Recommended
Recommended
More Related Content
Similar to SEL-Dr.-Ivette-Cejas-ReadingPals-7th-Annual-Midyear-Conference.pptx
Similar to SEL-Dr.-Ivette-Cejas-ReadingPals-7th-Annual-Midyear-Conference.pptx (20)
Recently uploaded
Recently uploaded (20)
SEL-Dr.-Ivette-Cejas-ReadingPals-7th-Annual-Midyear-Conference.pptx
- 1. Ivette Cejas, PhD Department of Otolaryngology University Of Miami Positive Social and Emotional Development: How to Target Through Reading
- 2. Who am I?
- 3. Learning Objectives • Discuss social and emotional milestones for young children • Identify ways reading and social/emotional intelligence are related • Discuss strategies to foster social and emotional development
- 4. • What do you consider social and emotional wellbeing? • What are some characteristics? Social & Emotional Wellbeing
- 6. 3 Years • Takes turns in games • Shows a wide range of emotions • May get upset with major changes in routine • Separates easily from parents • Shows affection for friends without prompting 4 Years • Enjoys doing new things • More creative with make- believe play • Would rather play with other children than by himself • Cooperates with other children • Often can’t tell what’s real and what’s make-believe • Talks about what they like Preschool Milestones are from CDC.gov
- 7. 5 Years • More likely to agree with rules • Likes to sing, dance, and act • Is aware of gender • Can tell what’s real and what’s make-believe • Shows more independence • Is sometimes demanding and sometimes very cooperative • Wants to be like friends 6-8 years old • Shows more independence from parents and family • Starts to think about the future • Understands more about his/her place in the world • Pays more attention to friendships and teamwork • Wants to be liked and accepted by friends Early Childhood Milestones are from CDC.gov
- 9. Impact on Relationships • Relationships are developed through the emotional bond between the child and the primary caregiver. It is through this relationship we learn to: – Regulate emotions- “self soothe” – Develop trust in others – Freely explore our environment – Understand ourselves and others – Understand that we can impact the world around us Coles, E.K. Building Social Emotional and Behavioral Competencies in the Elementary Setting Using a Multi-Tired System of Supports
- 11. • Process through which children and adults understand and manage emotions • Set and achieve positive goals • Feel and show empathy for others, • Establish and maintain positive relationships, • Make responsible decisions (casel.org/what-is-sel/) Social & Emotional Learning
- 12. • A meta-analysis of 213 SEL programs found that students who participated in these programs had an 11 percentile point gain in achievement (Durlak, Weissber, Dymnicki, Taylor & Schellinger, 2011) – Primary measures of achievement were reading and math • Another recent meta-analysis found that SEL interventions on reading positively effected reading performance (ES= +0.25) (Corcoran, Cheung, Kim, Xie, 2018) Social & Emotional Development Links to Reading
- 13. How to Foster Social and Emotional Development during Storytelling
- 14. Respectful and Responsive Relationships “Responsive relationships truly make up the hear of what you do in your work with young children and families. For infants and toddlers, all learning happened in the context of their relationships with the important adults in their lives”. -National Center on Early Childhood Development, Teaching, and Learning (n.d., p.1)
- 15. Strategies to Make Reading Fun • Shared book reading • Read books that relate to child’s interests • Act out stories (encourages comprehension) • Reread books
- 16. Encourage Social-Emotional Development Through Reading • Read books with social-emotional content – Jabari Jumps by Gaia Cornwall Recommended for ages 4-8 – Too Shy for Show and Tell by Beth Bracken Recommended for ages 4-6 – Enemy Pie by Derek Munson Recommended for ages 5-8 – Last Stop on Market Street by Matt de la Peña Recommended for ages 3-5 – We’re All Wonders by R.J Palacio Recommended for ages 4-8
- 17. Encourage Social-Emotional Development Through Reading • Connect child’s experience with what happens in the book – Example: If the book talks about the first day of school, ask child “how did you feel on your first day of school?” • Ask child what they think the book character was feeling • Read in small groups and encourage children to interact with each other
- 19. • Get down to the child’s level • Make eye contact • Smile • Show you are interested by commenting on what they are doing Modeling
- 20. Labeled Praise • Praise increases the behavior • Define problem behaviors. Define the opposite behavior and then praise it. –Problem Behavior- child whines –Opposite Behaviors- talks with indoor voice, talks nicely, asks nicely, patient, quiet • Be genuine • Do not take appropriate behavior for granted
- 21. What can you do if a child displays social and emotional challenges?
