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The Social-Emotional Learning Environment Providing an environment that promotes healthy social and emotional development requires considering the social ecology of the classroom (van Hoorn, Nourot, Scales, & Alward, 2011), or how interaction patterns vary according to setting and type of activity. Think of social ecology from the perspective of Bronfenbrenner, as a network of individual […]

The Early Childhood Window iStockphoto / Thinkstock A secure relationship with important adults sets the stage for healthy social and emotional development. Brain research points to the importance of acquiring these learning-related skills during the early childhood period (Masten & Gewirtz, 2006). The field of early childhood education has long emphasized the need for social

Self-Regulation Self-regulation is the ability to make decisions to control impulses in varying situations. An increasing body of research confirms strong links between early and long-term academic success and a child’s ability to regulate her own behavior, work independently, control impulses, and follow directions (Duckworth, White, Matteucci, Shearer, & Gross, 2016; McClelland, Cameron, Wanless, &

Early Learning Standards for Social and Emotional Development As described in Chapter 4, the social and emotional needs of young children vary by age, personality, and circumstances. Social psychologists, led by Erik Erikson (1950), consider it critically important that young children develop secure attachments and trusting relationships, a positive self-image and confidence, independence regulated by

Social and Emotional Development and the Social Studies Radius / SuperStock Learning Objectives After reading this chapter, you should be able to: Describe the kind of environment and teacher interaction patterns that support early learning standards for social and emotional development. Explain how teachers can help children acquire identity and self-esteem and develop socialization skills.

Environmental Stewardship Recycling is a concrete activity that develops math and science concepts such as sorting, classifying, and identifying different kinds of materials. It is difficult, however, for children to understand the more abstract concept about how recycling and other kinds of conservation efforts represent responsible environmental stewardship, sustainability, and reducing waste. Therefore it is

Air, Wind, and Weather As children experience the natural elements daily, concepts about air, wind, and weather are very relevant and real to them. Terms that represent concepts young children can learn and use include wind, evaporation, condensation, conditions, cloud, fog, rain, snow, sleet, hail, change, season (spring, summer, fall, winter), and prediction. To explore

Dirt, Earth, and Rocks Concepts and terminology about dirt, earth, and rocks include soil, composition, erosion, hardness, and variety. Children can learn what is in dirt by digging up a square foot of soil, screening it, and examining everything they find. They can collect samples from different areas on the playground or in the neighborhood

Earth Science Children need go no farther than outside the classroom door to encounter earth science. As natural collectors, they love to pick up, examine, collect, and sort rocks. They dig and play in the dirt. They are fascinated by weather, seasonal changes and by clouds, the stars, the sun, and the moon. Children who

The Human Body Young children should certainly begin learning about the human body and can begin acquiring names for its various parts when they are toddlers, while they learn other words. Children can paint or trace their feet and hands and draw outlines of the body, or they can play games that involve the identification