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Module 2Social Emotional Teaching StrategiesD. Being more aware of supporting learning also “tunes” usin to being purposeful and direct as well as not missingopportunities to encourage children when they arespontaneously learning and using their new skills. Wewant to take advantage of both planned and unplannedopportunities!E. Tell participants that we will now focus on the “what”and “how” to teach part. Highlight that we will spendthe rest of the day discussing teaching strategies andideas (“how”) for promoting friendship skills, emotionalliteracy skills, development of empathy, ideas forcontrolling anger and impulse, and problem solving skills(“what”).III. Friendship Skills(60 minutes)10III. Friendship Skills (60 minutes)A. What Behaviors Lead to Friendship Skills?1. Show Slide 10 and explain that we are now goingto talk about friendship skills. Have participantsthink about children who have lots of friends. Whathave they noticed about these children that makesit easier for them to make friends? Write responseson chart paper.11or(video clip 2.1)12Rev. 2/10a. Show Slide 11/Video Clip 2.1. Ask participants towatch the three children playing at center timeshown in Video Clip 2.1. What helped the childrenbe successful or unsuccessful playing together asfriends? Discuss observations and add to the list onthe chart paper. To play video double click on thephotograph on the slide. To advance to the nextslide, click the down arrow on your keyboard.b. Show Slide 12. Discuss that when children aresuccessful at making friends, they haveopportunities to learn and practice many social skillssuch as cooperation, sharing, turn taking, problemsolving, and conflict resolution. Explain that thereare several discrete behaviors that young childrenengage in during play with each other that seem tobe directly related to having friends (Tremblay et al.,1981). That is, children who do more of thesebehaviors are more likely to have friends. Thesespecific behaviors are described in more detailbelow. Explain that several of the slides have videoThe Center on the Social and Emotional Foundations for Early LearningVanderbilt Universityvanderbilt.edu/csefelP 2.7

Module 2Social Emotional Teaching Strategiesexamples. Share with participants that the twochildren that they will see in Video clips 2.2 (playorganizers), 2.3 (sharing), and 2.4 (being helpful)did not know each other before they were videotaped playing together. This is significant becauseit demonstrates that when children have theseskills, it makes it easier for them to have morepositive experiences in playing together andmaking new friends. (Note to presenter: each slideis organized around five areas: rationale,descriptions, demonstrations, practice, andpromotion opportunities).131) Play Organizers. Show Slide 13 and brieflydiscuss the following:a) Rationale – Children who are able toorganize play situations can create playopportunities for themselves and others.b) Describe the skill – Play organizers might tryto get a friend’s attention, give a friend a toy,or give an idea of what they might do with atoy or material. With preschoolers, playorganizers are usually “Let’s” statements,such as, “Let’s play trucks.” Often these“Let’s” statements are followed bysuggestions about roles (e.g., “You be thedriver and I’ll put the logs on the truck”) orspecific activities (e.g., “Roll it to me.”).c) Demonstrate – Discuss how you can buildchildren’s play organizing skills bydemonstrating or role playing “right” and“wrong” ways to organize play situationswhen you want other children to play withyou.d) Practice – Remind participants about thestages of learning that we discussed earlier.It is really important for us to provideopportunities for children to practice playorganizing. As mentioned above, we mighthave children role play or we can join intheir play and model ways to organize playsituations.Rev. 2/10The Center on the Social and Emotional Foundations for Early LearningVanderbilt Universityvanderbilt.edu/csefelP 2.8

