Effective Teacher Practices for
Providing Targeted Social Emotional Supports
2015
Module 8: Promoting Emotional
Literacy and Empathy
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
Emotional Literacy
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Review Pre-learning Assignment
• 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?
• Review instructional practices from selfassessment and share strategies.
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Objectives
• To understand and effectively implement
instructional practices related to building
emotional literacy and empathy skills that
promote children’s learning
• To understand the importance of involving
families in practices related to building
emotional literacy and empathy skills that
promote children’s learning
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Objectives
• To understand the importance of using data to
determine targets of development in
emotional literacy and empathy that promote
increased use of those skills
• To understand how to articulate the
relationship between targeted instructional
practices, NC Foundations of Early Learning
and Development, and the NC Professional
Teaching Standards
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Pyramid Model for Promoting Social-Emotional
Competence in Young Children
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Activity: My Many Colored Days
• Stand near the
color that
represents how
you feel today
• Discuss with
others in your
color group why
you chose that
color
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What is Emotional Literacy?
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Why is Emotional Literacy Important?
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Activity on Typical Development
• Cut statements
into 4 strips
• Arrange
statements in
the order in
which children
typically
develop these
skills, from
• two month
old,
• toddler,
• 3-4 year old,
• 5-6 year old
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Instructional Practices
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Teaching Emotional Literacy and
Empathy
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Additional Strategies and Next Steps
• Discuss additional strategies the teacher could
have used to maximize opportunities for
recognizing and responding to emotions in self
and others
• Discuss next steps to further the children’s
understanding of “worried”
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Teaching Standards
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Foundations
http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf
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iPoints
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Foundations to NC Standard Course of
Study Crosswalk
• Take out Foundations to NC
Standard Course of Study
crosswalk document
• Locate Foundations goal ESD6
• Discuss how your assigned
developmental indicator
aligns with kindergarten
standards
• Chart responses to report out
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Foundations-NC Standard
Course of Study Crosswalk
Kindergarten
Older Preschool
ESD-6q: Use a
larger
vocabulary for
talking about
different
feelings.
CCSS Kindergarten:
Speak audibly and
express thoughts,
feelings, and ideas
clearly.
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Foundations-NC Standard
Course of Study Crosswalk
Kindergarten
Older Preschool
ESD-6r:
Give reasons
for their
feelings that
may include
thoughts and
beliefs as well
as outside
events.
NCES Healthful
LivingKindergarten:
Remember the
association of
healthy
expression of
emotion,
mental health,
and healthy
behavior.
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Foundations-NC Standard
Course of Study Crosswalk
Kindergarten
Older Preschool
ESD-6s:
Use problemsolving
strategies when
feeling angry or
frustrated.
NCES
GuidanceKindergarten:
Identify ways
of controlling
emotional
states,
feelings, and
moods.
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Activity: Role Play
• Look at your card
without showing it to
anyone else.
• Think of one word to
describe the emotion
on your card.
• Model the emotion
for your partner.
• Did your partner
come up with the
same word?
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Indirect / Direct Teaching Strategies
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Strategies to Promote
Emotional Literacy & Empathy
• Find your handout titled,
‘Strategies to Promote
Emotional Literacy and
Empathy.’
• At your tables, review and
discuss strategies on handout.
• 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?
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Feeling Faces Make It/Take It
Feeling Faces Sign-In Chart :
• Cut out feeling faces and glue
along the strip
• Put a child’s name and/or photo
on the clothespin
Feeling Faces Ring
• Cut feeling faces into individual
squares
• Punch a hole in the corner of
each square
• Add the square to the ring or
wristlet
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What is Empathy?
http://www.youtube.com/watch?v=9_1Rt1R4xbM
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When to Begin Teaching Empathy
https://www.youtube.com/watch?v=lX6krHsZA_w
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Foundations
http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf
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Distinguishing Feelings
The ability to distinguish one’s
own feelings from the feelings of
others’ is important for
developing empathy for another
person.
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Sense of Self With Others
and Empathy
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Activity: Understanding Feelings
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Taking Perspective
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Strategies to Develop Perspective
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Regulating Emotional Responses
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On Monday When It Rained
• Book Nook Example
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Formative Assessment
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Formative Assessment
• What were the learning targets for this activity?
