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Category: Social Emotional

Similarities and DifferencesSocial Emotional

January 31, 2022 by admin 0 Comments

Learning Through Holidays

It's the Year of the Tiger!

More than 1 billion people across the world are saying “bye bye” to the Ox and “welcome!” to the Tiger this Lunar New Year, which begins on Feb. 1, 2022.

It’s a time of celebration in parts of Asia and around the world as families gather, eat, and celebrate the new year.

Even if YOUR family doesn’t celebrate Lunar New Year, this is a wonderful time for all families to learn about their own identities and explore the other people and cultures, similarities and differences that surround us.

Teachers and parents can help by:

Reading stories about the holiday
Being inspired by art & food
Noticing similarities and differences

What is Lunar New Year?

“Lunar” means “moon” and the “Lunar New Year” celebrates the beginning of the lunar calendar, which is based on the 12 phases of the moon.

In the same way that many families celebrate the New Year on January 1, the Lunar New Year is an opportunity to look forward and create goals for the coming year.

Each lunar year is represented by one of 12 zodiac animals. Each animal is associated with different traits. For example, this year is “Tiger,” which is known for its bravery and strength. Children born this year are thought to have some of the tiger’s traits!

Families and communities have different ways of celebrating the holiday, including:

Festivals and parades
Wearing red, which is considered a good luck color
Lights and fireworks
Family gatherings and special meals

Lunar New Year Stories

There are lots of wonderful picture books that you and your child can read to learn about the Lunar New Year. Here are a few great options to get you started:

The Great Race: The Story of the Chinese Zodiac

By Christopher Corr

The Runaway Wok: A Chinese New Year Tale

by Ying Chang Compestine and Illustrated by Sebasita Serra

How to Catch a Dragon

By Adam Wallace and Andy Elkerton

Goldy Luck and the Three Pandas

By Natasha Yim and Illustrated by Grace Zong

Art and Food

The foods that families eat on the Lunar New Year aren’t just food! They represent good luck, prosperity, and togetherness. Here are some examples: Long noodles represent long lives; dumplings and steamed fish stand for wealth and abundance; sticky rice balls stand for togetherness.

The art and decorations of the holiday also hold meaning. For example, many families decorate with lucky colors red and gold.

You can learn more about Lunar New Year by exploring the tastes and colors of the holiday. Be sure to talk to friends and neighbors who celebrate to learn more! Here are some ideas for kid-friendly projects you can try to explore the art and food of the holiday:

Create a paper lantern with a printable template from our friends at Noggin.
Create a paper fortune cookie!
Create (and play) a new year drum.
Read up on new year food in Bon Appetit Magazine, Food Network, The New York Times, The Woks of Life, or wherever you look for food and cooking inspiration!

Noticing Similarities and Differences

Each of us has an identity — it’s related to who WE are, which is related to our thoughts and beliefs and the traditions of our families and communities. Each of us is different, but we also have a lot in common with other people around the world.

Parents and educators can help prepare children to thrive in our diverse world by helping them learn about their own identities AND by helping them to observe other people and notice the many similarities and differences that surround us.

When various holidays are celebrated around the world, we have an opportunity to think about and explore identity, similarities, and differences with the children in our lives. For the Lunar New Year, try asking:

How do we celebrate the new year?
Why do we celebrate the new year?
What are our wishes for the year ahead?
What was the animal in the lunar calendar the year YOU were born? (Here’s a page on National Geographic Kids where you can look up your animal.)
What are some things that are similar and different between the new year’s celebration on January 1 and the Lunar New Year?

FeelingsFriendshipParentingSocial Emotional

January 10, 2022 by Dana Stewart 0 Comments

COVID’s Impact on Social and Emotional Learning — And How We Can Help Kids Thrive

As an early childhood educator and mother of a young child, I am acutely aware of the challenges educators and families have faced over the last 22 months.

My daughter was born about a month before we all went into lockdown in March 2020. As we near her second birthday, it’s hard to believe distancing, face masks, separation from friends and family, and uncertainty have been the norm for her entire life.

It’s unfathomable to think that more than more than 167,000 (roughly 1 in 450) U.S. children have lost a parent or grandparent caregiver to the virus (source).

