Foundations Professional Development Module: Promoting …



Effective Teacher Practices Supporting North Carolina Foundations for Early Learning and Development: Promoting Emotional Literacy and Empathy90 minute face-to-face sessionContact hours: 2 contact hours (90-minute session plus 30-minute pre-learning activity review)Slide 1: Introduction to ModulesThis is the first session in a series of modules that addresses the second level of the pyramid. It is the “main course” – the “meat” of the training. Over the next several sessions, we will discuss ways to intentionally teach social-emotional skills related to identifying and expressing emotions, recognizing and responding to emotions of others, and understanding feelings. While all children benefit from these types of strategies, children from families with multiple risk factors benefit most of all.Slide 2: Emotional literacyEmotional Literacy includes: the ability to read facial expressions, non-verbal cues, language and body cues in one’s self and others, the ability to interpret these cues as to the cause and intent of the action, and being able to determine one’s own emotional reaction to these cues in themselves and others. Emotional literacy includes being able to generate solutions based on the emotional cues of others, being able to make a decision and act on the decision in regards to how it affects their own emotions and the emotions and actions of others. Slide 3: Review of pre-learning AssignmentYou read Enhancing Emotional Vocabulary in Young Children, Gail Joseph and Phillip Strain, The Center on Social Emotional Foundations for Early Learning: Discuss: 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?You reviewed the Instructional Practices for Developing Emotional Literacy and Empathy Teachers/Staff Checklist. How did you do? Which practice(s) do you wish to improve in the current or upcoming school year?What was one instructional practice from the self-assessment that you implement ‘almost always?’ What strategy do you use to implement the practice? Slide 4: ObjectivesParticipants will:Understand and effectively implement instructional practices that help children build emotional literacy and empathy Understand the importance of involving families in practices that help children build emotional literacy and empathy Slide 5: Objectives continuedParticipants will:Understand the importance of using data to support children in developing emotional literacy and empathy Understand how to articulate the relationship between targeted instructional practices, NC Foundations for Early Learning and Development, and the NC Professional Teaching StandardsWith this session we hope to help you understand the importance of helping children build emotional literacy and empathy skills, with their families, and with all teaching staff in your classroom and school. We’ll focus on instructional practices that help children recognize and appropriately respond to their feelings and actions and the feelings and actions of othersSlide 6: Preschool Pyramid Model OverviewThis is the newest iteration of our pyramid model. The first tier is often called the prevention tier and it has two levels that include evidence-based teaching practices that promote healthy social, emotional and behavioral development for all children. The second tier includes providing explicit, targeted instruction with progress monitoring for individual children who need that extra support and more practice. Tier III covers intensive intervention for those children who are still exhibiting challenging behaviors after all supports at Tier I and II are in place on a consistent basis. These children will need intensive intervention strategies and documentation of behavior in order to make a plan for intervention and support for the child and the teacher. Modules 1-7 covered the strategies in the first level of Tier 1 which help you ensure a healthy emotional-social environment for all children. High quality supportive environments promote positive outcomes for all children. Modules 8-11 will focus on the second level of Tier 1, so this is the first module in the second level of Tier I. Emotional literacy builds the foundation for later modules including recognizing and controlling anger & impulses, developing problem-solving skills, and developing friendships. When children cannot read emotional cues or display empathy for others in the classroom, they have difficulty controlling impulses, problem-solving, forming relationships, and making friends. You will notice that these modules are slightly more focused on specific strategies and supports than Modules 1-7.Slide 7: Activity -the same feelings may be expressed differently by different peopleLet’s start by thinking about feelings. What are your feelings today? Suppose different feelings could be thought of as different colors. What color are you today and why? [If needed, provide an example: I’m pink because I’m happy.]You’ll see that there are posters of different colors up in the room. Go to the color you feel today. When everyone has found a group, begin telling one another why you chose that color to express your feelings today.[Trainer note -- the purpose of this activity is to show that the same emotion may be expressed differently by different people.][Give participants adequate time to move around the room and talk. After about 10 minutes, get the groups’ attention. Go to each group and ask a spokesperson to describe the feelings they associated with each of the colors. Wrap up by summarizing ‘themes’ associated with the colors, such as intensity. Prompt as needed to talk about whether feelings have different colors according to intensity of the feeling (example: irritated is a muted orange, frustrated is neon orange)?]How might you use this activity with children?[Prompt as needed to talk about adding music and movement to the activity with children.]There is a book titled My Many Colored Days that will be a great resource to use in the classroom to go along with an activity like this one.Slide 8: What is emotional literacy?Emotional literacy is the ability to recognize, understand, and appropriately express emotions. We typically think of literacy as the ability to read and write. Emotional literacy is being able to perceive (read) and communicate (write) emotions. It is the alphabet, grammar, and vocabulary of our emotional lives. It is the way we respond to life using a variety of emotions…anger, fear, loneliness, etc. Emotions influence our actions and our thoughts and have a critical impact on our relationships.Slide 9: Why is emotional literacy important? Research from a survey, ‘Public School Parents and The Promise of Public Education,’ conducted by Hart Research Associates in 2013 with parents of children enrolled in public schools indicated that parents wanted schools to do four things to help their children prepare to succeed in college and their careers. Sixty-eight percent of parents wanted the schools to improve their child’s knowledge and critical thinking abilities. Eighty percent of the parents wanted the schools to provide their child with