We hear the jargon and sometimes think it's pop culture that will roll over once the new fad is in. But social and emotional skills are not just 'it' words. These are the underpinning developmental areas that provide the foundation for all other learning to take place. Fact. However you dress it up, the evidence has time and time again drawn the same conclusion. So why don't we have incredibly self-aware and confident learners oozing out of our schools and preschools? Perhaps this is due to the miscomprehension that these skills just come to us. Certainly we are predisposed to personality traits that will influence how we approach or respond to social and emotional situations. We can, however, as parents, educators and members of our community, provide strategies and supports to assist a child develop appropriate and useful social and emotional skills that will compliment a learning style or personality. Furthermore, we can assess the environment in which we live, particularly once we do know a child's strengths and challenges. -Reducing exposure to LED lighting at certain times of the day, assist in the bodies natural ability to produce melatonin, the naturally produced drug that assists in peaceful sleep. Having availability to fresh air - even during those really cold days!
-Having an environment that is receptive to self-declared moments of peace and quiet; and a space in which to, quite simply, laugh madly, are so valuable!
-Many early learning settings and schools are taking time to relax and stretch at certain times of the day. This is an essential starting point. We don't always have to be on the go, and we do so appreciate some guidance in these experiences.
-Praising the good times, at every opportunity, doesn't lessen the value or cause our kids to be 'praise needy'. It's the way this is handled that is key. Think of the praise as a deposit you can make into the child's emotional piggy bank and be genuine, interested and appropriate. Reduce the 'gush' or the repeated, possibly dismissive 'good girl' and match the 'great effort' with a smile and a thumbs up. Some great praise descriptors can be found in the Raising Children Network article below.
-Provide opportunities for the child to really develop self-worth. Even sharing a favourite book from home with a group of other children is achieving this. Actually linking a child's own interests with learning outcomes at school gives that child a feeling of value. -Keeping children interested and engaged means really knowing a child's preferences. Take time to smell the flowers - afterall, every child is a blossom ready to bloom.
Relax Kids, 6 Seconds, Teaching Pyramid resources, Raising Children Network all provide extensive suggestions on how to further develop social and emotional skills in young children with the focus on both families and educators, and the view to being able to transfer skills into any setting.
Further articles in support of teaching social/emotional intelligence (I'll add to these over time):
http://www.happychild.com.au/articles/teaching-emotional-intelligence-how-schools-can-educate-children-for-life
http://raisingchildren.net.au/articles/encouraging_good_behaviour.html
