The importance of social and emotional development in preschool children
Social and emotional development is a fundamental part of children’s development. It creates a healthy and safe environment for children in their relationships with others, helps them overcome frustration and follow rules, as well as to understand their own experiences as a whole.
Social and emotional development is also known as early childhood mental health. It is the ability of infants and children to:
- Develop safe and intimate relationships.
- Explore their surroundings and learn.
- Feel, manage, and express emotions.
Families can help in this process in the following ways:
Infants (0–1-year) need sensitive and nurturing care by establishing regular routines and promoting safety and security for their needs.
Young children (1-3 year) develop a sense of themselves by realizing that they are different and independent from others. It is important to acknowledge their efforts by praising them and being loving to build their self-esteem.
Preschoolers (3-5 years) At this age children are learning to express and manage their emotions. Adults can help them solve problems in a healthy way. Explain the reasons for limits and rules, not turning to physical punishments but looking for a positive way to solve problems.
Socialization will start with behaviors based on mutual imitation and the development of the possibilities of expression and communication. The social relationship develops the intelligence and shaping of the personality, sense of belonging and identity.
I see IB
The attributes of the learning community profile represent a wide range of capabilities and responsibilities that lead to intellectual, personal, emotional and social growth.
The development and demonstration of these attributes is the fundamental basis for the formation of learners as active, caring, internationally minded members of the community who respect themselves, others and the world around them.
Los atributos del Perfil de la Comunidad de Aprendizaje representan una amplia gama de capacidades y responsabilidades que conducen a un crecimiento intelectual, personal, emocional y social. El desarrollo y la demostración de estos atributos constituyen las bases fundamentales de la formación de los alumnos como miembros de la comunidad activos, solidarios, con mentalidad internacional y respetuosos con ellos mismos, los demás y el mundo que los rodea.
The profile of the learning community helps students take action to generate positive change, which is why, in order to create an awareness of the importance of promoting and developing each of the attributes of the profile, in the third grade of kindergarten, at the end of each unit of inquiry, after having observed and worked with the students, the teachers give recognitions to some of the children and at the end of the school year, all children will have received one for having been:
Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-Takers, Balanced or Reflective
How to motivate our children
Motivation is the motor; it is food for the brain and the heart. Motivational words feed self-esteem which favors a healthy and integral development. Here are some phrases that can help us motivate our children.
1. I love being your mom/dad so much!
2. Help me do this, you do it so well.
3. If you couldn´t do it, let’s think of another way to do it.
4. You’re doing great!
5. I’m sure you’ll make it.
6. I am proud of you.
7. You are great.
8. You can achieve wonderful things.
9. Fight for what you want to achieve.
10. You are a very loved child.
Critical thinking in early childhood
CAMBRIDGE UNIVERSITY PRESS
The ability to analyze and evaluate the information we have access to is called critical thinking. Interested in developing this capacity in students, Cambridge University Press supports teachers who teach a second language with courses and advice getting the most out of the program.
During the learning of the second language, we work on the skills that will support the development of critical thinking. Thus, the English class becomes much more than just the possibility of communicating in a second language.
In kindergarten, while we work on the academic program, we are also forming critical beings who in the future will have the control of their own learning process.
It is during the early childhood that the foundations are laid for developing critical thinking by allowing activities to be relevant to the students, actively listening to them to make room for their opinions, questions and personal interpretations.
Remembering the information is the first step in the process, then it is necessary to have the ability to understand it.
The goal is to allow the children to be creative, discover their own path, respect their emotional development and encourage social responsibility. As they progress, they will be more critical and analytical of the information they receive, deciding how to use it in the acquisition of knowledge.
This information will become significant for the student when applying it in activities that are related to their life or interests, being able to analyze and evaluate the results, allowing them to develop skills that will shape thinking, creative and capable individuals.
In this way, the pace and direction of learning no longer belongs exclusively to the teacher but is also the responsibility of the students. For the students, being heard while exposing using a second language, validates their ability to communicate ideas and express themselves safely. This is how a positive bond to the learning process is developed.