a safe learning environment. Sixty-one percent of parents surveyed indicated that they wanted the schools to educate their children about their rights and responsibilities as citizens of a democracy. Fifty-four percent of parents wanted the schools to address their child’s social, emotional, and health needs. CITATION Har13 \l 1033 (Hart Research Associates, 2013)We also know that children who don’t learn to use emotional language have a hard time labeling their own feelings and the feelings of others. Misreading the emotions of others can result in inappropriate actions that can then lead to challenging behavior or social isolation. An example of misreading emotions could be if a person’s face is red, someone might think the person is hot and offer them a cool drink. But maybe the person’s face is red because he or she is embarrassed! If a child always looks sad or lonely, other children may think it means the child does not want to play.Slide 10: Activity on Typical Development for Emotional Literacy and EmpathyLet’s review typical development of emotional literacy and empathy skills in children.In your handouts you have ‘Typical Development for Emotional Literacy and Empathy.’ Cut the statements into four strips. Rearrange the statements and place them in the order in which children typically develop these skills, from 1) two month old, to 2) toddler, to 3) 3-4-year-old and 4) 5-6-year-old.[Have the ages written on chart paper for reference. Debrief by asking which statements describe the skills of a two month old, toddler, 3-4-year-old, and 5-6-year-old. See answer key at the end of the script.]Slide 11: Instructional practices checklistIn your supporting materials you have a checklist of instructional practices for building emotional literacy and empathy with children, staff, and families. We’ve adapted the checklists from CSEFEL and the University of Iowa. The checklist items are part of the Teaching Pyramid Observation Tool (TPOT) – with which you may be familiar if you are familiar with CSEFEL. CSEFEL conducted extensive research and found these are practices have proven to be effective for helping children learn emotional and social skills. In other words, they are evidence-based practices. You’ll see a checklist for Instructional Practices to Promote Emotional Literacy and Empathy with items intended for use by teachers and other instructional staff as a self-assessment. Also in your supporting materials you have Instructional Practices to Promote Emotional Literacy and Empathy for Administrators, with the same items intended for use by an observer. The observer might be a coach or mentor, a peer, supervisor, or evaluator. Slide 12: Video- Teaching Emotional Literacy and Empathy Video 1 - Amy –Cabarrus County in large group setting This classroom has a B-K licensed teacher and two full time teacher assistants. There is a total of 16 children in the classroom which includes six children identified as Exceptional Children (one identified as on the autism spectrum and five children with developmental delays), three children who participate with support from NC Pre-K, and 10 children who participate through private pay.Now let’s watch Amy using a puppet, Murray, during a group activity to introduce a new vocabulary word around an emotion, “worried.” Watch how she introduces the new vocabulary word. As you are watching the video – see if you can identify strategies the teacher is using that are listed on the Instructional Practices checklist.[Show video.]Which instructional practices did you observe? What strategies did you observe that were evidence of each of the instructional practices on the checklists? [Trainer notes: some examples are listed below- the participants may include others:IP-1 Use a variety of materials in naturally occurring opportunities across the day to teach emotional literacy and empathy skills. [Allowing children and teacher assistant to develop solutions to the problem.]IP-2 Use group settings (both large and small) to teach emotional literacy and empathy skills [Using a situation that was familiar to the children to discuss worry in group setting.]IP-3 Use and model expected behaviors while describing the behavior. [Modeling with the teacher assistant.]IP-5 Include instruction using a variety of materials in recognizing feelings in self and others in the daily lesson plan.IP-6 Discuss emotions in the classroom including using increasing complex vocabulary such as mad, angry, frustrated, etc. [Teacher discussed worried; gave clues to look at the face, “How can you tell he is worried?”]Slide 13: Additional strategies and next stepsLet’s take a few minutes at your tables to discuss what additional strategies the teacher might have added to her interactions with children in this scenario to maximize the opportunity for recognizing and responding to emotions in self and others. What might be the next step to further the children’s understanding of “worried”? We’ll come back together in a few minutes to talk about it as a large group.[Write these two questions on a flip chart paper: Additional strategies? Next steps? Give adequate wait time.]Let’s come back together. What other strategies did this table come up with? What are next steps? Are these instructional practices represented on the checklist?[Allow participants to respond table by table. If you are watching the time, just pick a few tables. Prompt if necessary to look at the Instructional Practices Checklist and determine which strategies support those practices.]Slide 14: Teaching standardsNC professional teaching standards can be found at: ]Now refer to the NC teaching standards in your supporting materials and put yourself in the shoes of the principal who is observing Amy’s classroom for evaluation purposes. Which teaching standards did the teacher demonstrate during the interactions you observed? [Encourage small groups to talk together. Give adequate wait time.]What teaching standard did you observe? How was the teaching standard demonstrated?Standard 3: Teachers know the content they teach3a. Teachers align instruction with the NC Standard Course of Study. (The teacher understands the NC Standard Course of Study and how her Pre-K curriculum aligns with it. She has created a developmentally appropriate lesson for teaching about emotions.)3d. Teachers make instruction relevant to their studentsStandard 4: Teachers Facilitate Learning for their students4a. Teachers know the ways that learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. (The teacher creates a lesson that is developmentally appropriate for preschool age children. It is evident that she is aware of her students’ needs, interests and developmental levels and selects puppetry as a teaching method for engaging them in the learning objectives.)4b. Teachers plan instruction appropriate for their students. (The teacher monitors the students’ engagement and understanding and adjusts her instruction using the puppet accordingly.)4c. Teachers use a variety of instructional methods. (Amy utilizes puppetry, brings her teacher assistant into the conversation who talks about what being scared looks like on Murray’s face, asks the students questions etc.)4g. Teachers communicate effectively (The teacher communicates effectively through her puppet Murray using voice inflection, body movements and gestures. She also steps out of the puppet role to ask her teacher assistant to communicate with the students about how they could help Murray be Super Murray.)Why is it important to be able to articulate the teaching standard the teacher is demonstrating?