Module 8: Promoting Emotional Literacy and Empathy
Effective Teacher Practices for Providing
Targeted Social Emotional Supports
2014
Module 8: Promoting Emotional Literacy and Empathy
Objectives:
Participants will:
 Understand and effectively implement instructional practices that help children build emotional
literacy and empathy
 Understand the importance of involving families in practices that help children build emotional
literacy and empathy
 Understand the importance of using data to support children in developing emotional literacy and
empathy
 Understand how to articulate the relationships between targeted instructional practices, NC
Foundations for Early Learning and Development, and the NC Professional Teaching Standards
Handouts
1. Summary Notes
2. Pre-Learning Assignment
3. Enhancing Emotional Vocabulary
http://csefel.vanderbilt.edu/modules/module2/handout6.pdf
4. Instructional Practices Checklist-staff
5. Typical Development for Emotional Literacy and Empathy
6. Instructional Practices Checklist-observer
7. NC Professional Teacher Standards (in supporting materials)
http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/TeachingStandards-POSTER.pdf
8. NC Foundations for Early Learning and Development (in supporting materials)
http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf
9. iPoints for Teachers
10. iPoints for Administrators
11. Crosswalk of Foundations for Early Learning and Development and NC Standard Course of Study (in
supporting materials)
12. Crosswalk-Video
13. Strategies to Promote Emotional Literacy and Empathy
14. On Monday When It Rained Book Nook
15. Book Selection Planning Guide
16. Formative Assessment Worksheet
17. Post-learning Activity
Pre-learning Assignment Discussion
 See Enhancing Emotional Vocabulary in Young Children, next page.
Effective Teacher Practices for Providing Targeted Social Emotional Supports
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Module 8: Promoting Emotional Literacy and Empathy
Effective Teacher Practices for Providing Targeted Social Emotional Supports: Promoting Emotional
Literacy and Empathy
Introduction to Modules
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This is the first session in a series of modules that addresses the second level of the pyramid
We will discuss ways to intentionally teach expression of emotions, recognizing and responding to
emotions of others, and understanding feelings
While all children benefit from these types of strategies, children from families with multiple risk
factors in particular benefit from these strategies.
Promoting Emotional Literacy and Empathy
Emotional Literacy includes:
 the ability to read facial expressions, non-verbal cues, language and body cues in one’s self and
others
 the ability to interpret these cues as to the cause and intent of the action
 being able to determine one’s own emotional reaction to cues
 when problems arise, being able to generate solutions based on the emotional cues of others
 being able to make a decision and act on the decision based on accurate interpretation of
emotional cues.
Enhancing Emotional Vocabulary in Young Children
This article covered:
 teaching children to recognize emotions in themselves and others, label those feelings, and respond
appropriately to their feelings and the feelings of others
 situations in a preschool classroom and how those situations can be used to enhance the children’s
emotional vocabulary and empathy
 activities to help children recognize feelings
 a list of feeling words to help teachers expand children’s’ vocabulary
 suggested books that target feelings.
How might you use information from this article to plan lessons around emotional literacy and
developing empathy? What is the “key concept” of this article? Describe the teacher’s role in helping
children develop emotional literacy. How can the teacher help parents support the development of
emotional literacy in their children?
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Module 8: Promoting Emotional Literacy and Empathy
Objectives
See objectives listed at the beginning of the summary notes.
SEFEL Pyramid Overview
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Tier I of the Social and Emotional Foundations for Early Learning (SEFEL) Pyramid Model addresses
Nurturing and Supportive Environments and Responsive Relationships
Tier I strategies help you ensure a healthy social-emotional environment for all children. High
quality supportive environments promote positive outcomes for all children.
Tier II of the pyramid promotes targeted social emotional supports for individual children or groups
of children who it
Tier III is intensive intervention for those children who are still exhibiting challenging behaviors after
all supports at Tier I and II are in place on a consistent basis. These children will need intensive
intervention strategies and documentation of behavior in order to make a plan for intervention and
support for the child and the teacher
Tier II deals with Emotional Literacy and Empathy, Friendships, and Feelings. When children cannot
read emotional cues or display empathy for others in the classroom, they have difficulty interacting
with others, forming relationships, and making and maintaining friends.