Consequently, we will have as many varieties of learning processes as students, which enriches the whole, providing different perspectives.
The importance of reading in preschool age
Creating the habit of reading in children from an early age is vital for good cognitive and emotional development, as it brings numerous benefits such as improving attention span and vocabulary acquisition. The key is that children perceive reading as a hobby, a constant discovery.
Reading allows the development of the IB profile that distinguishes our community.
There are many actions that we observe in children where we can identify the attributes and attitudes of our PYP programme.
Reading is a great tool that allows us to experience an extraordinary journey, clarifying doubts, learning concepts and always being active for any activity that takes place in daily life.
It is important to dedicate time and join children in the reading of a story. Observe how they are amazed, how they identify previous learning, how they reflect on events and experiences.
Reading gives us the opportunity to attend to their concerns and curiosity.
It is fundamental to create reading opportunities (in books, physically or digitally) as well as to establish daily routines. This stimulates the children’s interest in discovering by themselves. Let them know that they can investigate, ask questions and find answers independently based on their curiosity.
Reading flows like a game, allowing diverse learning experiences focusing on understanding and application.
The participation of adults is important since they propose/recommend readings that are appropriate for the child’s age and related to the inquiries of the moment.
I invite you to model by example, to enjoy along with our children the opportunity to see them grow and develop in a more notorious way the benefits of reading.
Positive Discipline (Positive approach)
When boarding the path to Positive Discipline, it is necessary to have a destination in mind. What do you really want for your children?
It is known that children are simply following the examples around them; they also want to be treated with dignity and respect, they deserve the opportunity to develop the necessary life skills in an environment of cordiality and determination, and not in an atmosphere of guilt, shame and pain.
Many parents believe that good parents protect their children from disappointment. They rescue or overprotect them, depriving them of the opportunity to develop confidence in their ability to handle the ups and downs of life. It is important to teach them to be responsible as they have the opportunity to learn valuable social and life skills, developing good temper in an atmosphere of warmth, firmness, dignity and respect.
Children are used to getting certain answers from adults. When we change our responses, they are likely to exaggerate their behavior, in an effort to get the response they expect from us. This is the effect of kicking the soda machine. When we put money in a soda machine, and none comes out, we kick it and hit it trying to get what we are supposed to get.
The problem with ” strictness ” is that when misconduct is met with punishment, it stops immediately, but soon starts again…. and again, and again.
Although the misbehavior may get worse when Positive Discipline skills are first used, you will notice that there is a balancing act before the child misbehaves again. He experiences that his manipulative tactics are not working and will probably try again, just to make sure. When we apply decisiveness in a dignified and respectful manner, children will quickly learn that their misbehavior does not get the results they expect and then they will change their behavior, and their self-esteem will be intact.
Children raised with permissiveness think the world doesn’t deserve them, are trained to use their energy and intelligence to manipulate and will fight with adults to have their every desire fulfilled.
Positive Discipline Tools with a Positive Focus
- Eliminate the punishment.
- Eliminate permissiveness.
- Use kindness and firmness at the same time.
- Be careful about what works (punishment has long-term negative effects).
- Give up the crazy idea that to make children behave better, we must first make them feel worse.
- Involve children in setting limits.
- Ask questions.
- Use gentle, firm sentences.
Based on the book:
Jane Nelsen (2006), Positive discipline: The key to discipline is not punishment but mutual respect, Editorial: Ediciones Cruz
Dates to remember
• FEBRUARY 1st – Class Adjourn
• FEBRUARY 2nd to 5th – Follow-up Interviews
• FEBRUARY 6th – “Cosecha un Libro” (if the Covid -19 risk alert allows it)
• FEBRUARY 12th – Valentine’s Day
• FEBRUARY 19th – CTE
• FEBRUARY 24th – Parent´s Making a Difference
• 19th – Luciana Rizo
• 19th – Samantha Vargas
• 20th – Caterina Rosado
• 25th – Luis Fernando Alcalá
• 15th – Miss Ana Laura Arias
• 20th – Miss Gaby Zesati