[Prompt as needed to talk about our own roles in educating others about preschool instruction.]We have talked about the intentional instructional practices we saw Amy use in the video clip to build emotional literacy and empathy skills. Now, let’s focus our attention on the skills the children are working toward.Slide 15: Picture of Foundations Refer to your Foundations document for emotional and social development goal 6 on page 61. Look at the developmental indicators for identifying, managing, and expressing feelings.[Offer to show the video again. If participants say they can identify developmental indicators from watching the scenario the first time, proceed with the activity. If participants have difficulty, go ahead and show the video again.]What developmental indicators did you see children working toward?[Prompt as needed to talk about: emotional and social development - page 61ESD-6q Use a larger vocabulary for talking about different feelings.ESD-6r Give reasons for their feelings that may include thoughts and beliefs as well as outside events (“I’m happy because I wanted to win and I did.”)ESD-6s Use problem solving strategies when they feel angry or frustrated.]Slide 16: iPointsiPoints are ‘Instructional Practices Observed in Teaching Standards.’ Find the iPoints for Module 8 in your supporting materials. Refer to the instructional practices that we’ve discussed thus far in this session. This document correlates the instructional practice with the early learning and development standards (Foundations) and the NC teaching standards. Take a few moments to review this document. Discuss how this document will be a useful resource for teachers and administrators. [Refer to iPoints for Administrators.]Slide 17: Foundations to NC Standard Course of Study crosswalk activityYou have on your tables a set of crosswalk documents that shows how the early learning and development standards align with the NC Standard Course of Study (NC essential standards and the common core). The crosswalk is meant to show, ‘when we help children work toward this early learning standard, it is preparing them to work toward this Kindergarten standard.’ Our early learning and development standards tell what children should know and be able to do related to recognition of emotions in themselves and others and the ability to react and respond appropriately to their emotions and to the emotions of others. The iPoints document can be used as a reference for connecting the instructional practices, early learning and development standards, and the NC professional teaching standards. The crosswalks can be used to find connections between our early learning and development standards and kindergarten standards. Now let’s divide into 3 groups, one for each developmental indicator that was evident in the video clip. Each group has a chart with the developmental indicator listed at the top. Please take the crosswalk document and locate the kindergarten standard(s) that aligns with your group’s assigned skill.[Divide into 3 groups. Write each developmental indicator below on chart paper. Distribute one developmental indicator to each group.ESD-6q Use a larger vocabulary for talking about different feelingsESDE-6r Give reasons for their feelings that may include thoughts and beliefs as well as outside events (I’m happy because I wanted to win and I did.”)ESD-6s Use problem solving strategies when they feel angry or frustrated.]Each group has a flip chart – write how the developmental indicator aligns with kindergarten standards.[Allow time for each group to discuss crosswalk and then ask groups to share back with large group.]Slide18: Foundations – NC Standard Course of Study Crosswalk ESD-6qSlide 19: Foundations – NC Standard Course of Study Crosswalk ESD-6rSlide 20: Foundations – NC Standard Course of Study Crosswalk ESD-6sSlide 21: Activity- Recognizing feelings in others is an important part of Emotional LiteracyThe NC Foundations of Early Learning and Development address ‘recognizing feelings in others’ under the domain of Emotional and Social Development: Goal ESD-7: Children recognize and respond to the needs and feelings of others. See page 62.[Distribute cards of children’s faces showing different emotions. Each participant has one card. Make sure to keep them face down. Trainer note – facial expression cards may be ordered at -- and emotional learning cards may be ordered at: ]Now let’s think about how we can help children recognize feelings in themselves and others. Here’s an activity that you can do with children in your class as a small or large group. Each person has a card with a picture of a child showing an emotion. Take a look at your card without showing your neighbor. Think of one word that best describes that emotion.[Give participants a moment to study the picture and think of a word.]Turn to your neighbor. Take turns modeling the emotion you see on your picture. See if your neighbor comes up with the same word you thought of when you looked at the picture on your card. [Trainer tip: there is no right or wrong answer. The purpose of this activity is that people display the same emotions differently and it is sometimes difficult to tell how someone is feeling based on facial responses – especially when they are out of context of a situation.][Allow time for each partner to have a turn modeling and labeling the emotion.]Now let’s come back together. Was it hard to read the facial expression out of context? What would have helped you know the emotion the other person was feeling?Do emotions sometimes look the same for different emotions? Can tears be a sign of happiness as well as sadness? Of course, we need to remember that we get clues about emotion from the whole body not just the face. How can we help children read these clues?