Social Emotional Learning
“Plays Nice with Others”: How Educators Can Best Support Social Emo>onal Learning in Young Children Katherine (Kate) Zinsser, PhD Assistant Professor University of Illinois, Chicago April 25, 2013
Follow Today’s Event
@HatchEarlyChild #HatchExperts
Ques>ons | Comments | Feedback
Early Learning Technology | www.HatchEarlyLearning.com
#HatchExperts| Copyright 2012 Hatch Inc. All Rights Reserved.
Today’s Speaker
Kate Zinsser Assistant Professor University of Illinois, Chicago
Early Learning Technology | www.HatchEarlyLearning.com
#HatchExperts| Copyright 2012 Hatch Inc. All Rights Reserved.
Katherine M. Zinsser, Ph.D. University of Illinois, Chicago
Objec>ves Review the latest research on the development of
social and emotional competence in young children Discuss how SEL is related to school readiness and early school success Describe the role that teachers play in children’s acquisition of SEL skills
7
Young children are hard at work 3 and 4 year olds are
mastering:
Early literacy skills Gross & fine motor skills Early mathematics
AND
Social-‐Emotional Skills
Collaborative for Academic, Social, and Emotional Learning (2012) 8
• • • •
Emotional Expression Emotional Understanding / Knowledge Emotion Regulation Social Problem Solving & Peer Skills
9
Emo>onal expression Sad + guilty + mad
Basic Emotions Happy, sad, angry, afraid, etc. “Social” Emotions Having a sense of self and others guilt, empathy, etc
Blends “You broke my truck--I am not your friend.” 10
Emo>onal understanding / knowledge Expressions Situations Causes Using emotion language
11
Emo>on regula>on Defining regulation Down Regulation
Minimize the expression or experience of emotions
Up Regulation Increase expression or experience of an emotions
Relation of social success
12
Social problem solving & peer skills Empathy & perspective taking Maintaining friendships Communication of needs and wants Reacting positively to conflict (Choosing prosocial responses over aggressive ones) Making choices based on known social norms, safety,
and feelings of others.
13
With SEL, it all works together SEL Skills Skills for Handling Challenging Situations in the Classroom
What a Preschool Teacher May See
What a Kindergarten Teacher May See
Less Aggression and Negativity
Academic Readiness
Emotion Understanding
Pro-‐social and Regulated Behavior
Problem Solving Skills
Preschool Classroom Adjustment
Classroom Adjustment
Denham, S.A., Bassett, H.H., Zinsser, K., Wyatt, T.M. (under review). How Preschoolers' Social-‐Emotional Learning (SEL) Predicts Their School Readiness: Developing Theory-‐Promoting, Competency-‐Based Assessments. Manuscript submitted for publication to Infant and Child Development.
14
SEL is cri>cal for social and academic success Children without age appropriate emotional/social
skills:
Participate less in class Less accepted by classmates/teachers Get fewer instructions/positive feedback from teachers Like school less and less
Social-‐emotional competence predicts academic
success in 1st grade, even after controlling intelligence / family background
15
This pabern persists into later elementary years, too Aggressive/antisocial children are more likely to: Ø Perform poorly on academic tasks Ø Be held back in later grades Ø Drop out later on Ø Continue antisocial behavior It is necessary to pinpoint social-‐emotional strengths
and weaknesses early to ensure long-‐term well-‐being and academic success (Raver & Knitzer, 2002)
16
To what extent do you agree with the following statement:
Parents expect teachers to teach children social-‐ emotional skills A) Strongly Agree B) Agree C) Neither Agree nor Disagree D) Disagree E) Strongly Disagree
17
Who’s teaching SEL? Traditionally the realm
of parents More time with Child teachers, less with parents Teachers are increasingly being Child held accountable for SEL How do we work Child together to help children?
Child
Teacher
Center
Child
Paren t
Peers Child 18
Four ways early childhood education teachers can impact children’s SEL
19
How do we help?
