Jeremy wanted to play ball with
Katie and Wu-ying today, but they wouldn’t
let him. How do you think that made him
feel? How do you think you would feel if that
happened to you? What could Jeremy try
next time?
48
16

17. Checking In
How do you feel today?
• Teachers and children can
“check in” each morning
by choosing a feeling face
that best describes their
affective state and putting
it next to their name.
Children can be
encouraged to change
their feeling faces
throughout the day as
their feelings change.
49
Simple Solution KITS! Teachers NOT
Trying new Ideas? Increase support!
• It can be hard to learn something
new and then have to create a
whole new area without support.
After our trainings the teachers
were given tools and given support
in the classroom on how to use
them.
• We gave Edgewater Early
Learning Center in Chicago a
“Simple Solutions Kit” It included
tools that the teachers could use to
create the new centers! The
teachers discussed what tools they
liked best and which they would
like to try first! Teachers were then
more likely to implement new
ideas shown at the trainings!
Simple Solutions Educational Services © 2009 asearcya@aol.com
17

18. Visuals Of What Children AND Adults are in the Room and what how they
are this morning
Room 13 Uses a Key Ring at Uptown and this is Logan Sqaure
Simple Solutions Adaptation
Feeling Dice/Feeling Wheel
54
18

19. Video 2.10c: Emotional Literacy Activities
(Book Activity)
55
Book Example
On Monday When it Rained
by Cherryl Kachenmeister
Disappointed
Embarrassed
Proud
Scared
Angry
Excited
Lonely
56
Book Nooks
http://www.csefel.uiuc.edu/practical-ideas.html
On Monday Glad Monster Hands Are Not
When Sad Monster for Hitting
it Rained
2.4
57
19

20. On Monday When It Rained
Book Nook Activity Example
“I feel excited when I get to “I feel upset when my
go to my friend Coby’s mommy didn’t get me
house to play.” anything.”
58
Video 2.11: Hands Are Not For Hitting
59
Characteristics of Classrooms That
Foster Emotional Literacy
*Books about feelings are read and are available in
the story center.
*Photos of people with various emotional
expressions are displayed.
*Teachers label their own feelings.
*Teachers notice and label children’s feelings.
*Activities are planned to teach and reinforce
emotional literacy.
*Children are reinforced for using feeling words.
*Efforts occur daily.
2.6
60
20

21. Identifying Feelings in
Self and Others
• Learning words for different feelings
• Empathy training
• Learning to recognize how someone else is
feeling
– Facial cues
– Body language
– Tone of voice
– Situational cues
• Learning how to control anger, relax, and calm
down
61
Empathy
Empathy is the identification
with and understanding of
another’s feelings and situation.
62
Teaching Empathy
• Model empathy
• “Alike” & “different” activities
• Draw children’s attention to how
others are feeling
• Role plays and role reversals
• Reinforce empathy behaviors
63
21

22. 64
Relaxation Thermometer
Take 3 deep
breaths…1..2..3
Adapted from Incredible Years Dinosaur School
65
Key Concepts with Feelings
• Feelings change
• You can have more than
one feeling about
something
• You can feel differently than
someone else about the
same thing
• All feelings are valid – it is
what you do with them that
counts
66
22

23. Controlling Anger and Impulse
• Recognizing that anger can interfere with
problem solving
• Learning how to recognize anger in
oneself and others
• Learning how to calm down
• Understanding appropriate ways to
express anger
67
Turtle Technique
Recognize
“Think”
that you
Stop.
feel angry.
Go into shell. Come out of
Take 3 deep shell when
breathes. calm and
And think think of a
calm, solution.
coping
thoughts.
68
Tucker Turtle
Takes Time to
Tuck and Think
A scripted story to assist with teaching the
“Turtle Technique”
By Rochelle Lentini
March 2005
69
Created using pictures from Microsoft Clipart® and Webster-Stratton, C. (1991). The teachers and children videotape series: Dina dinosaur school.
Seattle, WA: The Incredible Years.
23

24. Tucker Turtle is a terrific turtle. He likes to play with his
friends at Wet Lake School.
70
But sometimes things happen that can make Tucker really
mad.
71
When Tucker got mad, he used to hit, kick, or yell at his
friends. His friends would get mad or upset when he hit,
kicked, or yelled at them.
72
24

25. Tucker now knows a new way to “think like a turtle” when he
gets mad.
73
He can stop and keep his hands, body, and
yelling to himself!
74
He can tuck inside his shell and take 3 deep
breaths to calm down.
Step 3
75
25

26. Tucker can then think of a solution or a way to
make it better.
Step 4
76
Tucker’s friends are happy when he plays nicely and keeps his
body to himself. Friends also like it when Tucker uses nice
words or has a teacher help him when he is upset.
77
The End!
78
26