- 22. Tucker the Turtle To download full Tucker Turtle Story go to : https://iod.unh.edu/sites/default/files/media/Project_Page_Resources/PBIS/a5_handout_tucker-turtle-takes- time_muscott.pdf
- 24. • Guided Imagery – Close your eyes and think of your favorite activity or favorite place • Positive Self Talk – Think to yourself over and over, “I am okay; I feel calm.” • Use a relaxation script • Distraction – Go for a walk – Have a drink of water – Listening to music – Sing – Plan a fun activity – Watch TV – Blow up a balloon – Have a lollipop – Write a letter – Draw More Coping Strategies
- 25. • Focus on strengths • Don’t draw comparisons • Give children choices • Let child do certain tasks by themselves Improving Self-Esteem
- 26. Social Stories
- 27. Formal SEL Programs • I Can Problem Solve • Positive Action • Resolving Conflict Creatively Program • RULER Approach
- 28. I Can Problem Solve
- 32. Why should we be reading aloud to children? https://youtu.be/ZBuT2wdYtpM
Editor's Notes
- AG Bell Board of Directors MED-EL Pediatric Advisory Board Research agreement - Advanced Bionics Research funded by: NIDCD R01 DC04797 NIDCD R03 DC014760 NIDCD R21 DC016265 Speaker Honorarium AAA & ASHA Consultant for Cochlear
- https://www.cdc.gov/ncbddd/actearly/milestones/milestones-3yr.html https://www.cdc.gov/ncbddd/actearly/milestones/milestones-4yr.html
- https://www.cdc.gov/ncbddd/actearly/milestones/milestones-5yr.html 5 Years More S/E Milestones Wants to please friends, Wants to be like friends
- https://childcareta.acf.hhs.gov/sites/default/files/public/itrg/article_responsive_relationships.pdf *
- Jabari Jumps: Jabari is definitely ready to jump off the diving board. He’s finished his swimming lessons and passed his swim test, and he’s a great jumper, so he’s not scared at all. “Looks easy,” says Jabari, watching the other kids take their turns. But when his dad squeezes his hand, Jabari squeezes back. He needs to figure out what kind of special jump to do anyway, and he should probably do some stretches before climbing up onto the diving board. In a sweetly appealing tale of overcoming your fears, newcomer Gaia Cornwall captures a moment between a patient and encouraging father and a determined little boy you can’t help but root for. Too Shy for Show and Tell: am is a quiet little boy who hates show-and-tell. Just thinking about it makes his stomach hurt. Sam must find a way to conquer his fear and make the most of his turn at show-and-tell. This picture book is great for teaching children about emotions and challenges. Enemy Pie: It was the perfect summer. That is, until Jeremy Ross moved into the house down the street and became neighborhood enemy number one. Luckily Dad had a surefire way to get rid of enemies: Enemy Pie. But part of the secret recipe is spending an entire day playing with the enemy! In this funny yet endearing story, one little boy learns an effective recipes for turning your best enemy into your best friend. Accompanied by charming illustrations, Enemy Pie serves up a sweet lesson in the difficulties and ultimate rewards of making new friends Last Stop on Market Street: Every Sunday after church, CJ and his grandma ride the bus across town. But today, CJ wonders why they don't own a car like his friend Colby. Why doesn’t he have an iPod like the boys on the bus? How come they always have to get off in the dirty part of town? Each question is met with an encouraging answer from grandma, who helps him see the beauty—and fun—in their routine and the world around them.
- Tucker the turtle takes time to tuck and think Anger
- https://www.ncbi.nlm.nih.gov/pubmed/25755025 http://www.tandfonline.com/doi/pdf/10.1207/s15374424jccp2704_6?needAccess=true
- Social Story: A tool used to help the child understand what behaviors they can use to in specific situations. Visual and verbal cues Tailored to the individual needs of a child How can it be used? Identify a specific problem that the child is having, write descriptive direct sentences of that the child can use to think about when they are in the scenario, pair the sentences with using pictures (photographs, hand drawn, clip art etc.), review the story with the child. To better understanding, you can print out the story of different cards and have the child place them in the correct order.