Create an Emotion-Rich Classroom
eBook - PDF

Create an Emotion-Rich Classroom

Helping Young Children Build Their Social Emotional Skills

  1. 242 pages
  2. English
  3. PDF
  4. Available on iOS & Android
eBook - PDF

Create an Emotion-Rich Classroom

Helping Young Children Build Their Social Emotional Skills

About this book

Strategies and activity ideas to support emotional development in children. What is an emotion-rich classroom? Similar to how a print-rich environment exposes children to a variety of printed materials, an emotion-rich one intentionally surrounds children with a wide range of social emotional learning experiences and supportive interactions. Create an Emotion-Rich Classroom provides frameworks for planning and implementing strategies to support emotional development in children. This practical and easy-to-use resource helps early childhood educators develop the emotional literacy of the young children in their classrooms. Readers learn how to: increase children's emotional vocabulary, model how to recognize and cope with various emotions, support self-regulation and reduce challenging behaviors, discuss emotions in others and in storybook characters, support and engage families in fostering emotional skills at home, Experienced in emotional development in children and early childhood education, author Lindsay N. Giroux, M.Ed., shows readers how to effectively weave social and emotional instruction into the fabric of the school day. Create an Emotion-Rich Classroom focuses on individual skills, making social and emotional instruction specific and measurable. With consistently structured chapters, this book is easy to use and rich in ideas and strategies. Digital content includes checklists, planning sheets, and other materials to support educators as they build an emotion-rich classroom. A free downloadable PLC/Book Study Guide is available.

Frequently asked questions

Yes, you can cancel anytime from the Subscription tab in your account settings on the Perlego website. Your subscription will stay active until the end of your current billing period. Learn how to cancel your subscription.
At the moment all of our mobile-responsive ePub books are available to download via the app. Most of our PDFs are also available to download and we're working on making the final remaining ones downloadable now. Learn more here.
Perlego offers two plans: Essential and Complete
  • Essential is ideal for learners and professionals who enjoy exploring a wide range of subjects. Access the Essential Library with 800,000+ trusted titles and best-sellers across business, personal growth, and the humanities. Includes unlimited reading time and Standard Read Aloud voice.
  • Complete: Perfect for advanced learners and researchers needing full, unrestricted access. Unlock 1.4M+ books across hundreds of subjects, including academic and specialized titles. The Complete Plan also includes advanced features like Premium Read Aloud and Research Assistant.
Both plans are available with monthly, semester, or annual billing cycles.
We are an online textbook subscription service, where you can get access to an entire online library for less than the price of a single book per month. With over 1 million books across 1000+ topics, we’ve got you covered! Learn more here.
Look out for the read-aloud symbol on your next book to see if you can listen to it. The read-aloud tool reads text aloud for you, highlighting the text as it is being read. You can pause it, speed it up and slow it down. Learn more here.
Yes! You can use the Perlego app on both iOS or Android devices to read anytime, anywhere — even offline. Perfect for commutes or when you’re on the go.
Please note we cannot support devices running on iOS 13 and Android 7 or earlier. Learn more about using the app.
Yes, you can access Create an Emotion-Rich Classroom by Lindsay N. Giroux in PDF and/or ePUB format, as well as other popular books in Education & Behavioural Management. We have over one million books available in our catalogue for you to explore.

Information

Publisher
Free Spirit Publishing
Year
2022
eBook ISBN
9781631986574
Topic
Education
Subtopic
Behavioural Management