The same feelings can look different on different people’s faces
What are your feelings today? Suppose different feelings could be thought of as different colors. What
color are you today and why?
Go to the poster with the color that represents how you feel today. Tell one another why you chose
that color.
What is emotional literacy?
Emotional literacy is
 the ability to recognize, understand, and appropriately express emotions
 being able to perceive (read) and communicate (write) emotions.
Emotions influence our actions and our thoughts and have a critical impact on our relationships.
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Module 8: Promoting Emotional Literacy and Empathy
Why is emotional literacy important?
“Public School Parents and The Promise of Public Education,” a survey conducted by Hart Research
Associates in 2013 with parents of children enrolled in public schools indicated that parents wanted
schools to do four things to help their children prepare to succeed in college and their careers:
 80% wanted the schools to provide their child with a safe learning environment
 68% wanted the schools to improve their child’s knowledge and critical thinking abilities
 61% indicated that they wanted the schools to educate their children about their rights and
responsibilities as citizens of a democracy
 54% wanted the schools to address their child’s social, emotional, and health needs (Hart Research
Associates, 2013).
Typical Development for Emotional Literacy and Empathy
Find the handout, “Typical Development for Emotional Literacy and Empathy.” Cut the statements
below into four strips. Rearrange the statements and place them in the order in which children
typically develop these skills, from 1) two year olds to 2) toddlers, to 3) 3-4 year olds and 4) 5-6 year
olds. Adapted from Poole, C., Miller, S., & Booth Church, E. (2013).
Instructional practices checklists
Checklists of instructional practices:
 Adapted from the Center for Social and Emotional Foundations for Early Learning (CSEFEL) and the
University of Iowa
 Items are part of the Teaching Pyramid Observation Tool (TPOT)
 Practices are evidence-based and supported by research
 Two versions – one to be used by teaching staff for self-assessment and one to be used by an
observer in the classroom.
Video -- Teaching Emotional Literacy and Empathy
This video shows a teacher using a puppet, Murray, during a group activity to introduce a new
vocabulary word around an emotion, “worried.” Find the Instructional Practices Checklist for
observers and identify practices that reflect strategies you see in the video.
At the time of videotaping, this classroom had a B-K certified teacher and two teaching assistants. There
were a total of 16 students in the classroom including six children identified as ‘exceptional’ (one on
autism spectrum and five with developmentally delays), three children supported by NC Pre-K, and ten
children whose families pay tuition.
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Module 8: Promoting Emotional Literacy and Empathy
What additional strategies could the teacher have added to her interactions with children in this
scenario to maximize the opportunity for recognizing and responding to emotions in self and others?
What might be the next step (strategies) to further the children’s understanding of “worried”?
Teaching Standards
Find the NC Teaching Standards in your supporting materials. Which teaching standard/s did the
teacher demonstrate during the interactions you observed?
Why is it important to be able to articulate the teaching standard the teacher is demonstrating?
Foundations
Find the Foundations for Early Learning and Development in your supporting materials. Look at the goals
for Learning about Feelings, page 61. What goals did you see children working toward?
iPoints
‘Instructional Practices Observed in Teaching Standards’ correlates instructional practices with the
early learning and development standards (Foundations) and the NC Professional Teaching standards.
Find iPoints for Teachers and iPoints for Administrators handouts. How might you use these
documents?
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Module 8: Promoting Emotional Literacy and Empathy
Crosswalk showing relationship between emotional-social early learning and development
standards and the NC Essential Standards for Kindergarten
Find the set of crosswalk documents in supporting materials that shows how the early learning and
development standards align with the NC Standard Course of Study (NC essential standards and the
common core).
 The crosswalk is meant to show, ‘when we help children work toward this early learning standard,
it is preparing them to work toward this Kindergarten standard’
 Our early learning and development standards prepare children to recognize emotions in
themselves and others and to react and respond appropriately to their emotions and to the
emotions of others.
 The iPoints document can be used as a reference for connecting the instructional practices, early
learning and development standards, and the NC Professional Teaching Standards.
 The crosswalks can be used to find connections between our early learning standards and
kindergarten standards.
Find the ‘Crosswalk-Video’ handout and locate the kindergarten standard that aligns with the
Emotional and Social Development standards below that were evident in the video clip.
