Spotlight on Young Children: Social and Emotional Development

Rossella Procopio, Holly Bohart, Rossella Procopio, Holly Bohart

• Publisher: The National Association for the Education of Young Children
• Year: 2021
• eBook ISBN: 9781938113994
• Topic: Education
• Subtopic: Early Childhood Education

Children's experiences and relationships during their formative years have a far-reaching impact, and early childhood professionals play a critical role in fostering the social and emotional competence children need to process and learn from these interactions. Explore how teachers can use the opportunities embedded in their classroom practices, routines, and lessons to nurture healthy behaviors in children from birth through third grade. A wide range of timely issues is covered in this collection of articles, including how to- Prevent and address aggression and bullying behaviors- Guide children to recognize and understand diverse cultural practices- Encourage children to form and sustain meaningful social interactions- Support children who have experienced traumaUsing the guidance in this resource, help children develop the social and emotional skills essential to their future well-being and success.

“I Can Do That!”

Fostering Resilience in Young Children

Vicki S. Collet

Mrs. Durkin’s kindergarten classroom is full of busy learners. Klaus makes a birthday card for his classmate, saying the words aloud, stretching out the sounds as he writes. Santos is at the SmartBoard and the audio is not working; he turns the volume knob, but no sound is emitted. Next, he removes and then reinserts the audio cord, smiling as the music begins playing. Gracie reads aloud carefully, noticing when she makes a mistake and stopping to reread and correct herself. By responding proactively when confronted with problems during learning, these students are exhibiting resilience. Their actions match their language, as Mrs. Durkin has taught them to say and feel “I can do that!”

Classrooms that foster resilience often share a key feature: children are not afraid to make mistakes (Martin & Marsh 2008). There is a strong culture of inquiry and an atmosphere reflecting a willingness to engage in trial and error. Because learning requires experimenting and facing unknowns, fostering resilience with a flexible, buoyant classroom environment enhances students’ growth.

Resilient students understand that changes and challenges bring opportunities. They view mistakes as a chance to learn, accepting that failing often precedes succeeding (Seligman 2007) and recognizing that effort develops knowledge and skill. Rather than believing that success depends solely or even primarily on innate talent, they recognize that success largely depends on effort (Dweck 2002). Resilient children see difficulties as temporary setbacks; they focus on what they can do.

What Is Resilience?

Some educators may use different terms (e.g., persistence, flexibility) to describe the set of qualities that I’m labeling resilience. The American Psychological Association (n.d.) provides a helpful definition and perspective:

Resilience is the process of adapting well in the face of adversity. Resilience is not a trait that people either have or do not have. It involves behaviors, thoughts, and actions that can be learned and developed in anyone.

Nurturing this trait at an early age is crucial to building lifelong learners.

In contrast, children who are less resilient tend to see failure as permanent, pervasive, and out of their control (Seligman 2011). Such students usually fear making mistakes, which they associate with humiliation or disappointment (Goldstein & Brooks 2013). Because of this fear, they may choose what to do in the classroom based on how successful they think they will be. If they do not feel certain that they will succeed, they might avoid—rather than embrace—challenges. During class, children who are less resilient might not participate because they worry about what others will think if they give an incorrect answer. Viewing their performance as a measure of their value and potential, they may choose to forgo a learning opportunity rather than risk being embarrassed.

Teachers can help students overcome their fears, tackle challenges, and increase resilience. Learning experiences that build resilience create opportunities for students to correct errors and build understanding. Teachers can set the stage for resilience as they design the physical space of the classroom and plan for instruction.

Learning Experiences that Increase Resilience

Let’s return to Mrs. Durkin’s kindergarten classroom, where she planned reading and writing instruction that builds resilience along with literacy. Mrs. Durkin’s resilient environment had an array of components, ranging from providing resources to emphasizing the learning process.

Providing Resources

Collaboratively creating and encouraging students to use classroom resources, such as process charts, word walls, and letter-sound cards, engenders problem-solving attitudes. For example, a chart created by Mrs. Durkin’s class, “Help for Writing,” included a list (with accompanying visuals) of resources for writing: ask a friend, word wall, letter cards, My Word Bank (each child’s file box of words), posters, and finally, Mrs. Durkin. Although Mrs. Durkin’s name had originally appeared at the top of the list, after the class brainstormed so many other resources, they decided together that they could move her to the bottom of the list!

Books that Help Build Resiliency in Children Ages 5 to 8

Amazing Grace

By Mary Hoffman, illustrated by Caroline Binch (1991)

Although a classmate tells Grace that she cannot play Peter Pan in the school play because she is black, Grace discovers that she can do anything she sets her mind to.

