知道

在过去的几天里思考。你觉得有些情绪是什么？你还记得感到快乐，悲伤，愤怒，恐惧或害怕或不安，因为接受新闻或谈话或论证？现在考虑您当时的感受可能会影响您与他人的一些社交互动或关系。

Emotions affect who we are and influence our behaviors, actions and interactions with others. Think about times you were happy. How did those feelings affect your behavior and, in turn, your interactions? Consider times when you were sad, angry, or upset. How did those feelings influence your behaviors and interactions?

Labeling, identifying, and managing emotions are essential skills for our meaningful and successful participation in life experiences, both in our professional and personal lives. Difficulty managing emotions can cause frustration and disappointment and can strongly influence our relationships with others and our overall quality of life.

What is Social-Emotional Development?

根据学术，社会和情感学习（Casel）的协作，社会和情感发展（也称为社交情绪学习）包括以下五个核心组件：狗万app怎么下载

Social-Emotional Development of Children

According to Zero to Three, “within the context of one’s family, community and cultural background, social and emotional health is the child’s developing capacity to form secure relationships, experience and regulate emotions, and explore and learn.”

孩子们开始发展的社会性技能at birth. Infants begin turning their heads toward their caregivers’ voices, looking toward their caregivers and cooing, and crying to let their caregivers know they need something. Their emotional signals, such as smiling, crying, or demonstrating interest and attention, strongly influence the behaviors of others. Similarly, the emotional reactions of others affect children’s social behaviors. As children mature and develop, their social-emotional skills become less centered on having their own needs met by their caregivers and more centered on participating in routines and enjoying experiences with friends and caregivers.

The early childhood years are a critical time for the formation of positive feelings toward oneself, others, and the larger world. When children are encouraged, nurtured and accepted by adults and peers, they are more likely to be well adjusted. On the contrary, children who are neglected, rejected or abused are at risk for social and mental health challenges.

Children develop social-emotional skills in the context of their relationships with their primary caregivers and within their families and cultures. Consider how diverse our society is. You can imagine that this diversity is also expressed in the ways families from different cultures teach children to manage emotions, socialize and engage with others. For example, in some cultures, children are taught to avoid eye contact. For other cultures, eye contact is an essential component of social interaction. Culture also affects parenting practices and how individuals are taught to deal with emotions, including handling stress and coping with adversity.

Family priorities affect social-emotional competence. For example, some families might place a high value on talking about emotions and expressing them as they occur, whereas other families may value doing the opposite. As a preschool teacher, you must be sensitive and respectful of individual differences in social-emotional development when engaging with children in your care and their families.

What Does Social-Emotional Development Look Like in Preschoolers?

During the preschool years, children learn to take turns, share toys and materials, play near each other, talk with peers, and talk about their feelings and the feelings of others. They also begin to follow classroom and home routines independently. Children learn social skills from watching others interact and through conversations with adults and peers. As a preschool teacher, you can play a significant role in promoting children’s social-emotional skills if you engage them early on in meaningful experiences with peers and other adults in your classroom and program.

The following are examples of social-emotional skills preschool children engage in daily:

• Singing along with peers during circle, center or book time
• 在过渡期间走在大厅时牵着手
• Hugging a friend who is sad
• Sharing a snack with a friend, sibling or caregiver
• Taking turns while building a tower with blocks with a friend
• Passing out silverware to all children while preparing for lunch
• Making statements such as “I made this all by myself!” when accomplishing tasks
• Giving a friend a toy or object that he or she has asked for
• 告诉老师他or she misses Mom or Dad
• Getting ready for bath time when Mom says it is time to take a bath
• Talking on the phone with a family member who lives far away
• Telling a family member or teacher that he or she is sad about something
• 角色扮演经验，如去杂货店购物，访问医生或家庭角色
• Waiting in line for a turn at the drinking fountain
• 把毛绒动物放下一个午睡并告诉同伴“保持安静，因为我的宠物正在小睡”
• 完成一个困难的难题

Social-Emotional Growth and Young Children’s Development

社会情绪发展影响了幼儿在生命后的幼儿的增长，因此它与其他技能的发展密切相关。社会情感技能是儿童的身体健康，自我表达，学习和关系的核心。狗万app怎么下载考虑以下：

• 狗万app怎么下载学习阅读涉及到调节人的情绪和activity levels and requires the child to sit and attend to a task
• 学ing to walk, swim, run or ride a bike involves regulating activity level, attending to adult directions, focusing on muscle control, and controlling impulses.
• 狗万app怎么下载学习沟通涉及使用社会适当的互动策略。
• 学ing self-help skills involves following directions, controlling emotions to complete challenging tasks, and knowing when and how to ask for help.
• Being successful in school involves understanding classroom expectations and participating in large- and small-group activities with peers.

研究支持，学校成功与早期积极的社会情感发展有关，使得在童年早期培养社会情感学习至关重要。狗万app怎么下载

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Social-Emotional Development: An Introduction

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As a preschool teacher, it is your responsibility to provide developmentally appropriate experiences and activities that meet each child’s needs. As you plan and implement your program, you must remember you are setting the foundation for children’s growth and success. When fostering young children’s healthy social-emotional development, consider the following:

完成本课程

For more information on what to expect in this course, the Social & Emotional Development能力反思以及在整个课程中提供的随附的学习，探索和应用资源和活动列表，参观学龄前的社会和情感发展万博体育全站appCourse Guide。

Please note the References & Resources section at the end of each lesson outlines reference sources and resources to find additional information on the topics covered. As you complete lessons, you are not expected to review all the online references available. However, you are welcome to explore the resources further if you have interest, or at the request of your trainer, coach, or administrator.