Module 2Social Emotional Teaching Strategiese) Promote – Discuss how we need to makesure that we are not only providingopportunities for children to practice theseskills, but that we are also promoting,supporting, and encouraging children asthey “try out” their new skills.f) Show Slide 14/Video Clip 2.2 as anexample of play organizing skills. Theseare the two children mentioned above whohad never met each other before this playsession.14or(video clip 2.2)2) Sharing. Show Slide 15 and briefly discussthe following:15a) Rationale – Children who are able to sharetoys and materials often have more positiveexperiences interacting with peers. In turn,since having this skill allows themopportunities to practice and experiencepositive social interactions, they also beginto learn how to better handle situationswhen they don’t want to share what theyare playing with. As adults, we often expectyoung children to share without helpingthem understand what it means to do so(Kemple, 2004).b) Describe the skill – Sharing takes manyforms among preschoolers. Children mightoffer to share materials they are playingwith, respond to requests from otherchildren to share (“Can I have some of yourpaint?”), ask others to share what they areplaying with as well as refuse to share whatthey are playing with.c) Demonstrate – Discuss how you can buildchildren’s “sharing” skills by demonstratingor role playing ways to share toys andmaterials as well as ways to respond torequests from other children to share. It isalso important to discuss (and include indemonstrations/role plays) that sometimesthey might not want to share what they areRev. 2/10The Center on the Social and Emotional Foundations for Early LearningVanderbilt Universityvanderbilt.edu/csefelP 2.9

Module 2Social Emotional Teaching Strategiesplaying with and that is okay. Discuss whatthe children might say or do in thosesituations.d) Practice – Again, it is really important for usto provide opportunities for children topractice sharing, in direct and indirectteaching situations. For example, beforechildren leave large group ask them whatthey might share during center time andwho they might share with, or set up anactivity where children can work togetherand share materials.e) Promote – Promote, support, andencourage children as they share. Whenyou see children sharing—comment. Have a“sharing” day where everyone (includingadults) tries really hard to share all day!Discuss ahead of time the ways thatchildren might share across the differentparts of the daily schedule.16f) Show Slide 16/Video Clip 2.3 as anexample of sharing.or3) Being Helpful/Team Players. Show Slide 17and briefly discuss the following:(video clip 2.3)17a) Rationale – Being helpful or a team player isanother skill that makes it easier for childrento play and respond to others.b) Describe the skill – Being helpful orassisting others takes many forms at thepreschool level. Children might help eachother onto or off of an apparatus, they cantell or show a friend how to do something;or they can assist someone in distress.c) Demonstrate – Demonstrate and role playwhat it means to be helpful to others. Usepuppets to demonstrate situations whereone puppet needs help or is upset and havethe other puppet respond in appropriate,helpful ways. Also demonstrate or role playRev. 2/10The Center on the Social and Emotional Foundations for Early LearningVanderbilt Universityvanderbilt.edu/csefelP 2.10

Module 2Social Emotional Teaching Strategiessituations where a child or puppet doesn’trespond and discuss how that might makethe other child feel.d) Practice – Role playing, as mentionedabove, is a great way for children topractice being helpful. Adults can also setup situations and ask for help so childrenhave opportunities to respond. Duringgroup time, situations can be read or actedout and children can hold up a smiley facefor helpful behavior or a frown for unhelpfulbehavior. Small group activities can also beplanned where children need to help eachother in order to complete a task.e) Promote – Promote, support, andencourage children when they are beinghelpful or responding to another child in astressful situation.f) Show Slide 18/Video Clip 2.4 as anexample of children being helpful.4) Taking Turns. Show Slide 19 and brieflydiscuss the following:18or(video clip 2.4)19a) Rationale – In addition to engaging in thebehaviors listed above, the formation offriendship is equally dependent upon twopatterns of interaction:1) First, it is necessary for children to bereciprocal in their interactions (eachhas a turn). Reciprocity has twodimensions. Initially, children need to beresponsive to the social bids/requestsof others. Also, over a period of time(say several months), it is importantthat there be a relatively equal numberof occasions that each member of afriendship dyad starts an interaction.2) In addition to reciprocity, friendshippatterns of interaction are alsocharacterized by the length ofRev. 2/10The Center on the Social and Emotional Foundations for Early LearningVanderbilt Universityvanderbilt.edu/csefelP 2.11

