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On Your Mark' Get Set PLAY

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On Your Mark.... Get Set... PLAY!!! Katy Roques Ashley Johnson Stefanie Harrison ... Choose a chair at the table that corresponds to the color/shape that you ... – PowerPoint PPT presentation

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Title: On Your Mark' Get Set PLAY


1
On Your Mark. Get Set PLAY!!!
  • Katy Roques Ashley Johnson
    Stefanie Harrison

Louisiana State University
2
Opening Activity
  • Choose a chair at the table that corresponds to
    the color/shape that you were given.
  • Goal You must try to figure out the word that is
    on your back by asking others at your table
    questions.
  • Rules
  • Ask only Yes/No questions
  • Ask at least one question from each person before
    asking one person twice.
  • When you have determined your word, remove
    sticker.

3
Explanation of game
  • Game allowed you to use important life skill-
    SOCIAL COMPETENCE
  • Shows importance of being able to communicate
    with others as a problem solving technique
  • Communicate with others to help ourselves

4
What is Social Emotional Development?
  • Social Emotional development includes the ability
    to initiate and maintain secure relationships.
  • During this development a child learns how to
    approach other children, how to negotiate issues,
    how to take turns, and how to communicate
    effectively.

5
Who is involved with this form of development?
  • Theorist Erik Erikson defines eight stages of
    social emotional growth from infancy to
    adulthood.
  • In the early childhood years, three of the eight
    stages are addressed. They are
  • To trust others outside their families
  • To gain independence and self-control
  • To take initiative and assert themselves in
    socially acceptable ways

6
Focusing on the Individual Childs Social
Development
  • Before we are able to focus our abilities as a
    teacher on enhancing the social competence level
    of our entire class, we must first focus on
    social characteristics of the individual child.
  • Key areas of focus- What are they How can we
    enhance them
  • SELF CONCEPT Young children develop their
    self-concept very early in life. We can assist
    in enhancing a childs self-concept by
    recognizing unique qualities that the child
    possesses. We must pay attention to the childs
    temperament to make sure that personalities are
    compatible.

7
Self-concept building activity
  • I am special.
  • I am special.
  • Take a look.
  • You will see.
  • Someone very special,
  • Someone very special,
  • And its me!
  • And its me!
  • You are special.
  • You are special.
  • Take a look,
  • Yes its true.
  • Someone very special,
  • Someone very special,
  • And its you!
  • And its you!

To the tune of Frere Jacques
8
SELF CONFIDENCE Children with self-confidence
have a feeling of internal worth which in turn
makes it easier for them to face challenges and
to work with others. When children lack this
confidence, their focus tends to be on failure
rather than success. SELF ESTEEM Compliment
children often. Encourage students to make nice
comments about their peers. Show appreciation
for your students. Encourage students to make
choices. Show importance in a childs opinion
by using active listening while they are
speaking. Explain reasons for your actions.
Encourage children to try new and challenging
activities. Self Booster Activity Make a
positive comment about your neighbor.  
9
Key Characteristics that Enhance Social Growth
  • HONEST RECOGNITION AND PRAISE We must focus on
    being more specific when praising our students.
    For example, instead of saying good job, draw
    attention to something specific that the child
    has done. Make students feel worthy to let them
    know they have a place in the classroom.
  • RESPECT Show respect by offering choices and
    by respecting students decisions. By showing
    confidence in students ability to make decisions
    we are able to build their self- esteem. Make
    sure to explain reasons behind rules or decisions
    that are made. Do not talk about children in
    front of them unless they are included in the
    conversation.

10
  COMPETENCE Encourage students to make their
own choices and to be independent. Provide
experiences and activities that foster success.
Provide opportunities that are challenging, but
not frustrating. Never be stereotypical. Allow
equal access to all things in the classroom.
Offer activities that foster creativity which
allows students to express themselves. Present
opportunities for students to interact with
others and to discover how to get along with
them. Building Blocks of Competence
Activity At your table, communicate with another
group member to determine two qualities that you
share and two qualities that you do not.
11
Appropriate Social Environments
  • The environment should be set up in ways that
    allow the children to feel safe and encourage
    them to explore materials and relationships with
    peers and adults.
  • A few tips on doing this includes
  • Furniture is child-sized and in good condition
  • Attractive displays of materials invite children
    to use them
  • Open spaces so children can move around freely
  • In classroom centers, have multiple seating areas
    so a small group of children are able to enter
    the center at the same time.

12
  Present challenges for the children and
encourage them to ask their peers when in need of
help- this also encourages cooperative
learning. Opportunities to be classroom
leaders- as children are given a chance to be
leader of the classroom, they are able to take
control. Frequently allow students to choose
their own groups.
13
SOCIAL COMPETENCE- COOPERATIVE PLAY
  • After paying close attention to the needs of each
    individual, focus on assisting the class as a
    whole.
  • Childhood gives children a chance to learn about
    the world including learning about others-
    parents play a big role in development of social
    competence. When possessing social competence,
    children are able to be cooperative, generous,
    expressive of their feelings, and are able to
    empathize with others.
  • MODEL BEHAVIOR Model the behavior you would like
    to see as it is the best way for students to
    develop socially, including being respectful
    (saying please and asking for students assistance
    with tasks). Make sure to comment on students
    who are showing desired behaviors.