Modeling & Reacting to Emotions Classroom Emotional Climate
SEL Instruction
Social Emotional Teaching
Social Emotional Learning
Teacher Emotional Competence 20
SEL instruc>on Teaching SEL through interactions Labeling, Coaching, Scaffolding, etc. Direct instruction through SEL Curriculum Evidence-‐based, implemented with fidelity
21
SEL instruc>on – Through Interac>ons Explicit Instruction Modeling of Skills Discussion of Relevant Situations Opportunities for Practice with Recognition Feedback and Reflection
22
SEL instruc>on – Interac>ons Training Incredible Years Teacher Training Carolyn Webster-‐Strabon
Teacher attention, encouragement, praise Motivating children with incentives Preventing behavior problems Decreasing inappropriate behaviors Building positive relations with students,
problem solving
23
SEL instruc>on -‐ Curriculum The Preschool PATHS Curriculum TM
Domitrovich, Greenberg, Kusche & Cortes (2005)
u Friendship skills
u Intentional self-‐control
u Emotion knowledge u Social problem-‐solving
24
SEL instruc>on – Evidence Based Curriculum and Training High Quality Implementation is Essential How well a program adopts and utilizes a packaged
curriculum or training program will significantly impact its effectiveness. Previous research has show that oftentimes improper implementation results in variation in children’s outcomes (Derzon, Sale, Springer & Brounstein, 2005; Durlak & Weissberg, 2005; Durlak & Dupree, 2008)
25
SEL instruc>on – Evidence Based Curriculum and Training It is important to chose a program that will meet your needs and that you can carry out effectively and with high fidelity. Check out http://casel.org/guide to access the Guide
Modeling & Reac>ng to Emo>ons Modeling emotional expression and
regulation
Display positive and negative emotions
appropriately Utilize the same regulation techniques you want children to use (e.g., go to the “turtle corner”)
Teacher
Child
Reacting and responding to children’s
emotions
Encourage expression by responding
positively and/or validating Help children cope with their emotions either by focusing on the problem or the emotion Avoid minimizing/punishing/dismissing children’s emotions
(Bailey, Denham, & Curby, 2013; Denham, Bassett, Bailey, Zinsser, Wantanabe, & Fettig, 2013) 27
Modeling emo>onal expression and regula>on Teacher Positive Affective Balance
Teacher Tenderness
à
Child Positive Affective Balance
Children in classrooms with more positive teachers express more positive emotions
Children in classrooms with Child Positive teachers who display Affective tenderness express more Balance positive emotions. & Child Teachers who are tender are Tenderness socializing children to be tender with others. 28
Reac>ng and responding to children’s emo>ons Teacher
Positive Reactions Teacher Emotionally Attentive Reactions Teacher Dismissive Reactions
Children in classrooms with Child Positive teachers who react positively Reactions to emotional expression will also react more positively Teachers who focus on and validate children’s emotions have children react more positively to others’ emotions.
à
Child Positive Reactions
à
Teachers who minimize, ignore, Child Negative or punish emotional expressions Reactions have children who react less positively to others’ emotions. 29
Classroom Emo>onal Climate
30
Classroom Emo>onal Climate Higher levels of emotional support by teachers is
associated with better child outcomes academically and socially This can partially be explained by the close attachment-‐like relationships that children form with early teachers Children in classrooms with more supportive teachers display more adaptive classroom behaviors and better academic outcomes
(Rimm-‐Kaufman, Curby, Grimm, Nathanson, & Brock, 2009; Graziano, et al., 2007) 31
Classroom Emo>onal Climate – THE CLASS EMOTIONAL SUPPORT
Positive Climate Negative Climate Teacher Sensitivity Regard for Student Perspectives
CLASSROOM ORGANIZATION
INSTRUCTIONAL SUPPORT
Behavior Management Productivity Instructional Learning Formats
Concept Development Quality of Feedback Language Modeling
Positive Climate: Relationships Positive Affect Positive Communication Respect
32
Teacher Emo>onal Competence A teacher’s own emotional competence is a
building block of Social-‐Emotional Teaching Classrooms are emotional places! … Not just for children, but teachers too!
