Social and Emotional Development
Social and emotional development begins at birth and continues until adulthood, and the relationships children develop in their early years shape them for life. Children's social and emotional development is critical to academic success; in fact, how children view themselves and relate to others is equally, if not more important than, their literacy or math skills in determining school readiness.
5 additional materials to further children's learning and exploration: Yogapolooza with Bari Koral, Sensory Processing Support Kit, Self-Calming Cards, Cuddlebug the 35" Vibrating Sensory Caterpillar, and Weighted Washable Calming Book
KDI's List:
7. Self-identity: Children have a positive self-identity.
8. Sense of competence: Children feel they are competent.
9. Emotions: Children recognize, label, and regulate their feelings.
10. Empathy: Children demonstrate empathy towards others.
11. Community: Children participate in the community of the classroom.
12. Building relationships: Children build relationships with other children and adults.
13. Cooperative play: Children engage in cooperative play.
14. Moral development: Children develop an internal sense of right and wrong.
15. Conflict resolution: Children resolve social conflicts.
1
Planning Form
Name of Activity
Split Face Self Portrait Art (Half Photo, Half Drawing)
Originating Idea
This activity will help them explore self-awareness, creativity, and fine motor skills while learning about symmetry and the human face.
Curriculum Area
Highlight 1:
Approaches to learning
Social and emotional development
Physical development and health
Language, literacy, and communication
Mathematics
Creative arts
Science and technology
Social studies
KDIs
7. Self-Identity: Children have a positive self-identity.
Materials
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printed photos of each child with the half of photo being blank
coloring supplies:
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colored pencils
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watercolor paints
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water cups
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paint brushes​
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glue
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scissors
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colorful backdrop paper
Appropriate Age group
GSRP – ages 3 to 5
Beginning of Activity
I would start with a short discussion about our face and its features. Asking the children questions like "What parts of the face can you name?" (e.g., eyes, nose, mouth, ears, etc.) Afterwards I would ask them "What makes our faces unique?"
Middle of Activity
"Today we are going to make a special art project where we’ll draw half of our face and use a photo for the other half this will help us draw and we can add colors!"
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Early:
Children may identify a characteristic of themselves.
Middle:
Children may identify characteristics they have in common with another child.
Later:
Children may identify similarities and differences in their characters and those of others.
End of Activity
After discussing with the children some of the characteristics they drew on their portfolio photos, they will help the teacher with hang them up on their appropriate 2 prong portfolio folders matching themselves with their name and letter links.
Follow-up Ideas (2)
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Make a family portrait with everyone in their family.
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Read the book Bodies are Cool by Tyler Feder and make a full body picture about “What is my favorite thing to do in my body?”
2
Planning Form
Name of Activity
Playdough Emotion Faces
Originating Idea
Children will use playdough to create faces expressing different emotions. This activity will help children understand and identify emotions, practice fine motor skills, and engage in creative expression.
Curriculum Area
Highlight 1:
Approaches to learning
Social and emotional development
Physical development and health
Language, literacy, and communication
Mathematics
Creative arts
Science and technology
Social studies
KDIs
9. Emotions: Children recognize, label, and regulate their feelings.
Materials
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"The Color Monster a story about emotions" by Anna Llenas
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Multicultural Faces Cutouts
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Playdough tools
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Rolling pins
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Plastic knife was used to get playdough out of the container
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Playdough in the corresponding colors:
Red
Yellow
Green
Blue
Black
Pink
Appropriate Age group
GSRP – ages 3 to 5
Beginning of Activity
After reading the book The Color Moster a story about emotions by Anna Llenas. The children will learn to identify and express different emotions (e.g., happy, sad, angry, calm, surprised, etc.) by creating emotion faces using playdough.
Middle of Activity
Today we will be using playdough to make faces that show different emotions.
Early:
Children may express emotions like cry when their shirt gets wet and act out emotions unaware of how they affect others.
Middle:
Children may label emotions (happy, sad, angry, surprised and calm).
Later:
Children may identify and give a reason for their emotions.
End of Activity
Reinforce the idea that it’s okay to feel different emotions, and it's important to talk about them and express how we feel.
Follow-up Ideas (2)
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Show emotion flashcards or pictures and ask the children to make the corresponding emotion with their own face.
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Do a large group with “If your happy and you know it” and add in the different emotions.
3
Planning Form
Name of Activity
It’s My Job
Originating Idea
Children will take on different classroom jobs and responsibilities, learning about teamwork, cooperation, and contributing to the community.
Curriculum Area
Highlight 1:
Approaches to learning
Social and emotional development
Physical development and health
Language, literacy, and communication
Mathematics
Creative arts
Science and technology
Social studies
KDIs
11. Community: Children participate in the community of the classroom.
Materials
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Class list for tracking jobs, so that everyone gets a turn
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Job charts with pictures of jobs
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Letter link name tags
Appropriate Age group
GSRP – ages 3 to 5
Beginning of Activity
Begin by asking the children, “How do we work together to keep our classroom clean and organized?” Explain that everyone in the classroom has special jobs to help the group. These jobs help the classroom run smoothly, and everyone’s contributions are important.
Middle of Activity
Share with the children that they will each have a turn doing different community jobs throughout the day or week.
Early:
Children may watch parts of the daily routine from the sidelines and only take care of their own belongings.
Middle:
Children may join in the classroom routines and follow the classroom social expectations as well as help maintain the classroom.
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Later:
Children may know what part of the routine comes next and comment on expectations. They will also remind other children of the classroom expectations and notice when something in the classroom needs attention.
End of Activity
Briefly review the jobs on the chart again and remind the children that they will have another chance to perform different jobs the next day or week.
Follow-up Ideas (2)
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Read the book Whose hat is this? By Sharon Cooper and talk about different community jobs.
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Make a map of the community with different community jobs close to the building I work at.