Recognizing feelings in others is an important part of Emotional Literacy
Recognizing feelings in others:
 Addressed by the NC Foundations of Early Learning and Development under the domain of
Emotional Social Development: Goal ESD-7: Children recognize and respond to the needs and
feelings of others (page 62).
An small or large group activity to help children recognize feelings in themselves and others.
 Each person has a card with a picture of a child showing an emotion
 Look at your card without showing your neighbor
 What word do you think best describes that emotion?
 Model the emotion you see on your picture
 Partner guesses a word to describe the emotion.
Was it hard to read the facial expression out of context? What would have helped you know the
emotion the other person was feeling? Do emotions sometimes look the same for different emotions?
Can tears be a sign of happiness as well as sadness? How can we help children read these clues?
Strategies for teaching emotional literacy and empathy
Indirect teaching of emotional literacy and empathy:
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Module 8: Promoting Emotional Literacy and Empathy
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modeling and demonstrating appropriate ways to express feelings
through center activities and informal unanticipated moments throughout the day.
when a teacher provides emotion labels – “you’re happy” or “you’re frustrated” – as children
experience various affective states.
What instructional practices support indirect teaching of emotional literacy and empathy skills?
Direct instruction of emotional literacy and empathy:
 specific activities/opportunities for children to increase their emotional vocabulary
 specific activities/opportunities for children to discriminate between different facial
expressions/emotions
 showing a child pictures and labeling the emotions -- “See this child? She looks sad. I can tell she
looks sad because she is covering her eyes and is frowning.”
Strong relationships with families, coworkers and children help to accurately interpret emotional cues.
Find the handout with strategies for direct instruction called, ‘Strategies to Promote Emotional Literacy
and Empathy.’ Review and try out some of these strategies. These strategies may be considered direct
instruction.
Have you used any of these strategies? How have they worked? Do you have other strategies that
you’ve used successfully for the purpose of teaching emotional literacy or empathy? What strategies
were new for you? What are you excited about trying in your classroom?
Which instructional practices might be addressed when the teacher is using direct instruction to address
an emotional literacy or empathy skill?
Make it and Take it
Feeling Faces Sign-In Chart:
● Supplies: Feeling faces, 3 pages, laminated; Poster paper, 6” wide by 36 “ long; scissors; glue;
clothespins: one per child
● Cut out feeling faces and glue along the strip to make a horizontal chart of feeling faces
● Put a child’s name and/or photo on a clothespin
● During the morning, each child chooses how he feels and puts clothespin on that feeling face, with
teacher assistance
Feeling Faces Ring:
● Supplies: Small feeling faces, laminated; Book ring or wristlet; scissors; hole punch
● Cut apart feeling faces into individual squares with one feeling face per square
● Punch a hole in the corner of each square, and add to the ring
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Module 8: Promoting Emotional Literacy and Empathy
Mini Plan Indirect/direct
The University of Iowa suggests developing an emotional literacy lesson plan or ‘mini’ plan to ensure
that emotions are addressed throughout the day. Prompts for the emotional literacy mini plan include:
 What discussion questions will you ask to help guide children’s understanding?
 How will you teach children to recognize these emotions in themselves? In others?
 Design a role-play activity around these emotions.
 Design a role-play activity around these emotions.
 How will you help children explore these emotions in center time?
 Design an art activity around these emotions.
 What games can you use or create to help children explore these emotions?
 What songs can you use or create to help children explore these emotions?
 Thinking Ahead: How will you teach children to regulate these emotions (appropriate expression)?
Teaching empathy-reading facial and body cues
Empathic responses should be
 Natural
 Spontaneous
 Sincere.
Requiring a child to give insincere responses such as, ‘I’m sorry,’ without understanding why or how it
relates to another child’s feelings teaches that feelings don't matter.
What should the teacher do instead?
Why is it important to teach young children feeling words that go beyond the basics (happy, sad, and
mad)?
What instructional practice addresses this skill?
An increased vocabulary allows children to make finer discriminations between feelings and to better
communicate with others about their feelings. What instructional practice addresses this skill?
These skills help children to become better interpersonal communicators. What early learning and
development standards do children work toward when they develop interpersonal communication?
Teaching Emotional Literacy and Empathy -- Video
In this Sesame Street video shows Murray having a conversation with Mark Ruffalo around “empathy.’