Module 2Social Emotional Teaching Strategiesinteraction occurrences. That is,friendship pairs engage in graduallylonger play episodes and interactions.b) Describe the skill – Turn-taking mightinvolve children playing a game where “youtake a turn, I take a turn”, they might askfor their turn with a toy, they might get afriend’s attention to initiate play by looking,tapping, or calling them, or holding out theirhand to indicate initiation of play and turntaking.c) Demonstrate – Once again, demonstrationsand role playing to show ways to initiateplay and turn taking are very effective.d) Practice – Teaching children games (boardgames, games with balls, etc.) is a greatway to support development of turn takingskills. Planning activities where each childhas to take a turn to complete the task alsoallows for practice.e) Promote – Promote, support, andencourage children as they initiate play andengage in turn taking.205) Giving Compliments. Show Slide 20 andbriefly discuss the following:a) Rationale – Although these behaviors donot often occur among preschoolers, theytend to have a powerful effect on theformation of friendships.b) Describe – Preschoolers compliment oneanother’s successes, buildings, andappearances. They might say, “Good jobJuan,” “He’s a smart boy,” “I like the wayyou painted that picture of your house.”Rev. 2/10The Center on the Social and Emotional Foundations for Early LearningVanderbilt Universityvanderbilt.edu/csefelP 2.12

Module 2Social Emotional Teaching Strategiesc) Demonstrate – When adults givecompliments, it sets up an atmosphere inthe classroom that promotes complimentingeach other. This can be a great model forchildren. Demonstrations and role playingcan also help children learn whatcompliments are and what words theymight use to compliment someone.d) Practice – Role playing and having acompliment circle where children cancompliment each other about somethingthat they did during the day allows childrenopportunities to practice usingcompliments.e) Promote – Promote, support, andencourage children as they complimenteach other.21f) Show Slide 21/Video Clip 2.5 (GivingCompliments). This is a great example ofwhat happens when the adults in aclassroom give compliments - childrenbegin to give compliments also!or(video clip 2.5)226) Knowing When and How to Give Apologies.Show Slide 22 and briefly discuss thefollowing:a) Rationale – Learning when and how to giveapologies, just like learning how to givecompliments, can have positive effects onthe formation of friendships. Children beginto learn how to pay attention and be moreresponsive to their friends’ feelings as wellas how their behavior affects others.b) Describe – Children might say, “I’m sorry Ihit you when you took my ball,” or “I didn’tmean to push you.”c) Demonstrate – Demonstrating and roleplaying are great ways to help childrenlearn what it means to give an apology.Use puppets to demonstrate apologies.Rev. 2/10The Center on the Social and Emotional Foundations for Early LearningVanderbilt Universityvanderbilt.edu/csefelP 2.13

Module 2Social Emotional Teaching Strategiesd) Practice – Role play different situations andlet children try to figure out what they mightsay to apologize. Have children make up astory in which the characters need toapologize for something.e) Promote – Promote, support, andencourage children as you hear themapologizing.23B. Setting the Stage for Friendship (Show Slide 23).1. Prior to “teaching” friendship skills, adult caregiversneed to set the stage by including the following fiveelements in their early childhood settings (e.g.,Head Start, Child Care, Family Day Care home):a. An inclusive environment where all children aremeaningfully included in natural proportions iscritical to setting the stage for friendships(Guralnick, 1990).b. Having cooperative use toys and materialsincreases the opportunities for social interaction.Cooperative use toys are those that naturally lendthemselves to two or more children playingtogether. Some examples of cooperative use toysare balls, puppets, wagons, two telephones,dramatic play materials, rocking boats, and boardgames.c. Examine daily routines and embed friendship andsocial interaction instruction and practiceopportunities throughout the day (refer back tothe stages of learning discussed earlier).d. In order to ensure that friendship and socialinteraction instruction gets the necessaryattention, teachers and caregivers need to includerelated goals and objectives on a child’sIEP/IFSP. Although these goals are likely to bethe most critical for the child’s later development,they often do not appear on IEPs or IFSPs(McConnell, McEvoy, & Odom, 1992), perhapsbecause many assessments do not include theseskills as test items.Rev. 2/10The Center on the Social and Emotional Foundations for Early LearningVanderbilt Universityvanderbilt.edu/csefelP 2.14

