Social-Emotional Learning

Early Brain Development

Growth Mindset


Social-Emotional Learning

Perez, L.M. (2011). Teaching Emotional Self-Awareness through Inquiry-Based Education Research To Practice, 13(2).Discussion/reflection: Use this article’s emotional self-awareness log to reflect on your feelings in response to classroom situations. Another interesting issue that arises is gender differences in emotional self-awareness and self-regulation. Are girls able to self-regulate their emotional life earlier than boys, or to adults (often female) have diffeent expectations for boys and girls. What do you think?

Gloecker, L. & Niemeyer, J. (2010). Social-Emotional Environments: Teacher Practices in Two Toddler Classrooms, Early Childhood Research to Practice, 12(1).

In this qualitative study the authors contrast the observed behavior of two toddler teachers, Rochelle and Tori. Although both teachers worked in quality rated environments, their behavior differed greatly when it came to promoting social and emotional development. This study underscores that what teachers say and do each day sets the emotional tone of their classrooms. It raises the role of directors as coaches in creating emotionally nurturing environments.

Discussion/Reflection: Directors: How would you use items from the CLASS instrument to coach Rochelle on promoting emotional development?

Bacigalupa, C. & Wright, C. (2009). “And Then a Huge, Huge Giant Grabbed Me!” Aggression in Children’s Stories. Early Childhood Research to Practice 11(2).

Like children’s behavior, children’s stories often contain aggressive elements. Sometimes these aggressive elements or violence are disturbing to teachers and other adults. The results of this analysis of over 800 stories with aggressive elements suggest that children show a remarkable ability to keep aggressive elements within appropriate boundaries. They suggest such stories represent opportunities for teachers to help children differentiate appropriate and inappropriate strategies for dealing with real-life events.

Discussion/Reflection: Many parents and other adults take what is called a “sociopoliltical” view of violence in children’s media and stories that allowing children to talk about and act out aggression will reinforce aggressive behavior. Others, including these researchers take a “developmental” view that says aggressive play is a necessary vehicle for exploring, mastering and difusing violence and aggression. Where do you stand?

I am mindful of a discussion I had with Paul Donahue, author of Mental Health consultation in early childhood, just before one of our brain conmferences and just after the attacks of 911. Allowing children to draw scenes about and tell stories about the attack were important ways for teachers to connect with them and help mthem work out their feelings.

Ferrara, K., Hirsh-Pasek, K., Newcombe, N, Golinkoff, R.M. & Shallcross Lam, W. (2011). Block Talk: Spatial Language During Block Play, Mind, Brain in Education, 5(3), 143-151.

Discussion/reflection: How can the teacher support spatial language development during block play without interfering with or directing the play?

Logue, M.E. & Detour, A. (2011). “You Be the Bad Guy”: A New Role for Teachers in Supporting Children’s Dramatic Play, Research to practice 13(1).

This article concludes that: 1) children’s pretend play can become complex when a teacher supports, but does not direct it; 2) teacher’s discomfort with certain play themes might inhibit play that could be valuable to children; 3) children’s pretending to act aggressively is not the same as acting aggressively; and 4) play has a rhythym and structure that can be better understood through documentation and reflection.

Discussion/reflection: What are your thoughts about the way the teacher handled the “baby stealer” role? What did she do well? What else could she have done to help promote learning without condoning amoral behavior?

Improving Family Engagement: The Organizational Context and Its Influence on Partnering with Parents in Formal Child Care Settings, Anne Douglass, University of Massachusetts Boston


Why Emotional Learning May Be As Important As The ABCs  Maanvi Singh, NPR

Creating a pro-social mindset to take drudgery out of learning.

How a Bigger Purpose Can Motivate Students to Learn Ingfei Chen

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