Children naturally practice social and emotional skills while interacting and playing with others. Below are some examples of play scenarios or interactions and the associated social or emotional skills that can be seen in these interactions. Take some time to observe a variety of play situations in your own program, both structured and unstructured. Describe the play occurring, as well as any social-emotional skills or behaviors you observe.

Play Situation Social-Emotional Skill or Behavior Observation
Jose was reading by himself on the couch. Jillian, his usual play partner, approaches him to see if he wants to go play kickball. Jose says he doesn’t feel like it, and he is acting more quiet and withdrawn. Jillian asks, “Are you okay?” Jose notes that his Dad left that morning for deployment and he is feeling sad. Jillian says, “yah, I don’t like when my Dad is gone either.” Jose: self-awareness, able to label his feelings about his father’s deployment Jillian: social awareness, notices Jose is not himself, and relationships-skills, shows empathy for Jose’s and offers comfort by relating to his own experiences
Margery and Alicia are both interested in working on the new pottery project, however, there is only one pottery wheel available. At first they begin to argue: with a slightly raised voice, Margery says “well, you got to use the new sewing machine first a couple of weeks ago, so it should be my turn!” to which Alicia responds, “well you got to pick the first three dance songs yesterday!” Margery says, “We both want a turn, what if we flip a coin?” Alicia agrees. The girls agree that the winner of the coin toss can use the wheel for 20 minutes, during which the other can work with a new piece of clay to moisten it. Alicia wins the toss. Margery looks at the clock and tells Alicia she’ll start using the wheel at 4:45. Margery and Alicia both show responsible decision making and problem-solving. They realize the limited material and identified the problem (“we both want a turn” but we have to decide who should go first) and although at first they try to problem-solve by stating it is their rightful turn to “go first” based on past opportunities to “go first,” they end up selecting the coin toss to help decide for them. The suggestion to try flipping a coin shows some self-management, moving away from yelling and toward a more productive solution.
Perhaps they realize that “chance” (here, flipping a coin) is one way to fairly solve the “who’s first” dilemma.
While Berkley is building with a set of connecting blocks, John approaches and watches her for a moment. John asks, “Is that a skyscraper?” Berkley responds, “No, it’s a rocket launcher.” John says, “We should make a space station too.” Berkley says, “okay, but make it over here (points to a space at the table) so I can finish the rocket first.” John displays social awareness and relationship skills; he observes Berkley’s play and listens to her response before adding a play idea that is connected to Berkley’s space play. Berkley also listens to John’s suggestions, and shows some problem-solving, by allowing his idea and hers to happen in the same space. She also show acceptance of his contributions by indicating she will help him next.