Mark is trying to help Murray understand the meaning of “empathy” by providing some examples.
http://www.youtube.com/watch?v=9_1Rt1R4xbMEffective Teacher Practices for Providing Targeted Social Emotional Supports
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Module 8: Promoting Emotional Literacy and Empathy
Empathy depends on the ability to share the emotions of others—to “feel” what other people feel.
Biologically, we are “primed” to feel what others feel.
Being able to identify and understand the feelings of others are addressed in which Foundations
subdomain?
Developing a sense of empathy is dependent on a pre-existing emotional vocabulary. For a child to begin
to develop empathy, they must first have the words to describe emotions correctly. Which instructional
practice helps children develop these skills?
Without teaching children to correctly identify their own emotions, we cannot expect them to
understand and react to the emotions of others. Which instructional practice helps children develop
these skills?
Empathy also serves as a foundation for problem solving. Which instructional practice helps children
develop these skills?
A key component of problem solving is being able to see the situation from the view point of the others
involved and therefore be more effective problem solvers. Which early learning and development
standard are children working toward when they develop these skills?
Research suggests that empathy involves several component skills:
 A sense of self-awareness and the ability to distinguish one’s own feelings from the feelings of
others. (Foundations : Developing a Sense of Self, page 52-53)
 Taking another person’s perspective (or, alternatively, “putting oneself in another person’s shoes”).
(Foundations: Developing a Sense of Self with Others, page 56-58)
 Being able to regulate one’s own emotional responses (Foundations: Developing a Sense of Self with
Others page 57)
Our sense of empathy is heavily influenced by experience. There are degrees of empathy, and, with
practice everyone can develop stronger empathy.
When should we start teaching empathy? --Video
In this video, watch as a 20-month old child responds to the distress of her 14-day old sister.
https://www.youtube.com/watch?v=lX6krHsZA_w
Was the 20-month old child demonstrating empathy? How?
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Module 8: Promoting Emotional Literacy and Empathy
Foundations
What domains of Foundations address the area of developing empathy?
Distinguishing one’ own feelings from the feelings of others
‘The ability to distinguish one’s own feelings from the feelings of others’ is important to developing
empathy for another person. This is the understanding that while watching someone else get hit with a
baseball may cause you to wince, you are not physically injured yourself.
Sense of self with others and empathy
Empathy depends upon
 The ability to distinguish one’s own feelings from the feelings of others
 A sense of self as referenced under Social Emotional Foundations in NC Early Learning Standards on
pages 56-58.
 The ability to share the emotions of others—to “feel” what other people feel.
Brain-imaging research confirms the link between theory of mind and empathy. When shown pictures of
injured people:
 brain scans show the same areas of their brain lighting up as if they had felt the pain themselves!
 areas associated with perspective taking, social interaction, emotional self-control, and moral
reasoning were also activated
When asked to evaluate the emotional facial expressions of others, brain imaging showed activation in
the brain regions associated with theory of mind tasks (Schulte-Rüther et al 2007).
Empathy and empathic concern can be shaped by experience:
 developmentally, most young children believe that everyone feels and experiences the world in the
same ways they do --“Theory of Mind”
 around the age of 4, children begin to realize that not everyone knows or feels the same things. For
some children this skill has to be intentionally taught.
How do we teach children to distinguish their feelings from the feelings of others?
 experimental studies have shown that kids become less likely to help others if they are given
material rewards for doing so (http://www.parentingscience.com/helpful-kids-and rewards.html )
 other research has shown that kids are more likely to develop an internal sense of right and wrong
if they are raised with parents who talk with them about how wrong-doing affects other people
(Hoffman and Saltzein 1967)
 emphasizing rational explanations and moral consequences, not arbitrary rules and heavy-handed
punishments helps children develop a sense of right and wrong.
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Module 8: Promoting Emotional Literacy and Empathy
How do we help children develop empathy?
 Model empathy for children
 Point out situations that call for empathy
 Talk with the children about how another person must feel (Pizarro and Salovey 2002).
Research has shown:
 children exposed to high levels of negative emotions in their homes react differently physiologically
than children exposed to lower levels (Liew et al 2003)
 children exposed repeatedly to high levels of negative/uncomfortable emotions (through violent
video games or stressful family situations) are less sensitive to the feelings of others
 children are more likely to feel empathy for individuals who are familiar and/or similar to them (e.g.,
Zahn-Waxler (Hart Research Associates, 2013)
Understanding Feelings
Your boss announces she’ll be providing lunch for everyone tomorrow – it’s pizza! You arrive at lunch
and your boss changed her mind – it’s a salad bar!
