social and emotional development
focuses on how children understand themselves and interact with others. It includes building relationships, expressing and managing emotions, showing empathy, and participating in a community. Children also develop confidence, cooperate with others, and learn to resolve conflicts.
7. Self-identity: Children have a positive self-identity.
8. Sense of competence: Children feel they are competent.
9. Emotions: Children recognize, label, and regulate their
feelings.
10. Empathy: Children demonstrate empathy toward others.
11. Community: Children participate in the community of the
classroom.
12. Building relationships: Children build relationships with
other children and adults.
13. Cooperative play: Children engage in cooperative play.
14. Moral development: Children develop an internal sense of
right and wrong.
15. Conflict resolution: Children resolve social conflicts.
materials for all activities- emotion cards/images, hand held mirror, feelings chart, paper, pencils, markers, crayons, mirrors, family photos, a task that children can practice and complete ex. Scissors and paper, stacking toys, puzzles
no changes to room
activities
4. Activity name- how am I feeling?
Originating Idea- children sometimes do not know how to share their feelings
Curriculum Area- social and emotional development, KDI 9 emotions: Children recognize, label, and regulate their feelings.
Materials- emotion cards/images, hand held mirror, feelings chart
Appropriate Age group- PreK
Beginning of Activity- today we are going to be talking about our feelings
Middle of Activity- everyone has different feelings every day. On this card how does this person look? (happy, sad, angry, etc.) then children will answer and we will make that face in the mirror
Your ideas for scaffolding children at different developmental levels
Early: naming emotions, modeling how that emotion may look on own face
Middle: children name emotions, and make the faces, name a time they felt that way
Later: having child make faces without seeing the card
End of Activity- what feeling did we see today? How are we feeling right now?
Follow-up Ideas-
- Starting a feelings chart
- Reading books that talk about emotions
assessment- children are able to express emotions
5. Activity name- all about me!
Originating Idea- children can see differences in each other, but sometimes need help expressing what they are, or who they are
Curriculum Area- social and emotional development, KDI 7 self identity: children have a positive self identity
Materials- paper, pencils, markers, crayons, mirrors, family photos
Appropriate Age group- PreK
Beginning of Activity- today is all about you! All of you! We are going to be talking about ourselves and how we are all unique in our own ways.
Middle of Activity- children will draw a picture of themselves, their hair color, eye color, facial features.
Your ideas for scaffolding children at different developmental levels
Early: ask children about themselves, do you have brown or blue eyes?
Middle: encourage children to share things about themselves
Later: children notice differences in pictures, and their peers, “Emma has brown hair, and I have blonde hair”.
End of Activity- lets all share our pictures, do we think we look like out pictures, what makes you special?
Follow-up Ideas-
- Creating an all about me wall
- Doing a student of the week
- Share and tell
assessment- children know about themselves and others
6. Activity name- I can do it!
Originating Idea- children were asking for help doing things before trying on their own
Curriculum Area- social and emotional development, KDI 8 Sense of competence: children feel they are competent
Materials- a task that children can practice and complete ex. Scissors and paper, stacking toys, puzzles
Appropriate Age group- PreK
Beginning of Activity- we can do hard things, and today we are going to be practicing doing some things all by ourselves.
Middle of Activity- children can choose which task that they want to try, then they will begin doing the task
Your ideas for scaffolding children at different developmental levels
Early: hands on help and guidance when needed
Middle: encouraging children to try before asking for help, asking a friend for help, saying I can do this
Later: providing more challenging tasks (tying a shoe, zipping a coat) encouraging them to help children that are struggling
End of Activity- we all did so well doing and trying things on our own! What did you complete today?
Follow-up Ideas-
- I can do it board
- Encouraging children to try things everyday
assessment- children show interest in trying things on their own
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