Picturesque
Occasional Reality Under-‐acknowledged Teacher Emotions
33
Teacher Emo>onal Competence In order to teach about SEL, teachers have to be
emotionally competent too
Express and identify emotions accurately Be aware of and sensitive to others’ emotions Manage their own emotions
34
Teacher Emo>onal Competence Teachers know emo>onal competence is important Knowledge “if a teacher doesn't have the language [skills] that you need to talk
to children, [she’s] not being a competent teacher”
Expression A good teacher is “one that is willing to show and use the full
spectrum of emotions”
Regulation Teachers need to be “able to control [her] own emotions and to
model that for the children”
35
Teacher Emo>onal Competence More stressed teachers
have students who are: less regulated less productive less positive and less prosocial
More stressed teachers
are less consistent in their emotional support (CLASS)
0.5 0.4 0.3 0.2 0.1 0 -‐0.1 -‐0.2 -‐0.3 -‐0.4 -‐0.5
Child Aggression
But knowledge alone is not sufficient
Inconsistent Teachers
Consistent Teachers
Low (-‐1 SD) Average High (+1 SD) Mean Emotional Support
Inconsistency in emotional
supportiveness negatively impacts children’s SEL, even if teachers are on average very supportive 36
37
To what extent do you agree with the following statement:
Teachers should always look happy and smiley in their classroom, no matter how they really feel. A) Strongly Agree B) Agree C) Neither Agree nor Disagree D) Disagree E) Strongly Disagree
38
The combined effects of SET Research has shown that parents who value emotions: Engage in more positive socialization practices, invest more time in children’s emotional experiences, and encourage children’s expression of emotions Have children who are more emotionally competent Theoretically the same should hold true for teachers
too; those who value and believe in emotions should Create more positive classroom environments Engage more fully in SEL curriculum activities Be more emotionally competent themselves 39
How do SET prac>ces combine to impact SEL in the classroom? Method: Pair a popular assessment of classroom quality (CLASS) and teachers’ discussions during focus groups.
CLASS Emotional Support
7 6 5 4 3
Less Supportive Average More Supportive
2 1 0
(Zinsser, Shewark, Denham, & Curby, 2013; Zinsser, Denham & Shewark, 2013)
40
How do teachers’ beliefs relate to their classroom prac>ces? Value of SEL
View SEL as integral More and articulate Emotionally complex Supportive understanding of children’s emotions.
Use of SEL Strategies Go beyond SEL curriculum and purposefully integrated lessons into non-‐SEL learning opportunities.
Rely heavily on Are able to list Less curriculum to several SEL skills, but Emotionally structure their SEL not elaborate on Supportive interactions with them. students.
Teacher Role in SEL Emphasize their continual engagement in socialization and view SEL as a collaboration between parents and teachers. Feel more accountable for children's emotion socialization. Did expect much from parents.
Teachers’ Beliefs about their own emo>ons More Emotionally Supportive Teachers
“Practice What You Preach” Overtly use the regulation strategies they want the students to use. “‘Do I need turtle right now? I'm getting a little upset and frustrated. I'm going to take a break.’ I have to be willing to do that, otherwise it's just a bunch of talk.”
Less Emotionally Supportive Teachers
The “Teacher Façade” “No matter how you're feeling, once you come into the classroom you have to put your face on.” “You need to always have a smile.”
42
What the research says about SET:
Teachers successfully use a variety of SEL curriculum to improve children’s SEL, but that’s not the only way.
Modeling of and reacting to emotions socializes children’s emotions through daily interactions.
The classroom emotional climate impacts children and teachers alike. Teachers who feel stressed in the classroom struggle to maintain consistent/predictable climates.
