Using children's books to support social-emotional development by bradbutler

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									Using children’s books to support
 social-emotional development
            NAEYC Annual Conference
                   Dallas, TX
               November 6, 2008

                     Maril Olson
NAEYC Coordinator of Family and Community Initiatives

                 Susan Friedman
                NAEYC Senior Editor
Session Outcomes
   Understand how children’s literature can
    help support healthy social-emotional
    development
   Recognize different kinds of literature and
    describe their benefits
   Learn about specific titles that support
    social-emotional development
   Obtain ideas for embedding social-
    emotional content of books into daily
    activities
Why children’s books?
   Children need intentional support for social-
    emotional development: friendship skills,
    emotional literacy, empathy, impulse control,
    problem solving
   Children need support to cope with a range of
    challenges: broken toys, friend won’t share, new
    sibling, sibling rivalry, moving, unemployment,
    deployment, incarceration, divorce, death
   Helps children acquire new skills/concepts;
    become fluent in using new skills; maintain
    without prompting from adult; generalize to
    different settings/people/situations
   Easy and fun way to be more intentional about
    supporting social-emotional development
Social-emotional books

   Written explicitly about
    feelings/behaviors

   Build feeling vocabularies and/or
    provide information about
    behavioral expectations

   Direct, instructional format
Authentic children’s literature…
   Tells a good story in its own right; well-
    crafted
   Addresses challenging issues within a
    storyline:
       Directly as part of the storyline
       Indirectly by including coping/problem solving
        as part of the broader story
       Real-life situations
   Engages more than books that focus on
    specific situations in a direct, instructional
    format
Children’s literature…
   Helps children better understand life experiences
   Provides insights into human behaviors, emotions,
    dilemmas
   Stimulates curiosity
   Develops problem-solving skills
   Informs with facts, concepts, new understanding,
    demystifies
   Provides comfort
   Models coping strategies by walking readers
    through possible solutions or ways to cope
Using literature in the classroom…
   Be sensitive to circumstances and personalities
   Open communication between home and school
    helps create safety needed to take emotional risks
   Introduce sensitive issues/content beforehand
   Provide opportunities for responding to books –
    orally, through art, writing, movement, etc.
   Honor children’s unique response to books
   Read the same book for several days to provide
    more opportunities for children to talk about the
    story, predict what will come next, learn new
    vocabulary, talk about own experiences
   Use to embed social-emotional skills building into
    every day activities: circle time, art, music,
    science, math, dramatic play
Small Group Activity
   What social-emotional theme(s)
    does your book address?
   How might you use this book to
    support social-emotional
    development:
       During large group time
       In centers
       At other times of the day
       Activity ideas
        What are your ideas?
How do you use children’s literature in
  the classroom to support social-
      emotional development?
Resources
   Young Children www.naeyc.org/btj/200809
   Teaching Young Children http://tyc.naeyc.org/
   Center on the Social and Emotional Foundations for
    Early Learning www.vanderbilt.edu/csefel
   Technical Assistance Center on Social Emotional
    Interventions for Yong Children
    www.challengingbehavior.org
   Abiyoyo www.ed.uiuc.edu/sped/SPARK/abiyoyo.pdf
   Glad Monster Sad Monster www.edemberley.com

								
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