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Every morning, Ms. Mitchell thinks about how her feelings will affect her teaching. If she feels frustrated or overwhelmed when she arrives at school, she takes a deep breath and makes a plan for managing her emotions so that she can fully engage with her students and coteachers. She greets children and families as they walk through the door and asks how they are feeling. Throughout the day, children use a classroom mood meter to acknowledge their feelings. Ms. Mitchell also uses the mood meter to talk with children about her own feelings, how characters in books feel, what happened to cause their feelings, and how characters' emotions change throughout a story. In many different ways, Ms. Mitchell models emotional intelligence and supports its development in her students.

Emotional intelligence is a set of skills associated with monitoring one's own and others' emotions, and the ability to use emotions to guide one's thinking and actions (Salovey & Mayer 1990). Emotions impact our attention, memory, and learning; our ability to build relationships with others; and our physical and mental health (Salovey & Mayer 1990). Developing emotional intelligence enables us to manage emotions effectively and avoid being derailed, for example, by a flash of anger.

Children with higher emotional intelligence are better able to pay attention, are more engaged in school, have more positive relationships, and are more empathic.

Emotional intelligence is related to many important outcomes for children and adults. Children with higher emotional intelligence are better able to pay attention, are more engaged in school, have more positive relationships, and are more empathic (Raver, Garner, & Smith-Donald 2007; Eggum et al. 2011). They also regulate their behaviors better and earn higher grades (Rivers et al. 2012). For adults, higher emotional intelligence is linked to better relationships, more positive feelings about work, and, for teachers in particular, lower job-related stress and burnout (Brackett, Rivers, & Salovey 2011).

Drawing from Mayer and Salovey's (1997) refined theory of emotional intelligence, Brackett and Rivers (2014) identified five skills that can be taught to increase emotional intelligence: Recognizing emotions in oneself and others; Understanding the causes and consequences of emotions; Labeling emotions accurately; Expressing emotions in ways that are appropriate for the time, place, and culture; and Regulating emotions. These skills, which form the acronym RULER, are the heart of an effective approach for modeling emotional intelligence and teaching the emotional intelligence skills children need to be ready to learn (Hagelskamp et al. 2013; Rivers et al. 2013).

While the full RULER approach provides a range of tools and instructional strategies, in this article we focus on the mood meter, which is a color-coded tool that provides a shared language for becoming aware of emotions and their impact on teaching and learning. (To learn about the full RULER model, visit the Yale Center for Emotional Intelligence website at http://ei.yale.edu/ruler/.)

Introducing the mood meter

If you ask a group of 3-year-old children how they are feeling, what would they say? Fine? Good? Happy? What if you ask a group of early childhood educators? Their responses might not be that different! Most of us use a limited vocabulary to describe our feelings when answering the question "How are you?" In contrast, schools that value children's and educators' emotions encourage a diversified vocabulary to describe feelings. The mood meter is a concrete tool that can shift conversations about feelings from rote responses like good to more nuanced responses like curious, excited, or worried. Accurately labeling and discussing feelings helps adults and children acknowledge the role that emotions play throughout the day. Taking time to recognize feelings, elaborate on their causes, and jointly brainstorm potential strategies to shift or maintain them helps ensure that adults and children use emotions effectively to create a climate supportive of learning.

The mood meter has two axes. The horizontal axis represents pleasantness and ranges from -5 (on the far left) to +5 (on the far right), with -5 being the least pleasant you can imagine feeling (e.g., your job is at risk) and +5 being the most pleasant you can imagine feeling (e.g., you were recognized as Teacher of the Year). Our feelings usually fall somewhere between these values. The vertical axis, which has the same range, represents the energy we experience in our bodies (e.g., heart rate, breathing). At -5, you might feel drained of all energy (e.g., you have the flu and can hardly move) while +5 represents feeling the most energy you can imagine having in your body (e.g., you just received a big raise and feel like jumping for joy). Together, the two axes create four colored quadrants (from the top left and counterclockwise) red (unpleasant, higher energy), blue (unpleasant, lower energy), green (pleasant, lower energy), and yellow (pleasant, higher energy).