Teachers’ own emotional competence, including their understanding of and valuing of emotions is related to their classroom practices, including integrating SEL curriculum, parent engagement and expression and regulation of emotions. 43
What teachers can do in the classroom: Express mostly positive emotions, as well as limited but
purposeful expression of negative emotions Model appropriate expressions and normalize the experience of some emotions (“adults get frustrated too”) Model use of regulation strategies teachers want to see Explain the consequences of emotions and behavior What can realistically be expected to happen after you
express emotions? “Just because you say you’re sorry doesn’t mean Johnny has to want to play with you”
44
What teachers can do in the classroom: Reflect on your beliefs about emotions Do you believe you’re a social-‐emotional teacher? Why/ Why not? Are your classroom practices maximizing children’s SEL? Are you a good model of SEL for your students? Reflect on your SET practices Take into account family and environmental influences on individual SEL differences (e.g., siblings and sharing) Empathize with children’s perspectives during interactions (proximity and height) Adjust pacing of activities to children’s needs 45
What teachers can do outside of the classroom: Take care of yourself Be mindful of your experiences of stress both at work and at home
and be proactive Take time for self-‐care (exercise, laughter, healthy diet, etc.) Consider changing classroom organization to reduce the situations that cause stress (e.g., transitions)
46
Administrators can reflect too: Do you encourage teachers to teach social-‐emotional
skills?
Do they know why?
How do you support teachers’ social-‐emotional teaching? Adequate resources? High fidelity implementation of curriculum and training? Do they know that you value emotions? What do you do to support teachers’ emotions? Is your center a positive, emotionally supportive place to
work?
47
Addi>onal Resources Collaborative for Academic, Social, and Emotional Learning (CASEL.org) Zinsser, K., Bailey, C., Curby, T.W., Denham, S.A., Bassett, H.H., & Morris,
C. (2013). Exploring the predictable classroom: Preschool teacher stress, emotional supportiveness, and students’ social-‐emotional behavior in private and Head Start classrooms. National Head Start Association Dialog, 16(2). Baily, C., Zinsser, K., Curby, T.W., Denham, S.A. Bassett, H.H. (2013). Consistently emotionally supportive preschool teachers and children’s social-‐ emotional learning in the classroom: implications for center directors and teachers. National Head Start Association Dialog, 16(2). Denham, S.A., Bassett, H.H., Zinsser, K., Wyatt, T.M. (under review). How Preschoolers' Social-‐Emotional Learning (SEL) Predicts Their School Readiness: Developing Theory-‐Promoting, Competency-‐Based Assessments. Zinsser, K., Shewark, E., Denham, S.A., & Curby, T.W. (in revision). A mixed-‐ method examination of preschool teacher beliefs about emotion socialization and relations observed emotional support. Manuscript in revision at Infant and Child Development.
48
For more information, join the Social Emotional Teacher & Learning Lab mailing list:
Click here
Ques>ons
Kate Zinsser Assistant Professor University of Illinois, Chicago
Early Learning Technology | www.HatchEarlyLearning.com
#HatchExperts| Copyright 2012 Hatch Inc. All Rights Reserved.
Interac>ve Technology & Learning Ac>vi>es
Brought to you by The Early Learning Experts
Early Learning Technology | www.HatchEarlyLearning.com
#hatchinars | Copyright 2011 Hatch Inc. All Rights Reserved.
Research-‐Based SoDware Creates Breakthrough Moments!
Early Learning Technology | www.HatchEarlyLearning.com
#HatchExperts| Copyright 2012 Hatch Inc. All Rights Reserved.
Early Learning Technology | www.HatchEarlyLearning.com
#HatchExperts| Copyright 2012 Hatch Inc. All Rights Reserved.
Technology Demo Webinars
www.hatchearlychildhood.com/demowebinars
Early Learning Technology | www.HatchEarlyLearning.com
#HatchExperts| Copyright 2012 Hatch Inc. All Rights Reserved.
May 16th , 2013
Empowering Young Minds Through Signs Dawn Braa, M.A., Dakota County Technical College Early Childhood & Youth Development Instructor
www.hatchearlychildhood.com/webinars
Early Learning Technology | www.HatchEarlyLearning.com
#hatchinars | Copyright 2011 Hatch Inc. All Rights Reserved.