Bully

By Laura Vaccaro Seeger (2013)

A little bull discovers that he has been a big bully.

DeShawn Days

By Tony Medina, illustrated by R. Gregory Christie (2001)

In this uplifting story told in verse, a young boy living in the inner city projects tells about his hopes, fears, and dreams.

Fred Stays With Me!

By Nancy Coffelt, illustrated by Tricia Tusa (2007)

A child describes how she lives sometimes with her mother and sometimes with her father, but her dog is her constant companion.

The Matchbox Diary/El diario de las cajas de fósforos

By Paul Fleischman, illustrated by Bagram Ibatoulline (2013)

Follow a girl’s perusal of her great-grandfather’s collection of matchboxes holding mementos that document his journey from Italy to a new country.

Monday, Wednesday, and Every Other Weekend

By Karen Stanton (2014)

Although Henry enjoys the time he spends at his mother’s apartment and his father’s house, his dog, Pomegranate, gets confused about which place is home.

The Money We’ll Save

By Brock Cole (2011)

In nineteenth-century New York City, when Pa brings home a young turkey in hopes of saving money on their Christmas dinner, his family faces all sorts of trouble and expense in their tiny apartment.

My Name Is Sangoel

By Karen Lynn Williams and Khadra Mohammed, illustrated by Catherine Stock (2009)

As a refugee from Sudan, Sangoel is frustrated that no one in the United States can pronounce his name correctly until he finds a clever way to solve the problem.

My Name Is Yoon

By Helen Recorvits, illustrated by Gabi Swiatkowska (2003)

Disliking the way her name looks written in English, Korean-born Yoon, or “shining wisdom,” tries out different names (“Cat,” “Bird,” and “Cupcake”) to feel more comfortable in her new school and new country.

Oliver Finds His Way

By Phyllis Root, illustrated by Christopher Denise (2002)

Oliver the bear becomes lost when he chases a leaf to the edge of the woods, but then he comes up with an idea to find his way back home.

Otto the Book Bear/Otto: El oso de libro

By Katie Cleminson (2012)

Otto lives in a book in a house, but when no one is looking he comes to life. He reads his favorite stories and practices his writing, until he is left behind and must set out in search of a new home.

Tap Tap Boom Boom

By Elizabeth Bluemle, illustrated by G. Brian Karas (2014)

“It’s a mad dash for shelter as rain sweeps into an urban neighborhood. Where to go? The subway! It’s the perfect place to wait out the wind and weather. Strangers share smiles and umbrellas and take delight in the experience of a city thunderstorm.” (From the dust jacket)

These Hands

By Margaret H. Mason, illustrated by Floyd Cooper (2010)

An African American man tells his grandson about a time when, despite all the wonderful things his hands could do, they could not touch bread at the Wonder Bread factory. Based on stories of bakery union workers, the book includes historical notes.

(From Lacina, Baumi, & Taylor 2016)
Note: Summaries were obtained from the Library of Congress unless otherwise indicated.

Helping Children Set Goals

Having children set short-term goals is another avenue for increasing resilience. When teachers provide the support students need to develop and achieve these goals, they help students recognize that success requires effort and is incremental. In Mrs. Durkin’s room, students set personal goals about how much writing they would do. Allison showed growth toward this goal. Early in the school year, Allison’s narratives focused on her drawings, to which she had added just a few words. Over time, her writing stamina increased, and she was pleased when her...

Table of contents

• Cover
• Title Page
• Copyright
• Contents
• Introduction
• Infants and Toddlers. The Wonder and Complexity of Infant and Toddler Peer Relationships
• Infants and Toddlers. Caring Relationships: The Heart of Early Brain Development
• Toddlers and Preschool. Culturally Appropriate Positive Guidance with Young Children
• Toddlers Through Third Grade. Creating Trauma-Sensitive Classrooms
• Preschool. Supporting Peer Relationships and Social Competence in Inclusive Preschool Programs
• Preschool. Guidance Strategies to Prevent and Address Preschool Bullying
• Preschool Through Kindergarten. Tuning In: Strategies for Incorporating Technology into Social Skills Instruction in Preschool and Kindergarten
• Preschool Through Kindergarten. Three for One: Supporting Social, Emotional, and Mathematical Development in Preschool and Kindergarten
• Preschool Through Third Grade. Using Picture Books to Promote Social and Emotional Literacy
• Preschool Through Third Grade. Teaching Emotional Intelligence in Early Childhood
• Kindergarten. Making Peace in Kindergarten: Social and Emotional Growth for All Learners
• Kindergarten Through Third Grade. “I Can Do That!” Fostering Resilience in Young Children