27. Centers!
Turtle Box
19
Video 2.13: Turtle Technique
80
Super Turtle Letter
Dear Parent,
Billy did a great job today handling frustration and not getting
angry when we ran out of his favorite cookie at snack. Instead
of getting upset, Billy took three deep breaths and decided he
would try one of the other cookies. That was a great solution
and he really liked the new cookie too!
You can help Billy at home by: Asking him what he did at
school today when we ran out of his favorite cookie. Ask him
how he calmed down. Comment on what a great job he did. Tell
him that you hope that he will do that again when he gets
frustrated about something.
Thank you so much!
Mr. Phil
81
27

28. Use Turtle Technique within
Daily Lessons
2.7
82
Problem Solving Steps
Step 2
Would it be safe?
Would it be fair?
83
How would everyone feel?
28

29. Help the Child Think of a Possible Solution:
•Get a teacher
•Ask nicely
•Ignore
•Play
•Say, “Please stop.”
•Say, “Please.”
•Share
•Trade toys/item
•Wait and take turns
86
The Solution Kit
87
29

30. Simple Solutions at Edgewater Early
Childhood!
Simple Solutions Educational Services © 2009 asearcya@aol.com
Uptown!
30

31. Logan Square!!
31

32. Social Skills Curriculums
• www.socialthinking.com
• www.lakeshorelearning
• www.cfchildren.org/programs/ssp/early-
learning/
• DECA
Ask for a Break
Times to ask for a • A short break could
break: help you come back
• Sleepy better to think through a
problem
• Frustrated • Ask for a drink of water,
• Overwhelmed go to the bathroom,
take three deep
breaths, do something
you like ( color for a few
minutes)
• Sometimes we need a
break from our friends
Simple Solutions Educational Services © 2010 asearcya@aol.com 866-
660-3899
32

33. Lose a Game…Win a Friend!
• Being a sore loser
can then led to not
only losing the game
but a friend!
• You can play and win
another time
• Everyone should get
a chance to win
• Win a friend by saying
“good game”
Simple Solutions Educational Services© 2010 asearcya@aol.com 866-
Video 2.14a: Solution Kit Examples
98
Problem Solving
• Learning problem solving steps
• Thinking of alternative solutions
• Learning that solutions have
consequences
• Learning to evaluate solutions - Is it
safe? Is it fair? Good feelings?
• What to do when a solution doesn’t
work
99
33

34. Problem-Solving Activities
• Problematize everything
– “We have 6 kids at the snack table
and only one apple. We have a
problem. Does anyone have a
solution?”
• Play “What would you do if…?”
• Children make their own “solution
kits”
• Children offer solutions to problems
that occur in children’s stories
100
Supporting Young Children with
Problem-Solving in the Moment
• Anticipate problems
• Seek proximity
• Support
• Encourage; and
• Promote
101
Pulling It All Together
Activity
What is the Why might Jack What can I do to prevent this What new skills can
behavior? be doing this? behavior? we teach?
Jack keeps getting He is bored
up and leaving circle •Give him a job during circle
•Find out something he really likes and
embed it into circle time
•How to indicate
•Make a choice board for who he sits by, when he is finished
what songs to sing, what books to read
•Make a picture schedule that shows with an activity
him when his favorite part of circle will
happen
•Ability to attend
•Have an adult sit next to him and for longer periods
encourage him for participating in circle
of time
He doesn’t know
what to do
•Make a picture schedule that shows
him the order of activities within circle
•How to ask for
•Prior to circle, use the picture schedule help when he
to explain to him what will happen in
circle doesn’t know how
•Refer to the picture schedule during
circle
to do something
•Have an adult sit by him and talk to
him about what is happening
•Provide descriptive feedback for him 2.8
while he is at circle
102
34

35. Key Point: Intentionally Teach!
(Teach me what to do!)
– Friendship skills
– Emotion words/feelings
– How to recognize feelings in oneself and
others
– How to “calm down”
– How to control anger and impulse
– How to problem solve
103
Tim’s Support Planning Chart
Trigger Behavior Maintaining Consequence
• Group play: centers Verbal aggression • Peers give up toys/items
and outside play with (threats), physical • Peers leave area
peers aggression (hit, push, kick, • Adults intervene with
punch), property negative attention to Tim
destruction
Setting Events (if
applicable): Function: Obtain toy/play
Preventions New Skills New Responses
• Pre-teach skills by role • Asking to play To Challenging
playing via scripted • Everyone can play with Behavior:
story the toys
• Use visual cards to • Asking for teacher’s help
help him remember
lessons when in To Use o New Skill:
difficult situation
• Self-monitoring form
to work on new skills
Support Planning Chart
Trigger Behavior Maintaining Consequence
Setting Events (if
applicable):
Function:
Preventions New Skills New Responses
To Challenging
Behavior:
To Use o New Skill:
35

36. Pulling It All Together
Activity
What is the Why might What can I do to prevent this What new skills can
behavior? _____be doing behavior? we teach?
this?
2.8
106
36