Follow Today’s Event
@HatchEarlyChild #HatchExperts
Ques>ons | Comments | Feedback
Early Learning Technology | www.HatchEarlyLearning.com
#HatchExperts| Copyright 2012 Hatch Inc. All Rights Reserved.
Today’s Speaker
Kate Zinsser Assistant Professor University of Illinois, Chicago
Early Learning Technology | www.HatchEarlyLearning.com
#HatchExperts| Copyright 2012 Hatch Inc. All Rights Reserved.
Katherine M. Zinsser, Ph.D. University of Illinois, Chicago
Objec>ves Review the latest research on the development of
social and emotional competence in young children Discuss how SEL is related to school readiness and early school success Describe the role that teachers play in children’s acquisition of SEL skills
7
Young children are hard at work 3 and 4 year olds are
mastering:
Early literacy skills Gross & fine motor skills Early mathematics
AND
Social-‐Emotional Skills
Collaborative for Academic, Social, and Emotional Learning (2012) 8
• • • •
Emotional Expression Emotional Understanding / Knowledge Emotion Regulation Social Problem Solving & Peer Skills
9
Emo>onal expression Sad + guilty + mad
Basic Emotions Happy, sad, angry, afraid, etc. “Social” Emotions Having a sense of self and others guilt, empathy, etc
Blends “You broke my truck--I am not your friend.” 10
Emo>onal understanding / knowledge Expressions Situations Causes Using emotion language
11
Emo>on regula>on Defining regulation Down Regulation
Minimize the expression or experience of emotions
Up Regulation Increase expression or experience of an emotions
Relation of social success
12
Social problem solving & peer skills Empathy & perspective taking Maintaining friendships Communication of needs and wants Reacting positively to conflict (Choosing prosocial responses over aggressive ones) Making choices based on known social norms, safety,
and feelings of others.
13
With SEL, it all works together SEL Skills Skills for Handling Challenging Situations in the Classroom
What a Preschool Teacher May See
What a Kindergarten Teacher May See
Less Aggression and Negativity
Academic Readiness
Emotion Understanding
Pro-‐social and Regulated Behavior
Problem Solving Skills
Preschool Classroom Adjustment
Classroom Adjustment
Denham, S.A., Bassett, H.H., Zinsser, K., Wyatt, T.M. (under review). How Preschoolers' Social-‐Emotional Learning (SEL) Predicts Their School Readiness: Developing Theory-‐Promoting, Competency-‐Based Assessments. Manuscript submitted for publication to Infant and Child Development.
14
SEL is cri>cal for social and academic success Children without age appropriate emotional/social
skills:
Participate less in class Less accepted by classmates/teachers Get fewer instructions/positive feedback from teachers Like school less and less
Social-‐emotional competence predicts academic
success in 1st grade, even after controlling intelligence / family background
15
This pabern persists into later elementary years, too Aggressive/antisocial children are more likely to: Ø Perform poorly on academic tasks Ø Be held back in later grades Ø Drop out later on Ø Continue antisocial behavior It is necessary to pinpoint social-‐emotional strengths
and weaknesses early to ensure long-‐term well-‐being and academic success (Raver & Knitzer, 2002)
16
To what extent do you agree with the following statement:
Parents expect teachers to teach children social-‐ emotional skills A) Strongly Agree B) Agree C) Neither Agree nor Disagree D) Disagree E) Strongly Disagree
17
Who’s teaching SEL? Traditionally the realm
of parents More time with Child teachers, less with parents Teachers are increasingly being Child held accountable for SEL How do we work Child together to help children?
Child
Teacher
Center
Child
Paren t
Peers Child 18
Four ways early childhood education teachers can impact children’s SEL
19
How do we help?