Table of contents

  1. A
  2. Page 2 - Credits
  3. Page vi - Contents
  4. page viii - List of Figures
  5. Page ix - List of Reproducible Pages
  6. Page xi - Foreword by Mary Louise Hemmeter, Ph.D
  7. Page 1 - Introduction
  8. page 1 - Emotions Matter
  9. page 3 - About This Book
  10. Page 6 - How to Use This Book
  11. Page 7 - Looking Forward
  12. Page 10 - Chapter 1 Six Beliefs About Emotions in Early Childhood
  13. page 11 - The Six Beliefs
  14. Page 29 - Wrap-Up
  15. Page 34 - Chapter 2 Planning for an Emotion-Rich Classroom
  16. Page 35 - What Is an Emotion-Rich Classroom?
  17. Page 36 - An Introduction to the DAPPER and ICARE Frameworks
  18. Page 38 - The DAPPER Planning Framework
  19. Page 43 - The ICARE Framework for Social Coaching
  20. Page 47 - Formative Assessment in the Emotion-Rich Classroom
  21. Page 50 - Supporting Families with Their Child’s Emotional Development
  22. Page 50 - An Introduction to Terminology: Feelings Versus Emotions
  23. Page 52 - Roadblocks to Setting Up an Emotion-Rich Classroom
  24. Page 56 - Wrap-Up
  25. page 64 - Chapter 3 Building an Emotion Vocabulary
  26. Page 64 - Picture This
  27. Page 65 - About the Skill of Building an Emotion Vocabulary
  28. Page 69 - Using DAPPER to Build an Emotion Vocabulary
  29. Page 77 - Weaving Emotion Vocabulary Throughout the Day
  30. Page 80 - Formative Assessment of Vocabulary Acquisition
  31. Page 83 - Differentiation and Advancement
  32. page 85 - Troubleshooting Around Building an Emotion Vocabulary
  33. page 86 - Family Engagement and Support
  34. Page 88 - Wrap Up
  35. Page 93 - Chapter 4 Recognizing and Labeling Emotions in Self
  36. Page 93 - Picture This
  37. page 93 - About the Skill of Recognizing and Labeling Emotions
  38. Page 95 - Using DAPPER to Teach Recognizing and Labeling Emotions
  39. Page 103 - Recognizing Emotions Throughout the Day
  40. Page 105 - Formative Assessment of Emotion Recognition
  41. Page 107 - Differentiation and Advancement
  42. Page 108 - Trauma-Sensitive Emotion Coaching
  43. Page 109 - Troubleshooting Around Recognizing and Labeling Emotions in Self
  44. Page 111 - Family Engagement and Support
  45. Page 113 - Wrap-Up
  46. Page 117 - Chapter 5 Understanding Causes of Emotions
  47. Page 117 - Picture This L
  48. Page 118 - About the Skill of Understanding Emotions’ Causes
  49. Page 128 - Discussing the Causes of Emotions Throughout the Day
  50. Page 131 - Formative Assessment of Understanding the Causes of Emotions
  51. Page 132 - Differentiation and Advancement
  52. Page 134 - Troubleshooting Around Understanding Causes of Emotions
  53. Page 136 - Family Engagement and Support
  54. Page 137 - Wrap-Up
  55. Page 142 - Chapter 6 Practicing Regulation Strategies
  56. Page 142 - Picture This
  57. Page 143 - About the Skill of Practicing Regulation Strategies
  58. Page 145 - Using DAPPER to Teach Regulation Strategies
  59. Page 154 - Teaching Regulation Throughout the Day
  60. Page 156 - Formative Assessment of Regulation Skills
  61. Page 157 - Differentiation and Advancement
  62. Page 159 - Troubleshooting Around Practicing Regulation Strategies
  63. Page 162 - Family Engagement and Support
  64. Page 163 - Wrap-Up L
  65. Page 166 - Chapter 7 Accessing the Regulation Station
  66. Page 166 - Picture This
  67. Page 166 - About the Skill of Accessing the Regulation Station
  68. Page 169 - Using DAPPER to Teach the Regulation Station
  69. Page 178 - Encouraging Use of the Regulation Station Throughout the Day
  70. Page 180 - Formative Assessment of Accessing the Regulation Station
  71. Page 181 - Differentiation and Advancement
  72. page 183 - Troubleshooting Around Accessing the Regulation Station
  73. Page 184 - Family Engagement and Support
  74. Page 185 - Wrap-Up
  75. Page 190 - Chapter 8 Responding to Others’ Emotions
  76. Page 190 - Picture This L
