SOCIAL & EMOTIONAL DEVELOPMENT CHECKLIST INCLUDES
1. Self Management skills
2. Social awareness
3. Self awareness skills
4. Responsible decision making skills
5. Relationship skills
Importance of self regulation:
Self regulation is a ability to understand and manage your own
emotions,behaviour and reactions. Important in promoting well being across the life span
including educational achievement and physical, emotional and economic health
Coregulation:
It is an interactive process of regulatory support provided by the parents. Across
the life span
Strategies:
Ruler method: R- recognise
U- understand
L- label
E- express
R- regulate
Mood meter: it is a tool we use to recognise and understand our own and other peoples
emotions it is divided in to four colour quadrants Red,Blue,Green,Yellow
Situation pictures/Analysis: pictures used to analyze a situation. It can be used to analyze
cause an effect and to problem solve
Social stories: these are used to teach about social behaviour thats expected in a specific
settings
Play (role play) games: is a technique that allows children to explore realistic situations by
interacting with other people in in a managed way in order to develop experiences and trial
different strategies in a supported environment
Role modelling: it is a process that allows children to learn new behaviour without the trail and
error of doing things for themselves. It is teaching by example and learning by imitation
Setting rules and routines: that is structuring the environment,setting rules and having a
routine all help children with consistency which help them feel safe and secure.children behave
better when they know things are predictable
Social-emotional development
Social-emotional: Mile-stones-infancy/toddler (0-2 years)
1. 2-4 months old begins to smile at people and copies facial expressions
2. 6-9 months knows familiar faces and maybe afraid of strangers,clingy adults
3. 1-2 years old play games such as peek-a-boo,points to show others something
interesting ,may have temper tantrums,plays mainly beside other children
How do we enrich the experiences
1. Cuddle,talk and play with your baby and help your baby to learn to calm herself (mirror
reciprocal play, sensory play)
2. Spend a lot more time encouraging wanted behaviours than punishing unwanted
behaviours
3. Do lots of pretend and physical play ( move like an animal dance party,water play)
4. Video call/virtual chat ( timing,keep it moving get musical, be the hands and heart of the
person on screen
5. Virtual playdates( do the same activity on the both sides of the screen, reading aloud,eat
together, use props for show and tell, play games together)
SCENARIO 1 ( PRESCHOOL, AGE 3-4 YEARS OLD)
Based on the scenario the child lacked under self management skills
- Learning to express emotions appropriately
- Learning to talk about strong feelings
Self awareness skills
- Able to identify other feelings
Social awareness skills
- Becomes more aware of other people's feelings
Responsible decision making skills
- Learning to connect behaviors to consequences
TEACHING KIDS TO APPROPRIATELY EXPRESS EMOTIONS
1. Sing songs to help young children learn how to express their feelings
2. Watch kid friendly videos about feelings
3. Use apps that teaches about feelings
4. Use games and activities to teach children about feelings - feelings charade
5. Read books that talk about feelings and emotions
6. Get into habit of labelling the feelings you believe your child is experiencing
7. Praise your child when they use words to express their feelings
SCENARIO 2 ( AGES 5-6)
Based on the scenario shown the child lacked under self management skills
- Able to stop and think before acting
- Able to wait their turn
Self awareness skills
- Notice difference between self and others
Social awareness skills
- Sensitive to how other people feel
Responsible decision making skills
- Understands the consequences of their actions
Relationship skills
- Accepts others opinions
VALIDATE THE CHILD'S FEELINGS
Identify the child's feelings
- What does it mean to be bored to these kids
- Builds trust
- Create an emotional vocabulary
- Co regulation
STRATEGIES
1) Co regulation - model conflict resolution strategies, prompt and coach coping skills and
calm down strategies.
2) Bored jar/ unstructured free play
3) Some purposes of social stories ( empathy, perspective taking)
4) Role playing
SCENARIO 3 ( AGES 7-8)
This scenario is based on the negative effects of long hours of digital media exposure
Children and adolescents who spent more time using screen media have
- Lower psychological well being
- Poor emotion regulation( not staying calm, arguing too much)
- An inability to finish tasks
- Lower curiosity
- More difficulty making friends
Based on the scenario under self management skills he lacked
- Able to delay gratification
- Able to use coping skills when upset
- Able to manage transitions
Social awareness skills
- Shows compassion for people who experience social difficulties
Responsible decision making skills
- Thinks of pros and cons of different options
- Able to identify consequences for actions
Relationship skills
- Able to resolve conflicts with friends
MANY OF THESE ABOVE SKILLS ARE IMPAIRED WITH LONG HOURS OF DIGITAL
SCREENS
SCHOOL AGE KIDS SELF REGULATION SKILLS
- Gain more control over their attention, emotions and behavior
- Have a growing ability to manage their impulses and delay gratification
- Become aware of their own thinking processes. emotions , and decision making
METHODS TO ENRICH CHILD'S EXPERIENCE
1) SETTING RULES/ ROUTINE- routines can help you build screen time into your family
life in a way that would be beneficial for everyone. Routines can also help you minimise
conflict about screen use.
Evidence based recommendations based on child development
- 2 years and under ( avoid media use)
- Preschoolers ( no more than one hour of high quality programming per day)
- Grade schoolers( don't let media displace other important activities such as
quality sleep, regular exercise, unplugged time)
- All ages ( parents become a media mentor, parents co view with their kids)
2) Role modelling
3) Situation analysis
4) Social stories ( empowers children who to use screens wisely and create god electronic
habits. How to balance screen time with outdoor play)
5) Role playing ( let the children try two scenarios)
6) Situation pictures
WITH REGULATING SCREEN TIME
- Gain more control over their attention, emotions and behavior
- Have a growing ability to manage their impulses and delay gratification
- Become aware of their own thinking processes, emotions, and decision making
SCENARIO 4 ( SCHOOL BURN OUT OR BURN WITHIN)
WHEN A CHILD REFUSES TO CONTINUE OR SUBMIT SCHOOL WORK
The five reasons students aren't engaging in distance learning
1) Students life circumstances have changed
2) Students dealing with stress and trauma
3) The content isn’t accessible
4) Students need more structure and support
5) Expectations for engagement haven't changed
When a pandemic strikes what do our children really need
● Academic may seem to take a back door but- life skills/survival skills shouldn't
● To navigate this VUCA world even before pandemic, teacher and author ellen galin sky
proposed 7 essential life skills very much related to executive function that are essential
to success in life
● Research has found that the ability to delay gratification,control impulses and modulate
emotional expression seem to predict better outcomes
7 essential skills every child needs
● Focus and attention
● respect to talking
● Communication
● Making connections
● Critical thinking
● Taking on challenges
● Self directed engaged learning
Does play help executive function and social emotional development
● Turn taking sportsmanship/perspective- snakes and ladders
● Inhibitory control/critical thinking-simon says and stop dance
● Working memory and map skills- go fish or mahjong
● Motor planning and proprioception- twister/pico
Online school refusal isn't always about misbehaving
Students are dealing with stress and trauma
● Stress and trauma can interrupt cognitive processing,reduce students executive
functioning skills and disrupt emotional regulation. All of that makes it difficult to learn
think and engage meaningfully
● Between anxiety around the coronavirus pandemic and dealing with the parents
hovering or feeling suddenly crowded or even neglected even if parents are working at
home cause unprecedented emotional challenges.they may not have sup[port system or
coping skills to manage them
ENRICHING CHILDHOOD EXPERIENCES:
Bringing back the lost years