Modeling & Reacting to Emotions Classroom Emotional Climate
SEL Instruction
Social Emotional Teaching
Social Emotional Learning
Teacher Emotional Competence 20
SEL instruc>on Teaching SEL through interactions Labeling, Coaching, Scaffolding, etc. Direct instruction through SEL Curriculum Evidence-‐based, implemented with fidelity
21
SEL instruc>on – Through Interac>ons Explicit Instruction Modeling of Skills Discussion of Relevant Situations Opportunities for Practice with Recognition Feedback and Reflection
22
SEL instruc>on – Interac>ons Training Incredible Years Teacher Training Carolyn Webster-‐Strabon
Teacher attention, encouragement, praise Motivating children with incentives Preventing behavior problems Decreasing inappropriate behaviors Building positive relations with students,
problem solving
23
SEL instruc>on -‐ Curriculum The Preschool PATHS Curriculum TM
Domitrovich, Greenberg, Kusche & Cortes (2005)
u Friendship skills
u Intentional self-‐control
u Emotion knowledge u Social problem-‐solving
24
SEL instruc>on – Evidence Based Curriculum and Training High Quality Implementation is Essential How well a program adopts and utilizes a packaged
curriculum or training program will significantly impact its effectiveness. Previous research has show that oftentimes improper implementation results in variation in children’s outcomes (Derzon, Sale, Springer & Brounstein, 2005; Durlak & Weissberg, 2005; Durlak & Dupree, 2008)
25
SEL instruc>on – Evidence Based Curriculum and Training It is important to chose a program that will meet your needs and that you can carry out effectively and with high fidelity. Check out http://casel.org/guide to access the Guide
Modeling & Reac>ng to Emo>ons Modeling emotional expression and
regulation
Display positive and negative emotions
appropriately Utilize the same regulation techniques you want children to use (e.g., go to the “turtle corner”)
Teacher
Child
Reacting and responding to children’s
emotions
Encourage expression by responding
positively and/or validating Help children cope with their emotions either by focusing on the problem or the emotion Avoid minimizing/punishing/dismissing children’s emotions
(Bailey, Denham, & Curby, 2013; Denham, Bassett, Bailey, Zinsser, Wantanabe, & Fettig, 2013) 27
Modeling emo>onal expression and regula>on Teacher Positive Affective Balance
Teacher Tenderness
à
Child Positive Affective Balance
Children in classrooms with more positive teachers express more positive emotions
Children in classrooms with Child Positive teachers who display Affective tenderness express more Balance positive emotions. & Child Teachers who are tender are Tenderness socializing children to be tender with others. 28
Reac>ng and responding to children’s emo>ons Teacher
Positive Reactions Teacher Emotionally Attentive Reactions Teacher Dismissive Reactions
Children in classrooms with Child Positive teachers who react positively Reactions to emotional expression will also react more positively Teachers who focus on and validate children’s emotions have children react more positively to others’ emotions.
à
Child Positive Reactions
à
Teachers who minimize, ignore, Child Negative or punish emotional expressions Reactions have children who react less positively to others’ emotions. 29
Classroom Emo>onal Climate
30
Classroom Emo>onal Climate Higher levels of emotional support by teachers is
associated with better child outcomes academically and socially This can partially be explained by the close attachment-‐like relationships that children form with early teachers Children in classrooms with more supportive teachers display more adaptive classroom behaviors and better academic outcomes
(Rimm-‐Kaufman, Curby, Grimm, Nathanson, & Brock, 2009; Graziano, et al., 2007) 31
Classroom Emo>onal Climate – THE CLASS EMOTIONAL SUPPORT
Positive Climate Negative Climate Teacher Sensitivity Regard for Student Perspectives
CLASSROOM ORGANIZATION
INSTRUCTIONAL SUPPORT
Behavior Management Productivity Instructional Learning Formats
Concept Development Quality of Feedback Language Modeling
Positive Climate: Relationships Positive Affect Positive Communication Respect
32
Teacher Emo>onal Competence A teacher’s own emotional competence is a
building block of Social-‐Emotional Teaching Classrooms are emotional places! … Not just for children, but teachers too!