  77. page 191 - About the Skill of Responding to Others’ Emotions
  78. Page 192 - Using DAPPER to Teach Responding to Others’ Emotions
  79. Page 201 - Responding to Others’ Emotions Throughout the Day
  80. Page 203 - Formative Assessment of Responding to Others’ Emotions
  81. Page 205 - Differentiation and Advancement
  82. Page 207 - Troubleshooting Around Responding to Others’ Emotions
  83. Page 208 - Family Engagement and Support
  84. Page 209 - Wrap-Up L
  85. Page 212 - Concluding Thoughts
  86. Page 214 - References and Resources
  87. Page 219 - Index
  88. Page 225 - About the Author
  89. List of Figures
  90. Page 16 - Figure 1.1 Components of Emotional Development L
  91. Page 26 - Figure 1.2 Examples of Reframing Challenging Behaviorsinto Skills to Teach
  92. Page 41 - Figure 2.1 Components of the DAPPER Framework
  93. Page 42 - Figure 2.2 Example of the DAPPER Components in Action
  94. Page 45 - Figure 2.3 Components of the ICARE Framework
  95. Page 46 - Figure 2.4 Example of the ICARE Components in Action
  96. Page 48 - Figure 2.5 Sample Task Analysis Data Sheet
  97. Page 49 - Figure 2.6 Sample Data Sheet for Recording Levelsof Assistance Needed with Task Steps
  98. Page 51 - Figure 2.7 Examples of Emotions, Feelings, and Physical Sensations
  99. Page 54 - Figure 2.8 Reframing Messages About Emotions
  100. Page 70 - Figure 3.1 Comparing Teaching Strategies for Emotion Wordsand Other Vocabulary
  101. Page 82 - Figure 3.2 Sample Data Sheet for Recording Receptive andExpressive Use of Emotion Vocabulary Words
  102. Page 95 - Figure 4.1 Sample Recording Sheet to Identify How EmotionsShow Up for You
  103. Page 106 - Figure 4.2 Sample Data Sheet for Recording Children’sUnderstanding of Body Clues
  104. Page 121 - Figure 5.1 Common Situations, Emotions, and PossibleValidating Responses
  105. Page 131 - Figure 5.2 Sample Data Sheet for Recording Children’s ThoughtsAbout Causes of Emotions
  106. Page 136 - Figure 5.3 Shifting from Shaming and Blaming to Reframing
  107. Page 156 - Figure 6.1 Sample Data Sheet for Recording Regulation Strategiesand Levels of Assistance Needed
  108. Page 172 - Figure 7.1 Steps for Using the Regulation Station withAssociated Props and Visuals
  109. Page 180 - Figure 7.2 Sample Data Sheet for Recording Levels of Assistancefor the Use of the Regulation Station
  110. Page 204 - Figure 8.1 Sample Data Sheet for Recording the Assistance Neededfor Responding to Others’ Emotions
  111. List of Reproducible Pages
  112. Page 8 - Social and Emotional Skill Reflection Checklist
  113. Page 31 - Emotion Mindsets Worksheet
  114. Page 58 - DAPPER Planning Sheet
  115. Page 60 - DAPPER Summary Sheet
  116. Page 61 - ICARE Summary Sheet
  117. Page 62 - Task Analysis Data Sheet
  118. Page 63 - Data Sheet for Recording Levels of Assistance Needed with Task Steps L
  119. Page 89 - Sample Child-Friendly Descriptions of Emotions
  120. Page 90 - Building a Habit of Positive Descriptive Feedback
  121. Page 92 - Data Sheet for Recording Receptive and Expressive Use of Emotion Vocabulary Words
  122. Page 114 - Body Clues Map
  123. Page 115 - Recording Sheet to Identify How Emotions Show Up for You
  124. Page 116 - Data Sheet for Recording Children’s Understanding of Body Clues
  125. Page 138 - Emotion Causes Flip-Book Template L
  126. Page 141 - Data Sheet for Recording Children’s Thoughts About Causesof Emotions
  127. Page 164 - Regulation Strategies Planning Sheet
  128. Page 165 - Data Sheet for Recording Regulation Strategies and Levels of Assistance Needed
  129. Page 187 - Regulation Station Planning Considerations
  130. Page 189 - Data Sheet for Recording Levels of Assistance for Use of theRegulation Station
  131. Page 210 - How Can I Help You Feel Better? Card
  132. Page 211 - Data Sheet for Recording the Assistance Needed for Responding toOthers’ Emotions
  133. B