[Allow participants to comment before moving on. Trainer note: This activity can be modified for children with visual impairments by using white on black images and letters and/or using textured materials - hemp, twin, pipe cleaners – to make eyebrows. Teachers can help children think about how the direction of the eyebrows give clues to people’s feelings.]Slide 22: Strategies for teaching emotional literacy and empathyIndirect teaching of emotional literacy and empathy comes through modeling and demonstrating appropriate ways to express feelings in center activities and informal unanticipated moments throughout the day. An example of indirect teaching would be when a teacher provides emotion labels – “you seem happy” or “you seem frustrated” – as children experience various affective states. Look at your instructional practices checklist. What instructional practices support indirect teaching of emotional literacy and empathy skills? [Prompt as needed with the instructional practices below.IP 3: Teacher models expected behaviors while describing the behavior IP 4: Teacher comments positively and descriptively when children are expressing their emotions addresses using indirect teaching situations to build emotional literacy and empathy. IP 6: The teacher discusses emotions in the classroom including using increasing complex vocabulary…such as mad, angry, frustrated etc.IP 7: Teacher encourages and allows the children to appropriately express a range of emotions in the class (It is ok to be angry but not ok to hit)IP 8: Teacher uses and models alternative strategies when communicating with children who are nonverbal, language delayed or dual language learners (DLL) and assists other children in implementing these strategies for successful peer relationships.]Direct instruction Direct teaching involves planning specific activities and opportunities for children to increase their emotional vocabulary and to practice discriminating between different facial expressions and emotions. It could be showing a child pictures and labeling the emotions. For example, “See this child? She looks sad. I can tell she looks sad because she is covering her eyes and is frowning.” Contextual or situational cues give us more insight into the way someone is feeling. Having strong relationships with families, coworkers, and children can give us the context we need to accurately interpret emotional cues. We need context to know whether someone is crying because they are sad or if they are crying because they are cutting onions. Which instructional practices might be addressed when the teacher is using direct instruction to address an emotional literacy or empathy skill?[Prompt as needed using the practices below.IP 1: The teacher uses a variety of materials (books, puppets, games, etc.) in naturally occurring opportunities across the day to teach emotional literacy and empathy skillsIP 2: The teacher uses group settings (both small and large) to teach emotional literacy and empathy skills IP 5: The teacher includes instruction (using a variety of materials (books, puppets, games etc.) in recognizing feelings in self and others in the daily lesson planIP 6: The teacher discusses emotions in the classroom including using increasing complex vocabulary…such as mad, angry, frustrated etc.]Slide 23: Strategies to Promote Emotional Literacy and EmpathyFind your handout titled, ‘Strategies to Promote Emotional Literacy and Empathy.’ At your tables let’s review and discuss these strategies.[Give participants time to look at the handout and discuss.]Now let’s come back together. 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?[Ask questions one at a time. Allow a few participants to respond before going on. If participants are reluctant to respond, call on someone.]Slide 24: Video – Building Emotional Literacy Now let’s view a video of a teacher using various strategies to teach emotional literacy in her classroom. Refer to the Instructional Practices checklist for this module and read through those quickly. As you watch, refer to your IP checklist and determine which practices you observe in the video. Also take a look at the Teaching Standards again and identify any teaching standards you see demonstrated in the video clip.[Show “Building Emotional Literacy” video from the Teaching Channel This video can be found online here: ]What instructional practices did you observe?[Allow participants to respond: Prompt as needed to include: Instructional Practices:1. Use a variety of materials (books, puppets, games etc.) in naturally occurring opportunities across the day to teach emotional literacy and empathy skills. (Teacher used feelings jars check in activity, books, cut/paste activity, mirrors, and magnet board activity in multiple places at multiple times in classroom)2. Use group settings (both large and small) to teach emotional literacy and empathy skills. (Teacher read book in large group, discussed cut/paste activity in small group.)3. Use and model expected behaviors while describing the behavior. (Teacher also showed feelings on her face as she asked children to show her what the feelings look like on their faces.)4. Comment positively and descriptively when children are expressing their emotions. (“You look kind of happy. That’s silly.” “That’s such a pretty smile and your monster is smiling too?”)5. Include instruction using a variety of materials (books, puppets, games etc.) in recognizing feelings in self and others in the daily lesson plan. (Teacher used the jar/feeling faces check in; sang song to go along with book about monster; led children to practice showing what different feelings look like on their own faces with a mirror and also identify what their monster’s face looked like as they did the cut/paste activity.)6. Discuss emotions in the classroom including using increasingly complex vocabulary such as mad, angry, frustrated etc. (“Show me what “angry” looks like.”)8. Use and model alternatives strategies when communicating with children who are non-verbal, language delayed, or dual language learners (DLL) and will assist other children in implementing these strategies for successful peer relationships. (Teacher explained that the magnet board activity was a good opportunity to pair nonverbal children with more verbal children so the nonverbal child can be successful showing his understanding and the verbal child can match the words with what he did.)9. Use reflective strategies to question my own instructional practices in order to enhance, implement, and model emotional literacy and empathy within the classroom community. (Teacher noticed the discussion during the cut/paste activity would be enhanced by bringing out mirrors, so she did.)]What teaching standards did you observe?[Allow participants to respond. Prompt as needed to include: Teaching Standards: (Audience may identify more in addition to these.)Standard 3: Teachers know the content they teach3a. Teachers align instruction with the NC Standard Course of Study. (The teacher understands the NC Standard Course of Study and how her Pre-K curriculum aligns with it. She has created a developmentally appropriate lesson for teaching about emotions.)3c. Teachers recognize the interconnectedness of content areas/disciplines. (Teacher incorporated lesson on feelings with skill practice in literacy, art, music, and spatial relationships.)Standard 4: Teachers facilitate Learning for their students4a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. (Teacher provided activities that could be effective for children at all levels. She knew which children needed more verbal prompting and gave multiple activities to practice skills to appeal to different interests.)4b. Teachers plan instruction appropriate for their students. (Same as 4a.)4c. Teachers use a variety of instructional methods. (book activity, song, art activity, large group/small group, partners)4g. Teachers communicate effectively. (She used appropriate language and demonstrated what she