• What skills would you look for to show that a child is
successful in understanding and using new vocabulary words
to describe emotions and situations?
• What documentation could you collect to provide evidence
that this skill has been demonstrated?
• What descriptive feedback did you hear or see the teacher
give?
• What might you do differently?
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Reflective Thought and Conclusion
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Post-learning Activity
• Read Article
• 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?
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Questions
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References
Brownell, C.A. & Hazen, N. (1999). Early peer interaction: A research agenda. Early Education & Development, 10(3), 403-413.
Carson-Dellosa Publishing. (2015) Facial expression learning cards. Greensboro, NC: Carson-Dellosa Publishing.
Carson-Dellosa Publishing. (2015). Emotions learning cards. Greensboro, NC: Carson-Dellosa Publishing.
Center on the Social Emotional Foundations for Early Learning. (2014, April 9). Center on the Social Emotional Foundations of Early Learning. Retrieved from www.csefel.vanderbilt.edu
Dewar, G. (2014, August 20). Raising helpful kids: The perils of rewarding good behavior. Parenting Science. Retrieved from http://www.parentingscience.com/helpful-kids-and-rewards.html
Hart Research Associates. (2013, July). Public school parents and the promise of education: Findings from a national survey of public school parents conducted for the AFT. Washington, DC: Hart
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http://dx.doi.org/10.1037/h0024189
Hyson, M.C. (1994). The emotional development of young children: Building an emotion-centered curriculum. New York, NY: Teachers College Press.
Iowa State University Department of Human Studies. (2013). Train coach train. Retrieved from http://iastate.app.box/s/9rg5sxh5mfh43da7e05k
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References
Kachenmeister, C., & Berthuaume, T. (2001). On Monday when it rained. Boston, MA: HMH Books for Young Readers.
Kremenitzer, J.P. & Miller, R. (2008). Are you a highly qualified emotionally intelligent early childhood educator? Young Children, 63, 106-112. Retrieved from
https://www.naeyc.org/files/tyc/file/TYC_V3N4_Kremenitzer.pdf
Liew, J., Eisenberg, N., Losoya, S.H., Fabes, R.A., Guthrie, I.K., & Murphy, B.C. (2003). Children's physiological indices of empathy and their socioemotional adjustment: Does caregivers' expressivity
matter? Journal of Family Psychology, 17(4), 584-97.
Miller, S.A., Church, E.B., & Poole, C. (n.d.). Ages & Stages: Empathy - How to nurture this important gateway to a social and emotional growth. Retrieved from
http://www.scholastic.com/teachers/article/ages-stages-empathy
North Carolina Department of Public Instruction. (2013). North Carolina Professional Teaching Standards. Raleigh, NC: Author. Retrieved from
http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/TeachingStandards-POSTER.pdf
North Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Raleigh, NC: Author. Retrieved from http://www.ncpublicschools.org/docs/effectivenessmodel/ncees/instruments/teach-eval-manual.pdf
North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Raleigh, NC: Author.
Ottilie07. (2010, January). Infant empathy. Retrieved from https://www.youtube.com/watch?v=9_1Rt1R4xbM
Pizarro, D.A., & Salovey, P. (2002). Being and becoming a good person: The role of emotional intelligence in moral development and behavior. In J. Aronson & D. Cordova (Eds.), Improving
academic achievement: Impact of psychological factors on education (pp. 247-266). San Diego, CA: Academic Press.
Ritchie, S. , & Gutmann, L. (Eds.). (2014). FirstSchool: Transforming PreK-3rd grade for African American, Latino, and low-income children. New York, NY: Teachers College Press.
Schulte-Ruther, M., Markowitsch, H., Fink, G., & Piefke, M. (2007). Mirror neuron and theory of mind mechanisms involved in face-to-face interactions: A functional magnetic resonance imaging
approach to empathy. Journal of Cognitive Neuroscience, 19(8), 1354-1372. Retrieved from http://www.cogsci.ucsd.edu/~pineda/COGS171/readings/Schulte-Ruther%20et%20al.%20%20MNS%20and%20TOM.pdf
Sesame Street. (2011, October). Sesame Street: Mark Ruffalo: Empathy. Retrieved from https://www.youtube.com/watch?v=9_1Rt1R4xbM
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