1.
Social-Emotional Development
and the Reflective Process
EDU 146 Chapter 1

2.
Syllabus & NAEYC Connections – Our Focus
• The role of communication and guidance in providing
developmentally appropriate guidance for all children, including those
at risk.
• Standard 6: Becoming a Professional
• Supportive Skill #1: Self-assessment and self advocacy
• Supportive Skill #4: Making connections between prior
knowledge/experience and new learning

3.
Vocabulary and terms – Chapter 1
• Early childhood mental health ∙ Reflective listening
• NAEYC ∙ Reflective observation
• NAEYC Code of Ethical Conduct ∙ Mental states
• CSEFEL ∙ Inner states
• DAP – Developmentally Appropriate Practices
• Reflection ∙ reaction
• Reflective practice ∙ response
• Reflective functioning ∙ instinct

4.
Vocabulary and Terms – Chapter 1 (cont.)
• Self-regulation ∙ Receptive communication (language)
• Autonomy
• Empathy
• Communication
• Sense of community
• Meta-cognition
• Expressive communication (language)
• Filter

5.
Reviewing our Goal
• Consider our class goal for working with young children
• What skills do children need to develop to attain that goal?
• What role do we have as the adults to help these children attain that
goal?

6.
Cherese
• Read about Cherese on pp. 2-3.
• With a partner
• Determine what social skills Cherese has.
• Determine her strengths.
• Determine what skills she is lacking.
• Identify her misbehaviors.
• Decide if her skills and lack of skills are typical or atypical for a four year old.
• Brainstorm ideas for helping Cherese reduce the number of misbehaviors and
improve her social skills.
• Review needed skills to support positive early childhood mental health

7.
Compare Social and Emotional Skills
• What is the difference between social and emotional skills?
• Why are children “expelled” from preschool programs? Early grades?
• How are social and emotional skills and health connected to academic
success?
• What happens to children with early behavior issues?
• What risk factors contribute to cognitive and social/emotional delays
and health problems?
• What is the role of resiliency in the development of young children?

8.
HELP!!!
• CSEFEL
• CSEFEL Pyramid Model
• NAEYC DAP
• NAEYC Code of Ethical Conduct
• Autism Speaks
• CHADD
• Others?

9.
Self-
reflection
• Our thoughts &
behaviors
• Life history
• Current circumstances
• Aspirations
Reflecting
on others
• Others’ thoughts &
behaviors
• Their history
• Emotions
• Unique characteristics

10.
Our Reflections
• How do I view discipline for young children?
• How is that in keeping with or at odds with DAP, the CSEFEL pyramid,
research, and best practice?
• What is my responsibility for knowing and understanding children and
how they develop and learn?
• How does this impact my views on discipline for young children?
• How do I use reflective practices in my work with young children (or
others for that matter)?
• How healthy is my reflective functioning? Do I have the skills to be
able to model this and help develop it in the children in my care?

11.
Let’s Watch
• America’s Oldest Teacher
• Why do “Granny’s” children behave? Do you believe they all behave
or do you think Granny has behavior problems? Why or why not?

12.
Let’s Read
• Read about Charlie on pp. 8-9 in your text
• How was Keisha’s ability to reflect and reframe her thinking helpful as
she tried to deal with Charlie?
• Is Charlie’s behavior going to improve immediately? Why or why not?
• How can reflective listening help promote resilience in young
children?
• How can reflective observations help us in working with young
children?
• Read about Lawrence and Ms. Marsha on p. 10. Discuss and continue
on p. 11.

13.
Where Are We?
• How does this reflective information fit in with what you already
know?
• What is new to you?
Behaviors
Emotional
domain
Cognitive
abilities

14.
Looking Back
• Let’s look back at our ideas about Cherese. How can we clarify our
information?
• Let’s watch another. What to do about Joshua?
• Let’s reflect. . .
• What did I see?
• What is/are the issue/s and behavior/s?
• What am I trying to accomplish?
• What are ways I can do that?
• Of possible choices, what should I try first?
• What might my reaction to this situation be? How might I have a better
response? Do my instincts or habits play into my reactions or responses?

15.
Reflecting
• Go to “Looking in the Mirror. . .” on p. 12 of your text.
• Complete “Hot Button” activity
• Reframing our thinking – Consider Cherese, Joshua, and your “hot
buttons” as you look at the questions in Figure 1.2 on p. 13
• What is the child trying to accomplish with her behavior?
• P
• A
• I
• R

16.
More Resources
• Ellen Galinsky’s 7 Essential Life Skills
• Pam Schiller’s 7 Essential Skills for School Success
• Both of these offer some simple, intentional strategies for
enhancing these skills in children.

17.
In a Nutshell
Emotional Skills Social Skills
Self-regulation Empathy/sense of community
Autonomy Communication
(Katz, 2014)

18.
Some strategies
• Self – regulation (executive function) –
• Importance of attachment (for babies
& toddlers) and relationships (older
children)
• Mental modeling
• Autonomy
• Encourage curiosity and discovery
• Promote independence
• Provided DAP

19.
More Strategies
• Empathy
• Model self-reflection
• Sense of Community
• Promote various small and large group experiences
• Communication
• Use meta-cognition reflectively
• Promote positive expressive language and filtering in natural and intentional
opportunities
• Practice receptive language skills through intentional reflective observations
• Help children reflect on receptive communication

20.
Review
• Through self-reflection, new knowledge, and new experiences
• Understand personal strengths, weaknesses, and biases that impact your
responses to children’s behaviors
• Grow in observation skills
• Continue to develop more positive personal communication and guidance
skills
• Become more intentional in personal responses to children’s behaviors
• Consider pyramid model and DAP to develop intentional response skills
• Model positive social and emotional skills