As parents and educators, we need to consider the impact this “new normal” is having on our individual children and on society as a whole, especially since we know how important the first three years of life are in children’s development (source). And we need to think about what we can do to support young children, even as they face today’s challenges.

COVID’s Impact on Children’s Social and Emotional Learning

There’s been a lot written about “learning loss” in the older grades (source) (source), but there’s also a growing body of reports and research assessing the impact of the pandemic on children’s mental wellness and social-emotional learning.

Last month, U.S. Surgeon General Dr. Vivek H. Murthy released a youth mental health advisory. He wrote: “Supporting the mental health of children and youth will require a whole-of-society effort to address longstanding challenges, strengthen the resilience of young people, support their families and communities, and mitigate the pandemic’s mental health impacts.”

A recent study from Columbia University and published in the journal JAMA Pediatrics found that that babies born in the first year of the pandemic, between March and December 2020 scored slightly lower on the Ages & Stages Questionnaire (ASQ) at 6 months of age than children born before the pandemic began.

“We were surprised to find absolutely no signal suggesting that exposure to COVID while in utero was linked to neurodevelopmental deficits. Rather, being in the womb of a mother experiencing the pandemic was associated with slightly lower scores in areas such as motor and social skills, though not in others, such as communication or problem-solving skills. The results suggest that the huge amount of stress felt by pregnant mothers during these unprecedented times may have played a role,” said Dani Dumitriu, MD, PhD, assistant professor of pediatrics and psychiatry at Columbia University Vagelos College of Physicians and Surgeons and lead investigator of the study.

Dr. Dumitriu said these small shifts — at a population level — could have a “significant public health impact.”

Another recent article indicates that mask wearing by adults and children may impact children’s social and emotional development as masks can impair our ability to recognize others’ emotions. This is particularly difficult for preschoolers who are just learning this complex skill.

Despite our best efforts at transitioning our rich classrooms to “virtual learning environments,” enrollment is down across the country (source).

Some families chose to delay their children’s first school experience while others pulled their children out of programs when distance learning options weren’t working well for them. Those who are currently enrolled certainly missed a good part of the school experience through the height of the pandemic.

All of this missed schooling is reflected in increased behavioral challenges reported by parents and parents’ increased worries about their children’s social and emotional development and well-being (source).

“The year that they were out of school was a year that they didn’t have the opportunities for developing the social skills that normally happen during their period of development,” Dr. Tami Benton told NPR recently. “And you’re sort of catching up on all of that under extraordinary circumstances.” (source).

This is as true for preschool children as it is for those in K-12 schools.

How Can We Support Social and Emotional Learning for the Children of COVID?

There is still much to learn about the short- and long-term effects of the pandemic on early social and emotional learning (source). The question is: What can we do to help support our children, especially our youngest children who have lived most (or all) of their lives during this disrupted time?

Here are 5 suggestions from a long-time educator and mom of a toddler:

Focus on Feelings: Help children clearly express their feelings by using specific language when supporting child-to-child interactions. Exaggerate your facial expressions if you are wearing a mask.
Acknowledge ALL the Stress: We all feel stress, whether we’re preschoolers, parents, teachers, or administrators. It’s fine to explain in age-appropriate language to your child that grown-ups get stressed out, too. And a little grace goes a long way!
Calm Down: Practice and model strategies like deep breathing. Create a cozy space in your classroom or home that a child can choose to visit if they need a break.
Adjust Expectations: Assume that each child is doing his or her best at any given moment. If a system isn’t working for a student, adjust the system rather than expecting the child to conform.
Practice Peer Interactions: Learning to make friends, share, and solve problems with friends is important, but what feels “safe” is different for all families and keeps changing as the pandemic evolves. Find what works best for your child. As Dr. Kavita Tahilani explained, parents can find smaller, less intense ways for children to practice peer interactions. This may mean one-on-one playdates outside or virtual playdates using a common material like playdough.

With our focused, thoughtful attention to social emotional learning and the mental health of children and parents, the children in our care will be able to move past this time with resilience and strength.

FriendshipSocial Emotional

July 6, 2021 by Julia Levy 1 Comment

Parents Rank Kids’ Social and Emotional Learning As Top Priority for Coming School Year

Six in ten U.S. parents say their top concern for the coming school year is their child’s social and emotional wellness, about double the percentage of parents who voiced concerns about their children’s academic learning, according to a new national survey.

