It is just as vital to teach preschool pupils social and emotional learning (SEL) as it is to teach them the alphabet and fundamental arithmetic skills.

1. Social and Emotional Skill Progression
in Preschool
It is just as vital to teach preschool pupils social and emotional learning (SEL) as it is to
teach them the alphabet and fundamental arithmetic skills.
Sara Rimm-Kaufman makes it apparent in SEL from the Start that "social-emotional abilities
can have substantial payoffs in academics and life beyond the classroom," and that the time
to begin establishing SEL is while children are very young. This was Myrna Shure and
George Spivack's credo when their I Can Problem Solve (ICPS) curriculum was introduced
to toddlers half a century ago.
Despite the lengthy history of study in this area, I continue to hear instructors express
uncertainty about what sorts of SEL abilities we can realistically expect from preschoolers
and how to build up classrooms to activate these skills.
Recognizing that children will attend preschool with varying levels of SEL skills, we can
anticipate them to progress toward mastery by kindergarten. This will require frequent
reminders to use their talents as well as assistance in breaking them down into a number of
steps for learning purposes.
Here is a concise, practical guide to SEL and early children based on ICPS and other SEL
activities aimed at preschool pupils.
4 ESSENTIAL SEL SKILLS FOR PRIMARY SCHOOL STUDENTS
1. They should be able to function in a classroom setting. That they are eager to participate
and assist in class. They pay attention to peers' and adults' overt nonverbal cues, listen
intently to what classmates and adults say, collaborate in groups (taking turns, asking for
and giving aid), and follow orders. They must follow safety, health, and appearance
standards (including being willing to be cleaned up; avoiding electrical outlets, fan blades,
and similar dangers; and avoiding putting inappropriate things in their mouths).

2. 2. They should be able to express fundamental emotions. Preschoolers should be
concerned about the well-being of others, even if they are hesitant to assist without adult
urging or instruction. They should rejoice with others. They should be able to identify and
define the following feelings in themselves, others, and images: sadness, anger, happiness,
fear, surprise, upset, worry, and pride.
When children entering kindergarten struggle to identify aspects of themselves or their
activities in which they are proud, it is a red flag that should prompt a discussion with
caregivers and possibly school mental health specialists.
3. They should be able to have a discussion in critical social circumstances. Young children
require assistance in finding appropriate phrases for typical situations. These include utilizing
words when they want something or are frustrated, asking for help, assisting others,
thanking or showing thanks in various ways, expressing concern, and discussing
accomplishments.
4. They should begin practicing crucial social and emotional literacy topics. When Grover on
Sesame Street talks to kids about near and far, he is following in Myrna Shure's footsteps.
She and her colleague George Spivack discovered crucial word "pairs" as the underpinnings
of human connections and problem-solving. These develop brain architecture and executive
functioning in children, allowing them to comprehend their surroundings. In addition to
discussing near and distant, use the following terms frequently to assist children understand
these concepts:
Is or is not
Same/different
Can/cannot, may/might (indicating permission)
And/or/else
Some/all
Before/after/next
If/then

3. IMPLEMENTING A POSITIVE SOCIAL AND EMOTIONAL CLIMATE IN PRIMARY
SCHOOL CLASSROOMS
Explicit classroom procedures provide significant comfort and support to preschoolers in
particular. These routines aid in the development of if/then, may/may not, before/after/next,
and a variety of other SEL-related competences. Routines for entering the classroom,
entering circle time, preparing for meals and snacks, cleaning up, and preparing for outdoor
activities and dismissal are vital; using music in these routines aids recall (for teachers and
parents alike!). Other approaches to make pupils feel at ease and create opportunity for
them to exercise their nascent SEL muscles in the classroom include the following:
Having clear, visible classroom and school regulations that include expectations for positive
behavior, as well as respect for classmates and adults
Providing opportunity for all students to contribute to classroom routines and upkeep on a
daily basis
As an alternative to verbal reprimands, provide frequent teacher redirection.
Creating channels for positive recognition and acknowledgment of all children's strengths
Laughter, joy, enjoyment, and awe, as well as curiosity about how and why things happen
around them in school, the community, and the world
Observing holidays and family traditions while respecting those of others
Participating in community events to teach children that they matter and that they can make
a difference in the world (e.g., recycling, sharing, helping others)
Furthermore, it is beneficial to include brief activities that explicitly activate the previously
mentioned social-emotional-cognitive architecture on a regular basis. Teachers, for example,
might utilize picture naming and rhyming in forms such as the Simon Says game to teach
kids concepts such as same, all, some, and is/is not. You can also utilize alliteration to
promote attentive listening (e.g., differentiating cat from cot or rat; knowing the similarity of
book, bag, and ball). These activities stress abilities that are essential for successful
problem-solving and decision-making.
Here's one of my faves from the SELect Social Decision Making/Problem Solving Program of
the Collaborative for Academic, Social, and Emotional Learning (CASEL): "I'm going to say a
few words." I'd like you to clap whenever you hear the word cat (or whenever you hear a
term that rhymes with—sounds the same as—cat but isn't cat):
Cat-Bat-Car-Flat-Cat-Cat-Cup-Mat-Car-Cat.”

4. Kids enjoy these games, and it's enjoyable to see them improve with your help over time.
Preschoolers, as you can see, already have SEL abilities. It is our responsibility to provide
reminders, advice, and encouraging environments that will allow their skills to develop.