meant when needed.)4h. Teachers use a variety of methods to assess what each student has learned. (Teacher could assess learning through the questions/responses during the large group book activity, the finished cut/paste project, magnetic board activity, and conversations she had with children.)Standard 5: Teachers reflect on their practice5a. Teachers analyze student learning. (Teacher noticed that the mirrors would enhance the cut and paste activity/discussion and added those to the activity.)]Slide 25: Make-it/Take-it Feelings Check-in[Trainer note – Supplies for the Feeling Faces Sign-In Chart: feeling faces, 3 pages, laminated, poster paper, 6” wide by 36 “ long; scissors, glue, clothespins: one per child. Supplies for the Feeling Faces Ring: small feeling faces, laminated, book ring or wristlet, scissors, hole puncher.]Feeling Faces Make and Take. Each person may choose to make either a chart or a ring.To make the Feeling Faces Sign-In Chart, you will cut out feeling faces and glue along the strip to make a horizontal chart of feeling faces and put a child’s name and/or photo on a clothespin. During the morning, each child chooses how he feels and puts clothespin on that feeling face, with teacher assistance.To make the Feeling Faces Ring, you will cut apart feeling faces into individual squares with one feeling face per square. Punch a hole in the corner of each square, and add to the ring or wristlet. Have pictures available to help children identify emotions within situations that arise throughout the day. When you lead your make-it/ take-it activities, be sure to ask your participants ways they see themselves using the finished product in their classrooms and with their families.Slide 26: Emotional Check-InHere’s a short video clip of another way that a teacher does a Feelings Check-in Activity with her children:[This video can be found online here: ]Can you think of other materials that could be made fairly easily and used to teach emotional literacy?Slide 27: Social-emotional lesson planning template – Wake CountyThis is a sample lesson which teachers can use to identify strategies to teach emotions. The lesson plan can help the teacher think about when to address emotional skills throughout the classroom schedule and become more intentional in incorporating emotional literacy skill building in the routines of the day. As you see, the teacher identifies the visual supports needed and how children will practice the skill. It also includes questions to consider when assessing the child’s understanding. How do you use lesson planning to ensure time spent on emotional literacy and empathy?Slide 28: Teaching empathy-reading facial and body cuesSocial psychologists believe that although children are born with a capacity for empathy, they can also benefit from being taught ways to empathize. Model and elicit empathic responses that are natural, spontaneous, and sincere. When a child accidentally spills paint on another child’s picture, the teacher may want to say: ‘Tell him that you’re sorry.’ If a child is forced to say ‘sorry’ without understanding why or how it relates to the other child’s feelings, he isn't really exhibiting or learning empathic behavior. In fact, the insincerity of this process may teach him that others' feelings don't really matter. Instead, the teacher can use open-ended questions such as, ‘How do you think he/she is feeling? How would you feel if that were your painting?” This dialogue, between a teacher and child, helps the child relate to others’ feelings by articulating how he might feel given the same situation.It’s important to help children go beyond ‘mad, sad, and happy.’ An increased vocabulary allows children to make finer discriminations between feelings and to better communicate with others about their feelings. What instructional practices address this skill? What types of activities could teachers use to expand children’s vocabulary regarding feeling words?[Allow participants to respond. Prompt as needed to include:IP 6: discuss emotions in the classroom including using increasing complex vocabulary such as mad, angry, frustrated etc.IP 7: encourages and allows the children to appropriately express a range of emotions in the classroom (It is ok to be angry, but not ok to hit)]A rich vocabulary of words that can express a wide range of emotions helps children to become better interpersonal communicators. What developmental indicators covered under ESD-6 do you address when you help children communicate feelings?[Allow participants to respond. Prompt as needed to include:ESD-6m use a variety of words or signs to express and manage feelings more clearly, ESD-6o express a range of emotions (happiness, sadness, fear, anger, disgust, tenderness, hostility, shame, guilt, satisfaction, and love) with their face, body, vocal sounds, and words.ESD-6q use a larger vocabulary for talking about feelings, ESD-6r Give reasons for their feelings that may include thoughts and beliefs as well as outside events (I’m happy because I wanted to win and I did).]Slide 29: What is empathy? Teaching Emotional Literacy and Empathy Video 2This Sesame Street video shows Murray having a conversation with Mark Ruffalo about ‘empathy.’ Mark is trying to help Murray understand the meaning of ‘empathy’ by providing examples.[Show video.]As we see in the video, empathy is a difficult concept to explain to children. What did you see Mark do to help Murray understand the meaning of ‘empathy’? [Prompt as needed to include defines empathy, role plays a situation, and tells a story to evoke empathy.]We talked about the importance of a rich vocabulary for communicating emotions. Children also need the right words to describe emotions in order to develop empathy. When children can’t correctly identify their own emotions, we can’t expect them to understand and react to the emotions of others. Empathy also serves as a foundation for problem solving. A key component of problem solving is the ability to see a situation from the viewpoint of others who are involved. Developing empathy will help children be more effective problem solvers. What instructional practice is a teacher using when she helps children develop these skills? [Prompt as needed to talk about:IP 6: discuss emotions in the classroom including using increasing complex vocabulary such as mad, angry, and frustrated IP 7: encourage and allow children to appropriately express a wide range of emotions in the classroom (It is ok to be angry but not to hit)IP 8: Teacher uses and models alternative strategies when communicating with children who are non-verbal, or dual language learners (DLL) and assists other children in implementing these strategies for successful peer relationship.]Our sense of empathy is heavily influenced by experience. Different people may have different levels of empathy, based on those experiences. Empathy isn’t something you have or don’t have. There are degrees of empathy and, with practice, everyone can develop stronger empathy. Slide 30: When should we start teaching empathy? Teaching Emotional Literacy and Empathy video 3Empathy can start early. Even very young infants sense and react to the emotions of others. In this video, watch as a 20-month old child responds to the distress of her 14-day old sister. [Show video.] did you observe the older child doing that demonstrated empathy for her baby sister?