With young children ages 3 to 8, a simplified color-only version of the mood meter works best, in our experience. When first introducing children to the mood meter, we tend to describe each color with one word: red = angry; blue = sad; green = calm; yellow = happy. As children learn to use the mood meter, they acquire more feeling words that correspond to each color (and in later grades, they learn how to use the numeric ranges to express their degree of pleasantness and energy). With the mood meter, children learn that there are no good or bad feelings. There may be feelings that we like to have more often than others, but all feelings are okay. Even for those unpleasant feelings, we can learn to employ strategies that use the information we receive from our feelings to respond to them in ways we feel good about.

Using the mood meter to practice emotional intelligence

Research suggests that an important part of effectively teaching emotional intelligence is modeling the five RULER skills for children (Jennings & Greenberg 2009). One way to do this is by regularly checking in on the mood meter throughout the day.

Recognize: How am I feeling? Cues from our bodies (e.g., posture, energy level, breathing, and heart rate) can help us identify our levels of pleasantness and energy. Think about how our feelings may affect the interactions we have with others.

Understand: What happened that led me to feel this way? As feelings change throughout the day, think about the possible causes of these feelings. Identifying the things (e.g., people, thoughts, and events) that lead to uncomfortable feelings can help us both manage and anticipate them in order to prepare an effective response. Determining the causes of feelings we want to foster can help us consciously embrace those things for ourselves and others more often.

Label: What word best describes how I am feeling? Although there are more than 2,000 emotion words in the English language, most of us use a very limited number of words to describe how we are feeling (e.g., happy, sad, mad). Cultivating a rich vocabulary allows us to pinpoint our emotions accurately, communicate effectively, and identify appropriate regulation strategies.

Express: How can I express appropriately what I am feeling for this time and place? There are many ways to express each of our feelings. At different times and in different contexts, some forms of expression are more effective than others. Explaining to children what we are doing and why, as we express different feelings at school, provides them with models of different strategies to express their own emotions.

Regulate: What can I do to maintain my feeling (if I want to continue feeling this way) or shift my feeling (if I do not want to continue feeling this way)? Having short-term strategies to manage emotions in the moment as well as long-term strategies to manage emotions over time is a critical part of effective regulation. Educators with a range of regulation strategies to choose from are better able to manage the full range of emotions and to model these strategies for children and families.

Strategies that can effectively regulate emotions include

Taking deep breaths

Engaging in private self-talk (e.g., "I know I can do this!")

Reframing negative interactions (e.g., "She is having a hard day. No wonder she reacted that way.")

Stepping back and allowing physical distance (e.g., taking a short walk at lunch time)

Seeking social support (e.g., talking to a friend and making plans to spend time together)

Promoting children's emotional intelligence skills

How do you want children to feel when they are in your classroom? Most educators respond with emotions like happy, secure, safe, peaceful, and curious-pleasant feelings that are conducive to learning (Reschly et al. 2008). There are exceptions, however. For example, feeling extremely excited (high in the yellow) can make it challenging to concentrate on a quiet task. There are also occasions when unpleasant feelings can be helpful. For example, mild frustration may help a child persevere to complete a challenging task, and some sadness (which is connected to compassion and sympathy) is necessary to develop empathy. While we do not want to foster unpleasant feelings in young children, we do want to provide them with strategies to both accept and manage these feelings when they occur.

In addition to modeling, educators can promote emotional intelligence through direct instruction by embedding the mood meter in classroom management practices as well as formal and informal learning activities. We provide examples of each in the following sections.