Module 2Social Emotional Teaching Strategiese. Most importantly, teachers and caregivers need todevote energy toward creating an atmosphere offriendship. When you walk into a classroom, childcare, or home day care setting where an adulthas successfully created this climate, you seeadults giving time and attention to children whenthey engage in friendly behaviors, you hear adultstalking nicely to one another, and you hearchildren supporting one another’s friendlybehavior. Overall, you get a sense that friendshipis the ultimate goal. Ask participants what elsethey can do to promote this atmosphere offriendship.24C. Strategies for Developing Friendship Skills. (ShowSlide 24).1. Setting the stage is a necessary step in supportingchildren’s developing friendships and teaching thecritical skills described above. There are severalways to teach children these skills: teaching theconcept, modeling appropriate behavior, providingpractice opportunities with feedback, and supportingchildren’s use of the behavior in context. Discussthe following strategies:a. Modeling. Modeling can include adults or peersdemonstrating the friendship skill or video basedmodeling with short vignettes of childrenengaging in friendly behavior (Webster-Stratton &Hammond, 1997). Often, it is effective to modelboth examples and non-examples followed byopportunities for correct responding. There arethree guiding principles of effective role-playmodeling strategies:1) Use invisible support, that is, call on the childwho you are confident will model the skillappropriately before calling on a child who willneed more support.2) Sometimes when children are modeling thefriendship skill in front of their peers, they canget carried away with being silly orinappropriate. It is important to give childrenanother chance and more support so that theyRev. 2/10The Center on the Social and Emotional Foundations for Early LearningVanderbilt Universityvanderbilt.edu/csefelP 2.15

Module 2Social Emotional Teaching Strategiesare successful in demonstrating the skillappropriately. This approach allows them toreceive encouragement from the teacher andother children for doing the skill.3) Because role-plays typically involve only oneor two children at a time, it is necessary toplan ways for the rest of the children to beactively engaged. Strategies for includingchildren who are not involved in the role-playinclude having them give a thumbs up forfriendly behavior and a thumbs down forunfriendly behavior; patting themselves on theback if this is a behavior they do; clappingwhen the role-play is over; saying “ready, set,action” before the role-play begins; or having aPopsicle stick sign with a happy face on oneside and a sad face on the other (childrenshow the happy face when the behavior beingmodeled is friendly and the sad face when thebehavior being modeled is unfriendly). It isalso important to keep track of who has had achance to role-play and ensure that all of thechildren in the class get a turn during theweek.4) Whenever possible, using small groups toteach these skills will be useful in terms ofgiving all children opportunities for practice.b. Modeling with Video. The use of video to helpmodel friendship skills can be very effective withyoung children. Video-based modeling isparticularly effective for several reasons:1) Videos can capture real-life examples ofchildren using friendly behavior. Theseexamples can be used to generate discussionabout the friendly behavior and the context inwhich it is used in the video. Video vignettescan also display non-examples. Thesevignettes can be used to teach children todiscriminate between friendly and unfriendlybehavior and prompt children to develop andshare alternative behaviors and solutions ifinitial ideas are not effective.Rev. 2/10The Center on the Social and Emotional Foundations for Early LearningVanderbilt Universityvanderbilt.edu/csefelP 2.16

Module 2Social Emotional Teaching Strategies2) Video clips can be paused, and children canbe prompted to attend to the salient featuresof the friendly behaviors and the context inwhich they occur. Children can also makepredictions about “what will happen next”when the child featured in the video uses afriendly or unfriendly behavior.3) Children love watching videos, which makesthis format particularly powerful in engagingand keeping children’s attention.c. Modeling with Puppets. Similar to videos,puppets are very engaging to young children:1) Because adults are in control of the puppet,the puppet can always be a responsive playpartner. The puppet can model friendly playand, when appropriate and planned, canmodel non-examples. Puppets in the image ofchildren are particularly effective because theyprovide a proximate model. That is, childrenare more likely to emulate the behavior ofmodels that look like themselves. But, anypuppet will work!2) Additionally, some children will disclose moreabout

Rev. 2/10 The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel P 2.1 Learner Objectives Suggested Agenda 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 strate