[Prompt responses to include: The 20-month old recognizes that her 14-day old sister is feeling upset, then she tries to comfort her by bringing her favorite toy.]This is definitely the beginning stages of empathy! So, when should we start teaching empathy? It’s never too early to start! Slide 31: FoundationsNow let’s see how developing empathy relates to the goals in Foundations. Turn to the list of emotional and social development goals on page 51. Which of these goals are addressed when teaching children empathy?[Prompt as needed to include:ESD-1: Children demonstrate a positive sense of self-identity and self-awareness ESD-2: Children express positive feelings about themselves and confidence in what they can do.ESD-4: Children form relationships and interact positively with other childrenESD-5: Children demonstrate the social and behavioral skills needed to successfully participate in groups.ESD-7: Children recognize and respond to the needs and feelings of others.]Slide 32: Distinguishing one’s own feelings from the feelings of othersOnce children are aware of and can express their own feelings, they must learn to distinguish their own feelings from the feelings of others in order to develop empathy for another person. When you watch someone get hurt it may cause you to wince, even though you know you are not physically injured. For example, if Tammy sees Jimmy hit his head on the slide and begin to cry –she is developing empathy when she understands that he feels pain even though she herself does not.Slide 33: Sense of self with others and empathyWe have said that children need to be aware of their own feelings in order to be aware of others’ feelings. Empathy depends on the ability to share the emotions of others—to “feel” what other people feel, while knowing that they are someone else’s, and not your own, feelings. We may be hard wired to feel other’s feelings. When children are shown pictures of injured people, the areas of their brains light up on brain scans as if they had felt the pain themselves! Areas of the brain associated with perspective taking, social interaction, emotional self-control, and moral reasoning also activate. This automatic response, termed “mirroring,” has been documented in adults, as well as monkeys and other animals.(Jackson et al., 2006).Empathy can also be shaped by experience. Developmentally, most young children believe that everyone feels and experiences the world the same way they do – until they develop ‘theory of mind,’ the understanding that others have beliefs, desires, intentions, and perspectives that are different from one's own. Around the age of 4, children begin to realize that not everyone knows or feels the same things. While many children develop theory of mind through experience and maturation, for some children this skill has to be intentionally taught.(Schulte-Rüther et al., 2007)How do we teach children to distinguish their feelings from the feelings of others? Children are capable of being spontaneously helpful and sympathetic. Experimental studies have shown that children become less likely to help others if they are given material rewards for doing so. [Trainer note – for more information, see the article on the negative impact of rewards at this link -- ]A mother noticed that when she went to change the baby’s diaper, her older toddler would go and bring her a diaper to the diaper area. She praised the child for being so helpful. The older toddler was happy with the recognition and praise. After he had continued to do bring his mother a diaper for several weeks, the mother felt she wanted to reward him for being helpful. The mother began to reward the child by giving him a nickel every time he brought her a diaper. Then something strange happened. The older child who was happy doing the chore without a fiscal reward soon stopped bringing the diaper to the mother. He was no longer motivated. The nickel was not as motivating to the child as was his mother’s praise and acknowledgement.Children are more likely to develop an internal sense of right and wrong if parents help them develop empathy by talking to them about how wrong-doing affects other people (Hoffman & Saltzstein, 1967). For example, if you see someone being victimized in real life, on TV, or in a book, talk with children about how that person must feel (Pizarro & Salovey, 2002). What other strategies can parents and teachers use to help develop empathy?[Prompt responses to include: model empathy for children and adults, point our situations that call for empathy, talk about your feelings for others and how you share others’ joys and sorrows, tell children that you are excited for them when they are excited or that you feel sorry for them when they are unhappy.] On the other hand, children who are exposed to high levels of negative emotion in their homes, because of stressful family situations or even through violent video games, are less sensitive to the feelings of others. Children can be taught to be more sensitive – and the younger the better. Teaching empathy to children at a young age will have the most impact.(Liew et al., 2003)Slide 34: Activity: Understanding FeelingsTake a look at Foundations goal ESD-7: Children recognize and respond to the needs and feelings of others on page 62 of your Foundations document. Developmental indicator ESD-7m tells us that younger preschoolers should be able to show awareness that other people have different feelings (‘I like raisins but he doesn’t.).Let’s do an activity that you can use in your classroom to help children become aware that different people have different feelings. This activity has adult scenarios. You will need to develop other scenarios that are appropriate for preschoolers! I’m going to read some scenarios and then ask you to stand up based on how you feel about the scenario. Scenario 1: Your boss announces she’ll be providing lunch for everyone tomorrow – it’s pizza! You arrive at lunch and your boss changed her mind – it’s a salad bar! Stand up if you are excited or happy about this change. [Have participants sit back down.]Stand up if you are upset or disappointed by this change. [Have participants sit back down.]Would anyone feel another emotion in this situation? What are some reasons why people might have different feelings about this scenario?Scenario 2: You come home to find that your spouse or partner cleaned the kitchen and washed the dishes. You start to empty the dishwasher and realize that he only filled the dishwasher, he didn’t start it – the dishes are still dirty! Stand up if you feel angry about this discovery. [Have participants sit back down.]Stand up if you feel frustrated by this discovery. [Have participants sit back down.]Would anyone feel another emotion in this situation? What are some reasons why people might have different feelings about this scenario?Scenario 3: You wake up