Picturesque
Occasional Reality Under-‐acknowledged Teacher Emotions
33
Teacher Emo>onal Competence In order to teach about SEL, teachers have to be
emotionally competent too
Express and identify emotions accurately Be aware of and sensitive to others’ emotions Manage their own emotions
34
Teacher Emo>onal Competence Teachers know emo>onal competence is important Knowledge “if a teacher doesn't have the language [skills] that you need to talk
to children, [she’s] not being a competent teacher”
Expression A good teacher is “one that is willing to show and use the full
spectrum of emotions”
Regulation Teachers need to be “able to control [her] own emotions and to
model that for the children”
35
Teacher Emo>onal Competence More stressed teachers
have students who are: less regulated less productive less positive and less prosocial
More stressed teachers
are less consistent in their emotional support (CLASS)
0.5 0.4 0.3 0.2 0.1 0 -‐0.1 -‐0.2 -‐0.3 -‐0.4 -‐0.5
Child Aggression
But knowledge alone is not sufficient
Inconsistent Teachers
Consistent Teachers
Low (-‐1 SD) Average High (+1 SD) Mean Emotional Support
Inconsistency in emotional
supportiveness negatively impacts children’s SEL, even if teachers are on average very supportive 36
37
To what extent do you agree with the following statement:
Teachers should always look happy and smiley in their classroom, no matter how they really feel. A) Strongly Agree B) Agree C) Neither Agree nor Disagree D) Disagree E) Strongly Disagree
38
The combined effects of SET Research has shown that parents who value emotions: Engage in more positive socialization practices, invest more time in children’s emotional experiences, and encourage children’s expression of emotions Have children who are more emotionally competent Theoretically the same should hold true for teachers
too; those who value and believe in emotions should Create more positive classroom environments Engage more fully in SEL curriculum activities Be more emotionally competent themselves 39
How do SET prac>ces combine to impact SEL in the classroom? Method: Pair a popular assessment of classroom quality (CLASS) and teachers’ discussions during focus groups.
CLASS Emotional Support
7 6 5 4 3
Less Supportive Average More Supportive
2 1 0
(Zinsser, Shewark, Denham, & Curby, 2013; Zinsser, Denham & Shewark, 2013)
40
How do teachers’ beliefs relate to their classroom prac>ces? Value of SEL
View SEL as integral More and articulate Emotionally complex Supportive understanding of children’s emotions.
Use of SEL Strategies Go beyond SEL curriculum and purposefully integrated lessons into non-‐SEL learning opportunities.
Rely heavily on Are able to list Less curriculum to several SEL skills, but Emotionally structure their SEL not elaborate on Supportive interactions with them. students.
Teacher Role in SEL Emphasize their continual engagement in socialization and view SEL as a collaboration between parents and teachers. Feel more accountable for children's emotion socialization. Did expect much from parents.
Teachers’ Beliefs about their own emo>ons More Emotionally Supportive Teachers
“Practice What You Preach” Overtly use the regulation strategies they want the students to use. “‘Do I need turtle right now? I'm getting a little upset and frustrated. I'm going to take a break.’ I have to be willing to do that, otherwise it's just a bunch of talk.”
Less Emotionally Supportive Teachers
The “Teacher Façade” “No matter how you're feeling, once you come into the classroom you have to put your face on.” “You need to always have a smile.”
42
What the research says about SET:
Teachers successfully use a variety of SEL curriculum to improve children’s SEL, but that’s not the only way.
Modeling of and reacting to emotions socializes children’s emotions through daily interactions.
The classroom emotional climate impacts children and teachers alike. Teachers who feel stressed in the classroom struggle to maintain consistent/predictable climates.
