Part 1. What is social emotional competencence?
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
Part 2. Positive social and emotional climates
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
Part 3. Learning about and managing emotions
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
Part 4. Social competence
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
Part 5. Developing self-regulation and executive function
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
Part 6. Neurodivergence and social-emotional competence
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
Part 7. Challenging behaviour and social-emotional skills
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
Part 8. Conclusion
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.

Getting situated

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Learning to get along well with others and to achieve shared goals in a cooperative way are important life skills. In this part we learn about how to support children in developing prosocial behaviours, or social skills, in the context of the early childhood centre, which of course offers ample opportunity for social interaction. As with learning emotion knowledge and skills, in this part we will see that children benefit from intentional support and even direct teaching with regards to developing social skills. 

Our aims are: 

  • To appreciate the ways in which teachers can scaffold the development of effective social skills in young children
  • To inquire into, reflect upon, and develop teaching practices for supporting children through conflict situations

This will involve:

  1. Reading about how to scaffold social skills in early childhood settings
  2. Reflecting on your own preferences and competencies for social interactions
  3. Watching an interview in which Heidi Panchartek explains how teachers might support children to learn how to negotiate conflict
  4. Reflecting on your own responses and feelings in relation to conflict between children
  5. Reading about how to handle conflict between children
  6. Putting your learning into practice by observing a peer conflict

There are also some further resources to explore on social conflicts and on serve and return interactions for building social skills, and you might like to debate issues of social justice in relation to supporting children through conflict with others. 

Revisit your learning