Integrating emotional intelligence into classroom management practices

Educators can use their own emotional intelligence to acknowledge the feelings children experience throughout the day and to inform classroom management. For example, by recognizing emotion cues in children, educators can help children connect their physical experience of emotions with new vocabulary on the mood meter (e.g., frustrated, annoyed, calm). A teacher could say, "I see you are frowning and crossing your arms. I do that when I feel frustrated or annoyed. It looks like you might be in the red. How are you feeling? What happened that caused you to feel that way?" Recognizing and discussing emotions with children lays a foundation for their self-regulation. Educators can also use this information to identify when a classroom activity needs to be modified to better engage students. For instance, an activity requiring children to cut a complex shape with scissors may be too challenging, leading children to feel frustrated and require more support. Similarly, adding more materials to a table activity might shift children who are feeling bored (in the blue) to feeling interested (yellow). Using music and movement during group time might shift children who are feeling excited (yellow) to feeling relaxed (green) after they release their energy appropriately. If students are experiencing separation anxiety (blue) in the mornings, for instance, educators can use role-play at circle time to explore how children can help a friend who is feeling lonely. Children can then practice empathy by supporting one another.

Supporting emotional intelligence through read-alouds

Educators can help children expand their knowledge of feelings with carefully selected read-alouds. Teachers can use read-alouds to introduce children to new vocabulary for expressing emotions and then relate the feelings in stories to classroom themes. For example, words like nervous or brave fit well with a theme focused on visiting the doctor's office. When introducing a new feeling word, consider providing children with developmentally appropriate definitions of the word (e.g., "Disappointed means feeling sad because something did not happen the way you wanted it to.") and pairing the new word with related familiar words (e.g., "Disappointed is a blue feeling, like sad."). Using the mood meter during read-alouds helps children consider the emotions of storybook characters and practice applying their emotional intelligence. Photocopies of pictures from books can be placed on the mood meter and moved around as their feelings change throughout the story. Thinking through how characters feel and react helps children better prepare to deal with their own range of emotions and behaviors.

Developing emotional intelligence enables us to manage emotions effectively and avoid being derailed, for example, by a flash of anger.

The RULER acronym can guide educators in their discussions with children about each new feeling word. For example, using book characters, educators can help children understand what a feeling looks like ( recognizing and labeling), different things that cause feelings in themselves and others ( understanding), and appropriate ways to show their feelings at school as well as how to shift or maintain that feeling ( expressing and regulating). Use the questions in the table "Sample Read-Aloud Questions" to help children explore feelings during shared reading and guide conversations with children throughout the day.

Sample Read-Aloud Questions

Recognize: How is the character feeling? How do you know he/she is feeling that way? Can you show me a _________________ face?

Understand: What happened that made the character feel _________________ ? What happens that makes you feel _________________ ?
Label: Where would you put this character on the mood meter? What is the name of this feeling?
Express: How did the character act when he/she was feeling _________________ ? What else can you do when you are feeling _________________ ?
Regulate: What did the character do when he/she felt _________________ ? What could you do to help a friend who is feeling _________________ ? When you feel _________________ , what do you do?

Sharing personal stories about emotions

Another way teachers can embed emotional intelligence in the classroom routine is by sharing stories about their own feelings. Hearing about the emotional experiences of others helps children understand helpful ways to express and regulate emotions. Educators can share short (2-3 minute) developmentally appropriate stories during morning meeting, large or small group time, or snacks or meals. If educators describe how the emotion looked and felt, the situation that caused the emotion, and how they expressed and regulated the emotion, they will foster a classroom environment where children feel supported sharing their own emotions. Here is an example of an appropriate personal story to relate:

I remember a time when I was your age and I felt scared. I was afraid of my neighbors' dog. Whenever I walked by their house, the dog would bark. My eyes would get wide like this, I could feel my shoulders tensing up like this, and then I would run past their house as fast as I could. Sometimes I even had bad dreams about the dog chasing me, so I decided to tell my mom about it. Talking to someone is one thing you can do when you feel scared. My mom gave me a big hug, and that helped me feel better. She told me she had met the neighbors' dog, and his name was Jack! She said he was very friendly and took me to meet him. I didn't want to pet him at first, but then I touched his tail. Our neighbor said that barking was just Jack's way of saying hello. After that, I didn't feel so afraid of him anymore.

Of course, the goal of sharing a story isn't merely for children to listen. The teacher's personal stories should be discussed (much like a read-aloud), and children should be invited to share their stories about times they felt that emotion and what they did as well.

Encouraging children to place their name or picture on the corresponding mood-meter color can help children think about how they are feeling, why, and how to appropriately express and regulate their feelings.

