Rock Solid Foundations: Promoting the
Social & Emotional Competence of
Young Children & Preventing Challenging
Behaviors:
Friendship and Play Skills
Introductions
1. Your name, program.
2. What is your role?
3. What will you do with
the information you
will learn today?
INSERT PICTURE OF
STATE WHERE DOING
TRAINING
2
CYTTAP
Allison Silberber, 2007
Promote Children’s Success
• Create an environment where EVERY child feels good
about coming to school
• Design an environment that promotes child engagement
• Focus on teaching children what To Do!
•Teach expectations and routines
•Teach skills that children can use in place of
challenging behaviors
4
CSEFEL Pyramid Model
5
Definitions,
Research
and
Rationale
6
CSEFEL Definition of Social Emotional Development
The term social emotional development refers to the developing
capacity of the child from birth through five years of age to form
close and secure adult and peer relationships; experience, regulate,
and express emotions in socially and culturally appropriate ways;
and explore the environment and learn - all in the context of family,
community, and culture.
Caregivers promote healthy development by working to support
social emotional wellness in all young children, and make every
effort to prevent the occurrence or escalation of social emotional
problems in children at-risk, identifying and working to remediate
problems that surface, and, when necessary, referring children and
their families to appropriate services.
Adapted from ZERO TO THREE, 2001
HANDOUT: IT 1.2
7
What is Social-Emotional Development?
The developmentally and culturally
appropriate ability to:
Manage Emotions
Relate to Adults
Relate to Peers
Feel Good About Self
8
Friendship Skills Part 1
“Who would choose to
live, even if possessed
with all other things,
without friends.”
Aristotle
QuickT ime™ and a
TI FF (Uncompressed) decompressor
are needed t o see this picture.
Think about children who are well liked and
friendly…
What do you notice about their behavior that
makes it easier for them to make friends?
10
When Do We Teach These Skills?
11
TEACH ME WHAT TO DO!!
“If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave,
we…….....
…….teach?
……punish?
Why can’t we finish the last sentence as automatically as
we do the others?”
Tom Herner (NASDE President ) Counterpoint 1998, p.2)
12
Development of Play Skills for
Infants and Toddlers
Age
Play
Birth to 3 Months
•
•
•
•
4 to 7 Months
• Enjoys social games with caregiver
• Likes exploratory play supported by
caregiver
• Plays some games with caregiver like
peek-a-boo and patty cake
8 to 12 Months
Responds to caregivers
Coos and smiles
Responds to familiar voices
Focuses on objects
• Begins to imitate play actions or behavior
of
13
others, especially caregivers
• Play hiding games, songs and rhymes with
caregivers
• Play alone with caregivers for a short time
Development of Play Skills for
Infants and Toddlers
Age
Play
13 to 24 Months
• Enjoys play with objects
• Increased interest in watching other
children play (onlooker)
• Primarily plays alone (solitary)
• May offer toys to caregiver or other
children
• May choose independent play close to
other children (parallel) but not interact
with them
25-36 Months
• May play with other children but in an
occasional or limited way (associative)
• Some cooperation and talking with other14
children
• May take leader/follower roles in play
• Some pretend play
• Still plays alone frequently
• Interactive level moving toward cooperative
play
Progression of Play to Friendship Skills in
Infants & Toddlers
1. Positive interactions with adults
2. Showing awareness of other children by:
- Smiling and cooing
- Watching children playing
- Reaching out to other children
- Copying what other children are doing
3. Playing briefly with other children
4. Wanting what others have
5. Practicing turn-taking and sharing
15
Setting Up the Environment for Developing
Play & Friendship Skills
1. Examine the physical space to ensure
that there is enough space for infants
and adults to engage in social
activities
2. Examine physical environment for
spaces for two or more children to
enjoy side by side activity and for
adults to be close for supervision
16
Setting Up the Environment for Developing
Play & Friendship Skills
3. Examine schedule for opportunities
to develop play skills each day
4. Look at equipment choices that
encourage two children to interact
5. Ensure that there are enough
materials for two or more children to
use at a time
17
Promoting the Development of Friendship
Skills - Toddlers
1. Set up activities for only two
children.
2. Encourage children to help each
other and do routines together
3. Provide positive verbal support
for play between children
4. Read books about friends, playing
together, helping each other, etc.
5. Practice turn-taking & sharing 18
19
I/T
Friendship Skills Part 2
What helped the children be successful or
unsuccessful playing together as friends?
21
PS
21
Friendship Skills
1.
2.
3.
4.
5.
6.
Gives suggestions (play organizers)
Shares toys and other materials
Takes turns (reciprocity)
Is helpful
Gives compliments
Understands how and when
to give an apology
7. Begins to empathize Tremblay et al., 1981
22
23
PS
Setting the Stage for
Friendship
Inclusive setting
Cooperative use toys
(balls, puppets, wagons, telephones,
rocking boat, board games)
Embed opportunities throughout the day
Social interaction goals and objectives (IFSP/IEP)
Atmosphere of friendship (adults and children)
24
Strategies for Teaching Friendship Skills
1.
2.
3.
4.
5.
6.
7.
8.
Modeling
Modeling with video
Modeling with puppets
Preparing peer partners
Buddy system
Priming
Direct modeling
Reinforcement
(Webster-Stratton & Hammond, 1997)
25
Activities to Support the
Development of Friendship Skills
a) Friendship Can – draw out a child’s name
b) Planting Seeds of Friendship – grass seed in a
decorated cup
c) Friendship Tree/Compliment Tree – add leaves with
observed skills
d) Books about Friendships – Fox Makes Friends, The
Rainbow Fish, Big Al, Making Friends, OUR Class Book
of Friendship
26
Activities to Support the
Development of Friendship Skills
e) Friendship Quilt - pictures of children on
construction paper squares, pictures of children
demonstrating skills
f) Friendship Journal - skills and pictures of each skill
g) Music/Songs – class-made or commercial CD’s
27
28
PS
Embedding Friendship Opportunities into
Daily Routines and Activities
Arrival
Circle Time
Center Time
Lunch
Naptime
Outside
Snack
Story Time
Departure
29
Article: Social Emotional Teaching
Strategies
You’ve Got to Have Friends
Gail E. Joseph, Ph.D. & Phillip S. Strain, Ph.D.
Handout PS 2.3
Pulling it all Together!
31
Major Messages to Take Home
•It is important for caregivers to set up an
environment where play and friendship skills are
developed and supported
•It is important to be intentional about teaching
children friendship skills
•Embed friendship building opportunities in daily
routine is essential to supporting children’s
social and emotional development
32
If there is anything that we
wish to change in the child,
we should first examine it
and see whether it is not
something that could better
be changed in ourselves.
Carl Jung – psychiatrist
33
Be the change you
wish to see in the
world.
Mahatma Ghandi
Review your Personal Action Plan
34
Resources
•Childcare and Youth Training and Technical
Assistance project:
http://www.extension.unl.edu/web/child/cyttap
•Better Kid Care: http://betterkidcare.psu.edu/
•CSEFEL : http://csefel.vanderbilt.edu/
35
Evaluation
36
37
beaucoup