in the morning to discover 3 feet of snow has fallen overnight. All the schools are closed and so is your school / center! Stand up if you feel happy about this event. [Have participants sit back down.]Stand up if you feel disappointed by this event. [Have participants sit back down.]Would anyone feel another emotion in this situation?What are some reasons why people might have different feelings about this scenario?Can you think of similar scenarios that might help preschool children become aware that different people have different feelings? [Allow participants to respond.]Slide 35: Let’s look at another area of Empathy: Taking Perspective Taking another’s perspective requires children to recognize and respond to the needs and feelings of others. At the same time children must recognize their own feelings and the effects of their action in order to be able to regulate their own emotions.As adults we know it’s not always easy to take another’s perspective. For example, perhaps you believe that all children should be potty trained by 3 years of age. A new child enters your classroom and, at four, is not potty trained. The family believes it is important to allow the child to initiate potty training when he is ready. Parents ask you not to push potty training. Can you recognize this family’s feelings and understand their point of view? [Allow participants to respond.]For young children, it’s difficult to take another’s perspective while seeing the world through their own experiences and points of view, before theory of mind develops. For children under age four, the world revolves around them. Around the age of four, children are still learning to understand how the relationship between their actions and feelings affect others. They still believe that everyone thinks and feels as they do. By the age of five, children not only understand how others view the world, they also understand that their view of the world may not be accurate. Once children can relate to the feelings of others, they are better able to cooperate and solve problems and therefore are better able handle conflict. In addition to learning the skills for independence such as dressing, feeding, and potty training, some children must also be taught to take perspective of others’ feelings. Preschool staff and parents can teach this by reminding children of how other people feel and how their words and actions can affect others.Slide 36: Strategies for helping children develop perspective Role playing gives children the opportunity to practice responding to others. Have one child pretend to fall down on the playground. Assign other children the roles of those who stop and help and those who do not help. Afterward, ask the child playing the part of the injured how it felt when someone helped. Ask the child how it felt when no one helped. Ask others to describe how they felt helping or not helping. Then reverse roles. Discuss how the situation must feel for others.Cooperative games can also help children develop perspective by requiring them to work together toward a common goal. Cooperatively making up the rules of the game, such as asking how long the team can kick the ball without it rolling away or how long they can pass the ball back and forth without dropping it, helps children understand how others think and feel. Discuss how the rules of the game will make you and others feel. Another example of classroom practice of perspective taking would be to have two big round circles that say ‘yes’ and ‘no.’ Ask children to stand on the ‘yes’ circle if they are ready to start the day or stand on ‘no’ circle if they are not ready. Talk with any child who identifies himself as not ready. Include the whole group in the conversation in order to develop perspective taking and empathy.Slide 37: Regulating one’s own emotional responsesThe final component of empathy that we’ll discuss is ‘being able to regulate one’s own emotional responses.’ It’s difficult for young children to regulate their own emotional responses when they are unable to separate feelings from actions. Often, when they feel something, they express it. If they want something, they try to take it. Hitting may result when a child tries to take another child’s blocks. Because young children do not have the words to express their frustration it’s not unusual for them to resort to use of physical means to solve conflicts (Hyson, 1994; Brownell & Hazen, 1999). Teaching children appropriate ways to express their emotions and regulate their bodies is an important milestone in their development. What strategies have you used in the classroom to help children regulate their own emotional response when there is a conflict in the classroom? Can someone tell about a conflict you’ve experienced in the classroom, what caused the conflict, and how did you help the children work through it?[Allow participants to respond.]Slide 38: Hurt child Telling children ‘you’re ok’ when that is clearly not how they feel only serves to invalidate their feelings. When a child falls and though not physically injured begins to cry, instead of responding with ‘You’re ok!’ the teacher might say, ‘I know that hurt when you hit your head.’ If the teacher is not sure what the child is feeling, the teacher might use open-ended questions such as, “What might help you feel better?” She might give the child options such as, ‘Would you like an ice pack? Would you like to sit here for a while with your friend? Would you like a band aid?’ This allows the child to regulate his feelings by giving him some control over solutions.Slide 39: Using books to teach emotional literacy and empathyBooks provide a great and engaging way to teach emotions. Many books are written explicitly about feelings and contain numerous feeling words. Most of us already have books in our settings – so this is an easy and fun way to be more “intentional” about teaching emotional vocabulary.Slide 40: On Monday When It Rained The Center for Social Emotional Foundations for Early Learning has developed ‘Book Nooks’ with activities that promote emotional literacy along with other areas of the curriculum, such as science and art. [Show Book Nooks on the CSEFEL website csefel. vanderbilt.edu.]In your handouts, you have a sample of a Book Nook activity page for the book, On Monday When It Rained. This book focuses on a variety of emotions and situations related to those emotions. Any book, not just those focused on emotions, can be used to teach children about emotions. Can someone provide an example of a favorite book and how they have used it, or could use it, to teach emotions?[Allow participants to respond.]Slide 41: Formative Assessment–Teaching Emotional Literacy and Empathy Video 4-Gingerbread FriendsLet’s have a formative assessment moment! We’ll watch a video clip that shows a teacher using literature to help children focus on the emotions of the gingerbread boy in the story. She teaches new vocabulary words by pairing the word with the situation and gingerbread boy’s facial expression. As you watch the video clip, think about the steps for formative assessment that are described on the chart.