Other studies indicate that teachers, and caregivers are a critical part of this process, the way they foster or promote one on one communications typifies a resourceful way to help cultivate “children’s emotional health” (Nissen & Hawkins, 2010, p. 255). In 2010, educators of young children attended the “NAEYC’s 19th National Institute for Early Childhood Professional Development” this event covered issues parallelled emotional edification and was named the “… 21st Century Skill for Children and Adults” (Koralek, 2011, p. 10). During this event educators learned how to prioritize their daily interactions with children, making every time spent a valuable time, and nurture positive self-image and emotional strength (Koralek, 2011, p. 10). A
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1). First and foremost, are those beyond the parental role model, must comprehend that individuals involved with children daily have a direct influence on their social and emotional health (Ulboa & Jones, 2016, p. 2). Unfortunately, the educational system is failing, it lacks trained teachers with the skills needed to impart emotional wellness. As described by Clinton and Sibcy (2006) a good teacher is like a sports coach because “…they are able to apply the …show more content…
56). As well, parents can be good coaches too, “they can find ways to boost their children into the zone so they can grow and develop new life skills” (Clinton & Sibcy, 2006, p. 56). They also offer several phases in emotional coaching with children: (1) tune into their undesirable state of mind, “even when they’re at low level”; (2) they need to know their feelings are “understood and validated”; (3) encourage positive “self-awareness” and communication related to their feelings; (4) allowing them to work through and “to find solutions to their problems; and (5) most significantly, teaching them the limitation on their behavior—let them know “feeling intensely does not grant them a license to act out. Rather, it’s an opportunity to examine their feelings and the situation…” (Clinton & Sibcy, 2006, p. 57-58). And, another way to help children develop strong, secure emotional skills is teaching them all about how the brain functions. Siegel and Bryson (2011) use an approach called “whole-brain kids: Teach your kids about the two sides of the brain, the left-brain correlates with a person’s feelings and the right side of the brain correlates with words which together they equal the “whole brain” (Siegel & Bryson, 2011,
1). First and foremost, are those beyond the parental role model, must comprehend that individuals involved with children daily have a direct influence on their social and emotional health (Ulboa & Jones, 2016, p. 2). Unfortunately, the educational system is failing, it lacks trained teachers with the skills needed to impart emotional wellness. As described by Clinton and Sibcy (2006) a good teacher is like a sports coach because “…they are able to apply the …show more content…
56). As well, parents can be good coaches too, “they can find ways to boost their children into the zone so they can grow and develop new life skills” (Clinton & Sibcy, 2006, p. 56). They also offer several phases in emotional coaching with children: (1) tune into their undesirable state of mind, “even when they’re at low level”; (2) they need to know their feelings are “understood and validated”; (3) encourage positive “self-awareness” and communication related to their feelings; (4) allowing them to work through and “to find solutions to their problems; and (5) most significantly, teaching them the limitation on their behavior—let them know “feeling intensely does not grant them a license to act out. Rather, it’s an opportunity to examine their feelings and the situation…” (Clinton & Sibcy, 2006, p. 57-58). And, another way to help children develop strong, secure emotional skills is teaching them all about how the brain functions. Siegel and Bryson (2011) use an approach called “whole-brain kids: Teach your kids about the two sides of the brain, the left-brain correlates with a person’s feelings and the right side of the brain correlates with words which together they equal the “whole brain” (Siegel & Bryson, 2011,