Teachers’ own emotional competence, including their understanding of and valuing of emotions is related to their classroom practices, including integrating SEL curriculum, parent engagement and expression and regulation of emotions. 43
What teachers can do in the classroom: Express mostly positive emotions, as well as limited but
purposeful expression of negative emotions Model appropriate expressions and normalize the experience of some emotions (“adults get frustrated too”) Model use of regulation strategies teachers want to see Explain the consequences of emotions and behavior What can realistically be expected to happen after you
express emotions? “Just because you say you’re sorry doesn’t mean Johnny has to want to play with you”
44
What teachers can do in the classroom: Reflect on your beliefs about emotions Do you believe you’re a social-‐emotional teacher? Why/ Why not? Are your classroom practices maximizing children’s SEL? Are you a good model of SEL for your students? Reflect on your SET practices Take into account family and environmental influences on individual SEL differences (e.g., siblings and sharing) Empathize with children’s perspectives during interactions (proximity and height) Adjust pacing of activities to children’s needs 45
What teachers can do outside of the classroom: Take care of yourself Be mindful of your experiences of stress both at work and at home
and be proactive Take time for self-‐care (exercise, laughter, healthy diet, etc.) Consider changing classroom organization to reduce the situations that cause stress (e.g., transitions)
46
Administrators can reflect too: Do you encourage teachers to teach social-‐emotional
skills?
Do they know why?
How do you support teachers’ social-‐emotional teaching? Adequate resources? High fidelity implementation of curriculum and training? Do they know that you value emotions? What do you do to support teachers’ emotions? Is your center a positive, emotionally supportive place to
work?
47
Addi>onal Resources Collaborative for Academic, Social, and Emotional Learning (CASEL.org) Zinsser, K., Bailey, C., Curby, T.W., Denham, S.A., Bassett, H.H., & Morris,
C. (2013). Exploring the predictable classroom: Preschool teacher stress, emotional supportiveness, and students’ social-‐emotional behavior in private and Head Start classrooms. National Head Start Association Dialog, 16(2). Baily, C., Zinsser, K., Curby, T.W., Denham, S.A. Bassett, H.H. (2013). Consistently emotionally supportive preschool teachers and children’s social-‐ emotional learning in the classroom: implications for center directors and teachers. National Head Start Association Dialog, 16(2). Denham, S.A., Bassett, H.H., Zinsser, K., Wyatt, T.M. (under review). How Preschoolers' Social-‐Emotional Learning (SEL) Predicts Their School Readiness: Developing Theory-‐Promoting, Competency-‐Based Assessments. Zinsser, K., Shewark, E., Denham, S.A., & Curby, T.W. (in revision). A mixed-‐ method examination of preschool teacher beliefs about emotion socialization and relations observed emotional support. Manuscript in revision at Infant and Child Development.
48
For more information, join the Social Emotional Teacher & Learning Lab mailing list:
Click here
Ques>ons
Kate Zinsser Assistant Professor University of Illinois, Chicago
Early Learning Technology | www.HatchEarlyLearning.com
#HatchExperts| Copyright 2012 Hatch Inc. All Rights Reserved.
Interac>ve Technology & Learning Ac>vi>es
Brought to you by The Early Learning Experts
Early Learning Technology | www.HatchEarlyLearning.com
#hatchinars | Copyright 2011 Hatch Inc. All Rights Reserved.
Research-‐Based SoDware Creates Breakthrough Moments!
Early Learning Technology | www.HatchEarlyLearning.com
#HatchExperts| Copyright 2012 Hatch Inc. All Rights Reserved.
Early Learning Technology | www.HatchEarlyLearning.com
#HatchExperts| Copyright 2012 Hatch Inc. All Rights Reserved.
Technology Demo Webinars
www.hatchearlychildhood.com/demowebinars
Early Learning Technology | www.HatchEarlyLearning.com
#HatchExperts| Copyright 2012 Hatch Inc. All Rights Reserved.
May 16th , 2013
Empowering Young Minds Through Signs Dawn Braa, M.A., Dakota County Technical College Early Childhood & Youth Development Instructor
www.hatchearlychildhood.com/webinars
Early Learning Technology | www.HatchEarlyLearning.com
#hatchinars | Copyright 2011 Hatch Inc. All Rights Reserved.
