Create an Emotion-Rich Classroom

Helping Young Children Build Their Social Emotional Skills

Lindsay N. Giroux

• Publisher: Free Spirit Publishing
• Year: 2022
• eBook ISBN:
  9781631986574
• Subtopic: Behavioural Management

Strategies and activity ideas to support emotional development in young children.

Table of contents

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