Module 2: Presenter's Presentation

• Introduction
• Identifying “teachable moments”
• Positive relationships as an essential foundation
• Friendship skills
• Emotional literacy
• Controlling anger and impulse
• Problem solving

• Dealing with common peer problems

• Intensity

• Clear Criteria for Efficacy

• Cost and Time Efficiency

• Long-term Essential Outcomes

• Family Centeredness

• Cultural Sensitivity and

• Competence

• Participants will understand when and where the most effective “teachable moments” are related to social skills and emotional regulation.

• Participants will understand why rules are essential for early childhood classrooms.

• Participants will be able to identify the criteria for developing rules with young children.
• Participants will be able to identify friendship skills and how to teach them.

• Participants will be able to define emotional literacy and identify five activities that build “feeling vocabularies.”
• Participants will understand why children need to learn to control anger and handle disappointment and will be able to identify four strategies to teach anger management skills.
• Participants will understand the importance of teaching problem solving and will be able to identify the four stages of problem solving.

• How to give suggestions (play organizers)

• Sharing toys and other materials

• Turn taking (reciprocity)

• Being helpful

• Giving compliments

• Understanding how and when to give an apology

Rationale

Describe

• Get friend’s attention
• Give friend a toy
• Give idea what to do with toy or play idea

Demonstrate

• Right way
• Wrong way

Practice

Promote

Rationale

Describe skill

• Child has materials
• Offers or responds to request from peer for materials

Demonstrate

• Right way
• Wrong way

Practice

Promote

Rationale

Describe skill

• Get friend’s attention (look, tap, call)
• Hold out hand
• Ask for toy

Demonstrate

• Right way
• Wrong way

Practice

Rationale

Describe skill

• How to help at home
• How to help at school

Demonstrate

• Right way
• Wrong way

Practice

Promote

Rationale

Describe

Verbal – say things like:

• “Good job _____!”
• “Great _____!”
• “I like the way you _____!”

Physical – Do things like:

• Hug
• Pat on the shoulder
• High Five

Demonstrate

• Right way
• Wrong way

Practice

Promote

Rationale

Describe skill

• “I’m sorry that___”
• “I didn’t mean to ___”

Demonstrate

• Right way
• Wrong way

Practice

Promote

• Inclusive setting

• Cooperative use toys

• Embed opportunities

• Social interaction goals and objectives
• Ethos of friendship

• Modeling principles
• Modeling with video
• Modeling with puppets
• Preparing peer partners
• Buddy system
• Priming
• Direct modeling
• Reinforcement

• Learning words for different feelings

• Learning how to recognize feelings in self and others

• Direct teaching

• Incidental teaching

• Use children’s literature

• Use songs and games

• Play “How would you feel if?”

• Checking in

• Feeling dice and feeling wheels

• Learning ways to relax

• Empathy training

• Feelings change

• You can have more than one feeling about something

• You can feel differently than someone else about the same thing

• All feelings are valid – it is what you do with them that counts

• Recognizing that anger can interfere with problem solving

• Learning how to recognize anger in oneself and others

• Learning how to calm down

• Understanding appropriate ways to express anger

• Learning problem solving steps
• Thinking of alternative solutions
• Learning that solutions have consequences

• Learning to evaluate solutions- Is it safe? Is it Fair? Good Feelings?
• What to do when a solution doesn’t work

• Problematize everything

• “We have 6 kids at the snack table and only one apple.  We have a problem.  Does anyone have a solution?”

• Play “What would you do if…?”

• Children make their own “solution kits”

• Children offer solutions to problems that occur in children’s stories

• Anticipate problems
• Seek proximity
• Support
• Encourage
• Promote

• Teaching alternative responses to being teased, bullied, or yelled at

• Teaching children to speak up when something is bothering them, “Please stop”

• Teaching children to be good ignorers  (using a “Teasing Shield”)

• Teaching aggressors skills to initiate play and to feel sorry

Intentionally teach

• Friendship skills
• How to recognize feelings in oneself and others
• How to “calm down”
• How to control anger and impulse
• How to problem solve
• How to deal with common peer problems