Chapter 10 Developmentally Appropriate SocialEmotional Environments for Preschoolers

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Chapter 10 Developmentally Appropriate Social/Emotional Environments for Preschoolers © 2007 Thomson Delmar Learning. All

Chapter 10 Developmentally Appropriate Social/Emotional Environments for Preschoolers © 2007 Thomson Delmar Learning. All Rights Reserved.

Social/Emotional Issues of the Preschool Years • Identification – Wanting to be near or

Social/Emotional Issues of the Preschool Years • Identification – Wanting to be near or wanting to be like • Gender identity – Sexual identity – Sex-role behavior • Cultural and racial identity – Members of family and larger culture • Initiative – Taking actions that assert themselves © 2007 Thomson Delmar Learning. All Rights Reserved.

Social/Emotional Issues of the Preschool Years • Friendship – Onlooker play, solitary play, parallel

Social/Emotional Issues of the Preschool Years • Friendship – Onlooker play, solitary play, parallel play, and cooperative play • Pro-social behavior versus aggression – New verbal abilities – Emotional control and appropriate expression of feelings • Self-control – Comprehending standards of conduct taught by adults © 2007 Thomson Delmar Learning. All Rights Reserved.

Developmentally Appropriate Social/Emotional Interaction • Emotional Control – – – – security warm relationships

Developmentally Appropriate Social/Emotional Interaction • Emotional Control – – – – security warm relationships acceptance active listening limits on expression outlets modeling behavior learning about feelings – vocabulary to express feelings – materials for expression © 2007 Thomson Delmar Learning. All Rights Reserved.

Developmentally Appropriate Social/Emotional Interaction • Nurturing individual identity – Consider the unique characteristics and

Developmentally Appropriate Social/Emotional Interaction • Nurturing individual identity – Consider the unique characteristics and needs of each child – Encourage and value individuality in the classroom • Gender identity – Accept children’s curiosity about their bodies – Encourage crossgender play choices – Involve children in new activities – Communicate with parents © 2007 Thomson Delmar Learning. All Rights Reserved.

Developmentally Appropriate Social/Emotional Interaction • Cultural and racial identity – Provide anti-bias environment –

Developmentally Appropriate Social/Emotional Interaction • Cultural and racial identity – Provide anti-bias environment – Select literature that portrays diversity – Involve all parents in classroom activities – Support and maintain child’s home culture • Friendship – Explore through language and action – Offer space and time for face-toface conversations – Model play entry skills © 2007 Thomson Delmar Learning. All Rights Reserved.

Developmentally Appropriate Social/Emotional Interaction • Pro-social behavior – helping – giving – cooperating with

Developmentally Appropriate Social/Emotional Interaction • Pro-social behavior – helping – giving – cooperating with others – empathizing – comforting – sharing – being friendly and generous • Self-control – focus on one aspect of a situation – limited ability to see another perspective – concrete thought based on real experiences © 2007 Thomson Delmar Learning. All Rights Reserved.