 Stand up if you are excited or happy about this change. (Sit down)
 Stand up if you are upset or disappointed by this change. (Sit down)
 Would anyone feel another emotion in this situation?
You come home to find that your spouse or partner cleaned the kitchen and washed the dishes. You
start to empty the dishwasher and realize that he only filled the dishwasher, he didn’t start it – the
dishes are still dirty!
 Stand up if you feel angry about this discovery. (Sit down)
 Stand up if you feel frustrated by this discovery. (Sit down)
 Would anyone feel another emotion in this situation?
You wake up in the morning to discover 3 feet of snow has fallen overnight. All the schools are closed…
and so is your center!
 Stand up if you feel happy about this event. (Sit down)
 Stand up if you feel disappointed by this event. (Sit down)
 Would anyone feel another emotion in this situation?
Taking Perspective
How does teaching children “taking another’s perspective” fit in with our NC Early Learning Standards?
 On page 51 in Foundations: Emotional Social Development the following domain and subdomain:
Learning about Feelings -- Children recognize and respond to the needs and feelings of others
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Module 8: Promoting Emotional Literacy and Empathy
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Include recognizing one’s own feelings and effects of their actions, being able to take another
person’s perspective and being able to regulate one’s own emotions.
The ability to take another person’s perspective - Perhaps you believe that all children should be potty trained during the day by 3 years of age. A new
child enters your classroom, and at 4 is not potty trained – the family believes it is important to
allow the child to initiate potty training when he is ready. Parents ask you not to push potty training.
Can you recognize this family’s feelings and understand their point of view?
 Children who are able to relate to the feelings and situations of other’s feelings are able to handle
conflict better
 Teaching young children to take another’s perspective is a challenge because of their inability to
understand how others think and experience the world. For children under 4, the world revolves
around them. At the age of 5, children not only understand how others view the world, but also
that their view of the world may not be accurate.
Strategies for helping children develop perspective
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Role play -- set up a role play to discuss helping someone who has fallen down on the playground.
Ask them how they would feel if someone helped them or what they could do to help that child feel
better.
Role reversals allow children to imagine what someone else is feeling. You can ask how they would
feel in a situation – like falling on the playground – and someone helped them. You can also ask how
they might feel if no one helped them or offered comfort.
Cooperative games require children to work together for a common goal. This involves
understanding how the others in the game thing and feel. You can do some simple cooperative
games with balls – such as asking how long the team can kick the ball without it rolling away or
how long they can pass the ball back and forth without dropping it are great cooperative games.
Perspective
Move to the section of a numbered line that matches your perspective for each of the following
scenarios.
1. Use of technology in early childhood classrooms: should children be spending their free play/center
time using computers? (Agree/disagree on the line)
2. Play versus “traditional” teaching methods (small groups working on cutting or writing letters): how
much of day should be spent in play vs. traditional teaching methods (high to low on the line)
3. Red-Shirting: Should families send their children to kindergarten when they meet the age
requirement or wait a year to give them a 'leg up' in kindergarten? (Agree/disagree on the line)
Why did you put yourself at the point you moved to?
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Module 8: Promoting Emotional Literacy and Empathy
Regulating one’s own emotional responses
Expressing empathetic concern:
 We need to control our own response to other’s pain
 Young children have difficulty separating feelings from actions. If they feel something, they express
it. If they want something, they try to take it.
 Delaying gratification and controlling impulsive feelings are often a challenge. Their natural curiosity
can often lead them into trouble.
 Since young children do not have the words to express their frustration over situations they may
resort to use of physical means to solve conflicts (Hyson, 1994)
 Conflicts that arise over two children’s need for the same object are common as children are
learning how to solve conflicts in socially acceptable ways (Hazen & Brownell, 1999).
Hurt child
How do you respond when a child falls but is not physically injured but begins to cry?
How do choices help children build social-emotional skills?
Using books to teach emotional literacy and empathy
On Monday When It Rained
Find the Book Nook handout for On Monday When It Rained. How might you build an activity for your
classroom with this resource?