Vikki Katz, a mother of two young children and a professor at Rutgers University, who led the study, Learning at Home While Under-connected, said parents’ concerns for their children centered around helping their children readjust to school, express their feelings, develop relationships — both with peers and with teachers — and get used to structure again.

“Every parent’s primary concern is that their children be well and that their children be happy,” she said. “Up and down the socioeconomic spectrum this year, parents have watched their children be lonely and sad and scared, and felt powerless to really make things better for them. A return to school, symbolically, is a return to something they recognize as more normal and that their children will recognize as more normal.”

Parents Look to Support Children's Social and Emotional Wellness As We Move Toward the 2021-22 School Year

She said many parents found it possible to approximate academic learning at home: children could practice their shapes, numbers, colors, and early literacy skills.

But interrupted in-person school paused social and emotional learning. Socialization and relationship building cannot be replaced at home — especially for young children who can’t interact with peers on the phone or play with each other via video chat.

Dr. Katz said as parents look toward the fall, many are using educational media to explain the pandemic and big questions to their children; this is especially true among families who are more “under-connected.”

She said many families are also starting to ease their children back into more “normal” social settings to start the process of learning (or re-learning) lessons like sharing, cooperating, and understanding how to express different feelings: “All of the kinds of relationships that make a childhood are slowly returning. So whether it’s in the form of formal structures this summer — childcare, camp, etc. — or whether it’s just spending time with cousins and extended family members, all of these are things that both children and adults have been craving.”

FeelingsParentingSocial Emotional

May 5, 2021 by Colleen Russo Johnson, PhD 0 Comments

Helping Children Identify Their Emotions

Key Takeaways:

Identifying emotions helps children communicate their feelings and provides them with tools to feel confident expressing themselves.
Encourage children to notice their physical and behavioral expressions of different emotions.
When children are aware of their emotions they can practice more effective regulation strategies.

Emotions can be confusing and overwhelming for adults, so just imagine how it must feel for a young child. Children feel a vast array of emotions daily, sometimes experiencing quick shifts between each one. On top of that, children are realizing that they can have multiple feelings at the same time. It’s a lot!

“Big” emotions (e.g. anger, sadness) can be particularly challenging for children who don’t yet know how to communicate and manage their feelings effectively.

Encouraging children to label and describe their feelings, both in everyday moments as well as during times they’re experiencing difficult emotions, can help children build emotion awareness.¹ However, it is important to keep in mind that discussions about big and difficult emotions happen best after your child has had time to decompress!

When children have a greater awareness of their emotions and a vocabulary to communicate their feelings, they have the tools to tell you how they are feeling, which allows them to seek help and work on emotion regulation strategies.¹

So the next time your child feels upset, they might recognize the sensation of a faster heartbeat, tenderness in the throat, and increased body temperature — and think to themselves, “I’m feeling angry.” This awareness can lead to action, seeking comfort from an adult or taking some time to cool off.

As children build their emotional literacy, they develop confidence in the way they experience their own emotions and learn that feelings can change.² As children grow older, their understanding of emotions evolves with time.

What does identifying emotions look like at different ages?

3-4 years

Labeling distinct emotions, like “happy” and “sad.”
Using language to describe their feelings, “I feel happy when I pet the cat.”
Exploring that they have different ways to express different feelings, “I stomp my feet when I’m mad and I laugh when I’m happy.”
Trying out a variety of ways to show their feelings, and noticing how others receive and respond to those feelings.

4-5 years

With adult support, identifying which regulation strategies work for them, and beginning to practice them independently.
Understanding that feelings can change or have different levels of stimulation, (e.g., the feeling of frustration as opposed to anger).
Exploring the idea that you can feel more than one feeling at the same time.

5-6 years

Beginning to understand more complex emotions like worry and trust
Expressing that their feelings change throughout the day.
Identifying appropriate ways to express their changing emotions in different contexts.
Increased confidence and autonomy in choosing regulation strategies and communicating emotions.

