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. 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
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.”
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.
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