Promoting Social and Emotional Competence Checklist

School-Age Child Abuse: Prevention Lesson 3 Apply Promoting Social and Emotional Competence Checklist Guide	WWW.VIRTUALLABSCHOOL.ORG ACTIVITY ID: 22021 Name Certifier Date
Read the following list of practices for school-age programs. Reflect on what you currently do and what you could do to promote social and emotional competence for children ages 5-12. Promoting Emotional Literacy Talk about emotions during natural opportunities every day. Label and describe your own emotions. Talk to children about how they are feeling. Describe what you are noticing about a child’s feelings or emotions (label their emotions). For example: “It looks like you are pretty disappointed.” Ask children if you correctly described the emotion they are feeling. Be willing to listen if child says that you described their feeling incorrectly. Encourage and recognize when children share about their emotions (“Thank you for talking with me about that.”). Help children notice and respond to other’s emotions (“How do you think Sonja feels about that?”). Help children find and use appropriate ways to express “uncomfortable” emotions like anger and frustration. Normalize feelings. Experiencing a feeling whether that feeling is, happy, frustrarated, angry, etc., is normal. (“It’s okay to feel frustrated”. Follow a normalizing statement with appropraite ways of expressing the emotion). Promoting Problem Solving Notice problems as they occur and see them as an opportunity to teach. Specifically teach problem-solving steps. Post problem-solving steps in the program area. Engage children in brainstorming solutions to problems. Recognize and give specific feedback to children who have solved problems. Help children reflect on their own problem-solving skills (“What might you try differently next time?”) Use conflict resolution and mediation strategies. Promoting Friendships Provide many opportunities for children to choose activities that interest them and to choose who they interact with. Develop clear expectations for how people treat one another in the program. Talk about bullying/teasing and what to do about it with children. Help children solve problems by providing opportunities for conflict resolution and mediation. Stick with children as they try to solve social problems. Develop systems for introducing new children to the program and their peers. Limit competitive sports and games. Provide opportunities for cooperative games that de-emphasize “winners” and “losers.” Talk to each child every day. Model friendship skills and respect with your co-workers. Adapted from the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Social Emotional Teaching Strategies Pratice Implementation Checklist

Guide

WWW.VIRTUALLABSCHOOL.ORG

ACTIVITY ID: 22021

Name

Certifier

Date

Read the following list of practices for school-age programs. Reflect on what you currently do and what you could do to promote social and emotional competence for children ages 5-12.

Promoting Emotional Literacy

Talk about emotions during natural opportunities every day.
Label and describe your own emotions.
Talk to children about how they are feeling.
Describe what you are noticing about a child’s feelings or emotions (label their emotions). For example: “It looks like you are pretty disappointed.”
Ask children if you correctly described the emotion they are feeling. Be willing to listen if child says that you described their feeling incorrectly.
Encourage and recognize when children share about their emotions (“Thank you for talking with me about that.”).
Help children notice and respond to other’s emotions (“How do you think Sonja feels about that?”).
Help children find and use appropriate ways to express “uncomfortable” emotions like anger and frustration.
Normalize feelings. Experiencing a feeling whether that feeling is, happy, frustrarated, angry, etc., is normal. (“It’s okay to feel frustrated”. Follow a normalizing statement with appropraite ways of expressing the emotion).

Promoting Problem Solving

Notice problems as they occur and see them as an opportunity to teach.
Specifically teach problem-solving steps.
Post problem-solving steps in the program area.
Engage children in brainstorming solutions to problems.
Recognize and give specific feedback to children who have solved problems.
Help children reflect on their own problem-solving skills (“What might you try differently next time?”)
Use conflict resolution and mediation strategies.

Promoting Friendships

Provide many opportunities for children to choose activities that interest them and to choose who they interact with.
Develop clear expectations for how people treat one another in the program.
Talk about bullying/teasing and what to do about it with children.
Help children solve problems by providing opportunities for conflict resolution and mediation.
Stick with children as they try to solve social problems.
Develop systems for introducing new children to the program and their peers.
Limit competitive sports and games. Provide opportunities for cooperative games that de-emphasize “winners” and “losers.”
Talk to each child every day.
Model friendship skills and respect with your co-workers.

Adapted from the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Social Emotional Teaching Strategies Pratice Implementation Checklist