Here are some ways to help your child assess their emotions:

Model emotion awareness in your own life. ³ When your child sees you experiencing feelings, name them: “I’m feeling really sad that we can’t visit Grandma right now. I really miss her.”
Help children understand the connection between body language, facial expressions, and emotions by specifically pointing them out. ³ For example, “I can see that you are hiding behind me and covering your face, are you feeling scared?”
When you’re playing pretend or telling stories, have the characters express a range of emotions and play out different scenarios. ⁴ Role play and storytelling are excellent ways to learn about and practice emotions!
Let your child feel their feelings—the good, the bad, and the ugly. ⁵ Try not to convince them that they’re “fine,” when they’ve expressed (possibly very loudly, and of course in public), that they are not in fact fine. Let them experience and process their emotions. Afterward, have a conversation about appropriate ways to manage their emotions in the future.

FeelingsLearningSocial Emotional

May 2, 2021 by Noelle Yoo 0 Comments

How Journaling Can Foster Community During Times of Stress and Uncertainty

As a third grade teacher at an independent school in Boston, I knew that my school was doing all it could to prepare teachers for the 2020-21 school year. But in the summer of 2020, I was constantly feeling stress, anxiety, and frustration. After being remote for several months, I wondered: Will I feel safe going back into our school building? Is it possible to build a community over Zoom? How will we make sure everyone will follow the health and safety guidelines? What about all the kids in schools that won’t be able to reopen?

The beginning of the school year always marks an exciting new journey for students, and I wanted to create the same enthusiasm for the new school year that I always had. I didn’t want to bring my negative emotions into my time with the children. I needed to be there for them so that they could feel a sense of normalcy. Now, I laugh that I thought hiding my emotions would help create normalcy.

There was nothing normal about this year.

In the same way that vulnerability in a time of unpredictability is scary and uncomfortable for adults, I quickly learned that the children in my classroom were experiencing those same feelings of worry, fear, and concern.

What makes children and adults different is that children don’t have the same tools as adults do to process emotions.

The physical distance we had to keep, not being able to see each other’s faces through masks, and the rigidity and time-consuming nature of the health and safety rules while instituting an important level of safety were obstacles for community building.

Journaling together was one way that my students and I combatted the stress of the year and built community in our third grade classroom, against the odds.

Every day, my co-teacher and I set aside 15-20 minutes to play calming music, sit with our journals, and write with the kids.

The purpose of this time was empowering students with strategies for calming their bodies and minds, and showing them how a journal can be used as a mode for expression and reflection. As I wrote, I used a document camera to project my own journal. One day I created a comic strip about what I did over the weekend and the next I wrote a poem about how I miss seeing my grandparents. There were no rules. Want to write a poem? Awesome. Want to draw a picture? Amazing. Need to take the day to just think? Great choice.

How we set up this space for children has been an important element of its success. The factors that have made this time engaging and meaningful are that the children are encouraged to use real life and prompts to inspire their authoring; they are free to create with or without a set structure; the time is passion-oriented and student-directed with teacher support (Bruyère & Pendergrass, 2020).

We closed out our journaling time with a share-circle. Sharing was always optional. Some kids chose to share every day. It took other kids time, watching their peers share for weeks before wanting to share. Share-circles offer children an opportunity to build confidence in their writing, reading and even speaking abilities when sharing orally. They help to establish a sense of community and offer the chance to share important home-school connections as well as learn new things about their peers, developing deeper, more authentic relationships with classmates (Routman 2004; Hall 2014).

This year, the transformation and healing that journaling and share-circles brought to each of us as individuals and to all of us as a community, was empowering. In a time and space that can feel so isolating and uncertain, this became a daily moment of community and unity.

Here are a few steps that you can try to encourage journaling in your classroom or home:

Find two journals or make your own (fold and staple several pieces of paper together). If you’d like, spend a day decorating and designing your journal with your child(ren) with whatever materials you have available.
Find a calm space you can write (or draw) together with your child(ren).
Consistency is important. Set up a consistent time to sit down for 15 minutes and write together. It can be daily, weekly, before bed, at breakfast — whatever works for you.
Offer a few minutes at the end to share with each other. Keep it optional and communicate expectations for feedback. It can be helpful at the beginning to model what it looks and sounds like to share something personal.
Keep it open and have fun!