[Refer to the poster with Formative Assessment steps.]After we watch it we’ll discuss what you felt the teacher’s targets were for the lesson, what skills she wanted the children to develop, and what the next steps following this lesson might be.[Show video.]Slide 42: Formative Assessment In your handouts you have the ‘Formative Assessment for Promoting Emotional Literacy and Empathy’ worksheet. Make notes on the worksheet as we discuss.What were the learning targets for this activity? [Possible learning targets include:identifying emotions including scared and excited,recognizing emotional expressions through facial / auditory cuesfinding similarities and differences in describing favorite part of story]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?[Responses may include: Labeling a variety of emotions within the context of the storyBeing able to demonstrate facial expressionsTelling favorite part of story and recognizing peers that also enjoyed that part of the storyTalking about why someone may enjoy a different part of the story than they]What documentation could you collect to provide evidence that this skill has been demonstrated?[Responses may include: Anecdotal notes of children’s responses to story including vocabulary use, facial expressions, verbal responses, etc. Observation of understanding and use of emotion words throughout the storyWritten documentation of child’s favorite part of the story]What descriptive feedback did you hear or see the teacher give?[Trainer note: Responses may include: Modeling disappointment – slaps leg, facial expressionModeling scared face to prompt answer “scared”Describing excitement – “that made my heart race”]What might you do differently?[Trainer note: Responses may includeModel emotional vocabulary across the school day in different settings and situationsRole play situations that cause the emotions discussed in the book]Slide 43: Picture of “reflective thought” and ConclusionThroughout this presentation we have focused on building emotional literacy and empathy skills. Understanding one’s own emotions and the emotions of others helps children form relationships and interact appropriately with peers and adults – thereby improving the overall functioning of your classroom! Make a little note at the bottom of your worksheet. What is one thing you learned from today’s session that you will try in your classroom?Slide 44: Post-learning ActivityRead the article, “Are You a Highly Qualified Emotionally Intelligent Early Childhood Educator?” by Janet Pickard Kremenitzer and Regina Miller found at this link: article talks about the four abilities related to emotional intelligence. After reading the article, use the Teacher Self-Assessment to reflect on how well you are at perception, appraisal, and expression of feelings, understanding and managing emotions. Share your thoughts with a colleague(s).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 munication 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? Slide 45: QuestionsActivity –Typical Development-Promoting Emotional Literacy and Empathy -Answer Key-267419126545Two-month old-163902121980When fussy, a two-month-old child will soothe to a caregiver’s voice. As the caregiver rocks and calls the child by name his discomfort decreases. The caregiver allows the child to assist in his own comforting. During these nurturing interactions, infants become attached to the people who care for them and begin to develop strong connections which later develop into the feelings of empathy, which is an important component of social and emotional development.Miller, S.A., Church, E.B., & Poole, C. (n.d.)-2674192040ToddlerDeveloping empathy is a gradual process. Twenty-month-old children will help their siblings or peers find a favorite toy, rattler, or blanket. A two-year-old child may show brief moments of empathy by patting a friend's back when he or she begins to cry. The two-year-old is displaying signs that he/she has learned are comforting to them and to familiar situations. At this age they are not able to take the perspective of others. When another child falls down may will pat the child and try to make them feel better. Toddlers learn to care for one another by watching caregivers’ modeling of appropriate actions and words.Miller, S.A., Church, E.B., & Poole, C. (n.d.)-270662962150Three or Four year oldsA three-year-old can comprehend a connection between emotions and desires. A three-year-old has something she wants, such as the kitty, she's happy; but when she loses it, she's sad. Another three-year-old may recognizes that student’s distress and respond to it with a simple, soothing gesture. Another student who is a very verbal four-year-old, may respond to the cognitive aspect of empathy. Four year olds are beginning to see situations from another person's perspective more easily. They can relate to the other child’s feelings, acknowledge the other child’s unhappiness, empathize, and then offers a strategy to make her feel better. Miller, S.A., Church, E.B., & Poole, C. (n.d.)-2679701365250Five and Six year oldsOn the playground, a few children gather around the teacher to talk about a friend who seems to be out of sorts. The children are able to note situations that might make the friend feel out of sorts. "Maybe Sophie is feeling sad because she misses her mom," declares six-year-old Emma. Children who are 5 and 6 year olds are able to demonstrate awareness for a classmate's feelings. Another five-year-old may be able to relate a time when they felt sad. In order to facilitate the development of empathy in the other children the teacher might say: "What can we do to help? What would make you feel better if you were _____?” Miller, S.A., Church, E.B., & Poole, C. (n.d.)References BIBLIOGRAPHY \l 1033 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. 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Ages & Stages: Empathy - How to nurture this important gateway to a social and emotional growth. Retrieved from Carolina Department of Public Instruction. (2013). North Carolina Professional Teaching Standards. Raleigh, NC: Author. Retrieved from Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Raleigh, NC: Author. Retrieved from Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Raleigh, NC: Author.Ottilie07. (2010, January). Infant empathy. Retrieved from , 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 Street. (2011, October). Sesame Street: Mark Ruffalo: Empathy. Retrieved from Channel. (2016, June). Teaching Channel: Building Emotional Literacy. Retrieved from Channel. (2016, June). Teaching Channel: Emotional Check-In. Retrieved from , D. B. (2001). Conscious Discipline. Oviedo, FL: Loving Guidance, Inc.Dunlap, G., Wilson, K., Strain, P., & Lee, J.K. (2013). Prevent, teach and reinforce for young children: The early childhood model of individualized postive behavior support. Baltimore, MD: Paul Brookes Publishing.Hansen, C., & Zambo, D. (2007). Loving and learning with Wemberly and David: Fostering emotional development in early childhood education. 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