Find more Book Nooks at this link –
http://csefel.vanderbilt.edu/resources/strategies.html#booknook
Analyzing a children’s book
Find the handout, ‘Book Selection Planning Guide.’ You will need to use that worksheet to complete this
activity. Read and review a selected book. Complete the questions on the handout.
What skills could you identify as learning targets using this book?
 As a group consider ways to use this book for the above identified skills for:
o Large group?
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Module 8: Promoting Emotional Literacy and Empathy
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o Small group?
o Individual children?
What questions might you ask about the illustrations?
What questions might you ask about a character?
What literacy/academic skills might you address with the book?
Formative Assessment/Progress Monitoring –Teaching Emotional Literacy and Empathy Video 4Gingerbread Friends
This video clip shows a teacher using literature to help children focus on the emotions of the
Gingerbread Boy. The teacher pairs the word with the situation and facial expression.
What are the teacher’s targets were for the lesson? What skills does she want the children to
develop? What are the next steps following this lesson?
Find and complete the Formative Assessment for Promoting Emotional Literacy and Empathy worksheet
by answering the following:
 What are the learning targets for this activity?
 What skill(s) would you want to observe that would indicate that a child is successful in
understanding and using new vocabulary words to describe emotions and situations?
 What is the skill level of most of the children in emotional literacy and empathy? Describe the
“next steps” or how you could scaffold for this activity for children having difficulty with the
vocabulary at this level?
Conclusion
Questions
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Module 8: Promoting Emotional Literacy and Empathy
Post-learning Activity
The article, “Are You a Highly Qualified Emotionally Intelligent Early Childhood Educator”
http://www.chicagometroaeyc.org/files/pdfs/YCKremenitzer.pdf talks about the four abilities related to
emotional intelligence. After reading the article, use the Teacher Self-Assessment to reflect on how well
you are at perception, appraisal, and expression of feelings, understanding and managing emotions.
Share your thoughts with a colleague(s).
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Using Formative Assessment Reflection: Discuss ways to collect data on student’s ability to express
emotions, understand, analyze and manage emotions while interacting in situations with others.
Family Engagement and Communication: Reflect on how you can share information on Developing
Emotional Literacy and Empathy with families. Develop some strategies for sharing information
with families on an on-going basis.
Communication with Staff Members: Determine how information can be shared with other staff
members to help students develop emotional literacy. What is the key thing you would like your
staff to know and show in developing emotional literacy in the children in the classroom?
References
Bailey, D. B. (2001). Conscious Discipline. Oviedo, Florida: Loving Guidance, Inc.
CSEFEL. (2014, April 9). Center on the Social Emotional Foundations of Early Learning. Retrieved from
CSEFEL: www.csefel.vanderbilt.edu
Glen Dunlap, K. W. (2013). Prevent, Teach and Reinforce for Young Children. Baltimore, Maryland: Paul
Brookes Publishing Co.
Gwen Dewar, P. (2014, August 20). Parenting Science. Retrieved from Raising Helpful Kids:
http://www/parentingscience.com/helpful-kids-and-rewards.html
Harvard Research Associates. (2013, July). Public School Parents And The Promise Of Education.
Retrieved from Harvard Research Associates:
http://www.aft.org/pdfs/press/publicschoolparentsurvey0713.pdf
Heritage, M. (2013). Formative Assessment in Practice. Cambridge, Massachusetts: Harvard Education
Press.
Ingersoll, B. a. (2010). Teaching Social Communciation to Children with Autism: Practitioners Guide to
Parent Training. New York: The Guilford Press.
Iowa State University Department of Human Studies. (2013). Train Coach Train. Retrieved from
http://iastate.app.box/s/9rg5sxh5mfh43da7e05k
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Linder, D. T. (1999). The Transdiciplinary Play-Based Curriculum. Baltimore, Maryland: Paul H. Brookes
Publishing Co.
Luckenbill, J. (2014, August). Circle Time Puppets, Teaching Social Skills. Retrieved from NAEYC: NAC
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Effective Teacher Practices for Providing Targeted Social Emotional Supports
NC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 2014
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Module 8: Promoting Emotional Literacy and Empathy
Effective Teacher Practices for Providing Targeted Social Emotional Supports
NC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 2014
17