To begin with, the important role that preschool teachers play in terms of “exerting strong socialization influences on young children and affecting their social-emotional learning in both formal and informal ways” has been clearly pointed out by scholars and experts. (Denham&Burton, 2003; Pianta & Stuhlman, 2004; as cited in Bierman et al, 2008). The Head Start REDI (Research-based, Developmentally Informed) program developed by Dr. Karen Bierman is specifically designed to enhance the social-emotional competencies of preschoolers. Bierman et al (2008) suggests that the Preschool PATHS Curriculum (Domitrovich, Greenberg, Cortes, & Kusche, 1999) can be implemented in the classroom to enrich the children’s social-emotional skills. The PATHS
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They suggested that the teachers can use visual materials, such as cartoon drawings with target emotions displayed on them to help the children build connections between the emotional expressions and the target feeling word. In Luke’s case, the teachers need to put effort in helping him recognize and understand the negative emotions, such as sad, frustration and mad using the strategies discussed above. Inspired by Lesson 18: Let’s Pretend in I Can Problem Solve (Shure, 2004, p89-90), the next step that the teachers can take is to help him practice how to better control his negative emotions and offer him strategies to cope with distressing and unexpected events, as specific as someone bumping into his ‘castle’. It would be extremely helpful if the teachers can model how to say the feelings out loud under such circumstances and encourage Luke to do …show more content…
According to Miller (1997), the child must be able to “regulate his or her empathic emotional arousal in order to engage effectively in behaviors focused on meeting the needs of others”. In Luke’s case, that is to say, because Luke is still not being able to understand and regulate his own (negative) emotions, it is impossible for him to even perceive the emotion of his peers, which has caused his inability to make adjustment of his own behavior after he takes the perspectives of others. To help Luke with that, the teacher can first use Lesson 13: How Can We Tell: Seeing and Hearing and Lesson 14: More How We Can Tell in I Can Problem Solve (Shure, 2004, p71-74). The teacher can first use fun games to emphasize the importance of using the ears and eyes to hear and see. Then, she can give Luke exercises to practice reading others’ feelings by looking at their facial expression or hearing their laughing or crying. The Denham Puppet Interview (DPI; Denham, 1986; as cited in Domitrovich et al, 2007) can be another way of helping Luke to practice the emotional reading skill. The teachers should first decide what target emotions they want to focus and then design mini-plays accordingly that will trigger those emotions on Luke. The theme of
They suggested that the teachers can use visual materials, such as cartoon drawings with target emotions displayed on them to help the children build connections between the emotional expressions and the target feeling word. In Luke’s case, the teachers need to put effort in helping him recognize and understand the negative emotions, such as sad, frustration and mad using the strategies discussed above. Inspired by Lesson 18: Let’s Pretend in I Can Problem Solve (Shure, 2004, p89-90), the next step that the teachers can take is to help him practice how to better control his negative emotions and offer him strategies to cope with distressing and unexpected events, as specific as someone bumping into his ‘castle’. It would be extremely helpful if the teachers can model how to say the feelings out loud under such circumstances and encourage Luke to do …show more content…
According to Miller (1997), the child must be able to “regulate his or her empathic emotional arousal in order to engage effectively in behaviors focused on meeting the needs of others”. In Luke’s case, that is to say, because Luke is still not being able to understand and regulate his own (negative) emotions, it is impossible for him to even perceive the emotion of his peers, which has caused his inability to make adjustment of his own behavior after he takes the perspectives of others. To help Luke with that, the teacher can first use Lesson 13: How Can We Tell: Seeing and Hearing and Lesson 14: More How We Can Tell in I Can Problem Solve (Shure, 2004, p71-74). The teacher can first use fun games to emphasize the importance of using the ears and eyes to hear and see. Then, she can give Luke exercises to practice reading others’ feelings by looking at their facial expression or hearing their laughing or crying. The Denham Puppet Interview (DPI; Denham, 1986; as cited in Domitrovich et al, 2007) can be another way of helping Luke to practice the emotional reading skill. The teachers should first decide what target emotions they want to focus and then design mini-plays accordingly that will trigger those emotions on Luke. The theme of