14
  • SHARING FROM THE HEART Create an environment of
    kindness and generosity as children will then be
    able to naturally share from the heart. Talk
    with students about being generous. Explain how
    sharing and being considerate makes others feel
    happy and good too. Be generous to your students
    by providing satisfying materials and
    experiences.
  • Singing Activity
  • The More We Get Together
  • The more we get together, together, together.
  • The more we get together, the happier well be.
  • For your friends are my friends and my friends
    are your friends.
  • The more we get together, the happier well be.
  •  

15
  • FAIRNESS Explain rules to students, pointing out
  • that they apply to everyone in the classroom.
    To be fair, we must respect the feelings and
    choices of our students. Never insist one to
    stop crying when sad, or to apologize when not
    truly sorry. We can help our students by making
    the situation more clear for understanding.
  • COOPERATION VS COMPETITION Provide lots of
  • opportunities for children to play cooperatively
    with one another as play helps children learn how
    to relate. During play time, children will
    discover that cooperation is less frustrating
    that competition as competing has only one winner
    and the remainder are losers. Help students
    learn problem solving skills and how to negotiate
    and compromise with one another.

16
How to Foster Social Emotional Development?
  • Children learn to trust their environment when
  • Given positive comments on their work
  • Following a consistent schedule
  • Encouraged to explore new materials
  • Children develop a sense of competence when
  • Provided with challenging materials
  • Encouraged to complete tasks
  • Play activity or work is valued by others
  • Children develop a sense of initiative when
  • Encouraged to make-believe
  • Freely explore materials
  • Allowed to get messy during art activities

17
Classroom Scenarios
Read along with us as we discuss a classroom
scenario. Pay close attention to the actions of
the students and the teacher. Also, be very
observant of the classroom environment.
Scenarios will be evaluated.
18
Classroom Scenario 1
  • Kevin is 5 years old and loves to play with
    cars in the block center. When other children
    come to the center, he moves to the corner all by
    himself and looks at the other childrens play
    from a distance. Stage 1 Children wander and
    watch others play. Do not participate or talk.
    While Kevin is looking at the children play with
    their cars, the teacher comes up to him and says,
    Kevin, cars go in the block center. If you
    cannot play with them in that center, then put
    the car up and go to a new center.

19
WHAT PART OF THE SCENARIO SHOULD BE ALTERED?
20
Suggestions/Tips
  • OBSERVE THE CHILD to see where their interests
    are (cars).
  • PLAN AN ACTIVITY that will interest the child and
    build on that.
  • READ STORIES about how shy children get along
    with others.
  • ENCOURAGE SOCIALIZATION by inviting the child and
    a more sociable child to help you complete a task.

21
Classroom Scenario 2
  • Jessica Sanchez is a kindergarten teacher who
    loves to have a quiet classroom and encourages
    SOLELY independence in her classroom. In each
    center there are multiple materials of the same
    kind which enables each child to play with their
    own materials. Ms. Sanchez always brags that her
    students are always quiet and on task. As Ms.
    Sanchez observes her class cooperative play
    during outside recess she sees that they are
    lacking in skills of social competence.

22
WHAT IS LACKING IN CLASSROOM ENVIRONMENT?
23
Suggestions/Tips
  • LOOK FOR REASONS why the students are not
    interacting cooperatively.
  • REARRANGE CLASSROOM ENVIRONMENT by including a
    smaller amount of similar materials to encourage
    social competence.
  • PROVIDE A GREATER OPPORTUNITY FOR GROUP WORK by
    encouraging students to play with one another.

24
Classroom activities that can encourage positive
self-esteem
  • Ask children to look in the mirror and say one
    thing that they like about themselves.
  • Have a star student each week and have them
    tell the class what they like to do and a little
    information about their family.
  • Ask children to complete the sentence, I am
    special because .
  • Line the children up in two rows facing each
    other and have them say positive things about the
    person across from them.

25
Phrases of positive reinforcement
  • As teachers, we sometimes get caught up using the
    same positive reinforcement words for our
    students, such as good job.
  • Here are a few other words and phrases that you
    can use when praising a child
  • Fantastic Great Wonderful Fabulous Much
    Better Perfect Way to Go
  • I am proud of Neat I like the way..
  • It is also helpful to be specific when commenting
    on the work of students.

26
References
  • A Guide for Supervisors Trainers on
    Implementing the Creative Curriculum in Early
    Childhood (1993)
  • Diane Trister Dodge
  • Marylyn Goldhammer
  • Child Development (2006)
  • Laura E. Berk
  • A Survival Guide for the Preschool Teacher
  • Jean R. Feldman
  • PBS www.pbs.org/wholechild

27
Conclusion
  • Stages of Development
  • Copy of presentation can be on the
  • LSU Preschool Website http//www.preschool.huec.
    lsu.edu/Index.html
  • Evaluation forms
  • Thank you for your time!!
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