Extending emotional intelligence throughout the day

Educators can help children develop RULER skills by integrating them into a range of activities, including creative arts, music and movement, and more. Here are a few examples:

Integrate green feelings (pleasant and lower energy) into creative arts by having children paint calmly and slowly while taking deep breaths and listening to soft music.

Invite children to practice feeling yellow (pleasant and higher energy) by dancing to fast music. After they've been dancing long enough for their heart rates to quicken, have children place their hands on their chests to feel their hearts beating, and talk about heartbeats as one way we can feel the energy in our bodies. (For a math extension, the teacher can also measure the resting and dancing heart rates of a few children, then create a chart with the class.)

Use pretend play to help children practice appropriately expressing red and blue emotions. Teachers can guide children's responses to pretend scenarios and model appropriate language and emotional expression.

Integrate mood meter check-ins into classroom routines (e.g., when children arrive and during group time). Encouraging children to place their name or picture on the corresponding mood-meter color can help children think about how they are feeling, why, and how to appropriately express and regulate their feelings.

Conclusion

Along with teaching the RULER skills and embedding the mood meter in classroom practices, educators should take time to discuss with colleagues the most helpful ways for children to express emotions in the classroom, especially unpleasant emotions. How can a child effectively express anger in your classroom? Is it okay for a child to verbalize "I'm angry?" Probably. Is it okay for a child to push another child? Probably not. Having these discussions among educators, as well as engaging parents, is critical to developing a set of school norms on emotions and effectively teaching these norms to children. Take time to share the mood meter with families. Let them know how you use the mood meter at school, and offer strategies that help them talk with their children-and each other-about emotions at home. By taking these simple steps, we can boost children's emotional intelligence, helping them positively engage in school and in life.

References

Brackett, M.A., & S.E. Rivers. 2014. "Transforming Students' Lives With Social and Emotional Learning." In International Handbook of Emotions in Education, eds. R. Pekrun & L. Linnenbrink-Garcia, 368-88. New York: Taylor & Francis.

Brackett, M.A., S.E. Rivers, & P. Salovey. 2011. "Emotional Intelligence: Implications for Personal, Social, Academic, and Workplace Success." Social and Personality Psychology Compass 5 (1): 88-103.

Eggum, N.D., N. Eisenberg, K. Kao, T.L. Spinrad, R. Bolnick, C. Hofer, A.S. Kupfer, & W.V. Fabricius. 2011. "Emotion Understanding, Theory of Mind, and Prosocial Orientation: Relations Over Time in Early Childhood." The Journal of Positive Psychology 6 (1): 4-16.

Hagelskamp, C., M.A. Brackett, S.E. Rivers, & P. Salovey. 2013. "Improving Classroom Quality With the RULER Approach to Social and Emotional Learning: Proximal and Distal Outcomes." American Journal of Community Psychology 51 (3-4): 530-43.

Jennings, P.A., & M.T. Greenberg. 2009. "The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes." Review of Educational Research 79 (1): 491-525.

Mayer, J.D., & P. Salovey 1997. "What Is Emotional Intelligence?" In Emotional Development and Emotional Intelligence: Educational Implications, eds. P. Salovey & D.J. Sluyter, 3-31. New York: Basic Books.

Raver, C.C., P.W. Garner, & R. Smith-Donald. 2007. "The Roles of Emotion Regulation and Emotion Knowledge for Children's Academic Readiness: Are the Links Causal?" In School Readiness and the Transition to Kindergarten in the Era of Accountability, eds. R.C. Pianta, M.J. Cox, & K.L. Snow, 121-47. Baltimore, MD: Brookes.

Reschly, A.L., E.S. Huebner, J.J. Appleton, & S. Antaramian. 2008. "Engagement as Flourishing: The Contribution of Positive Emotions and Coping to Adolescents' Engagement at School and With Learning." Psychology in the Schools 45 (5): 419-31.

Rivers, S.E., M.A. Brackett, M.R. Reyes, J.D. Mayer, D.R. Caruso, & P. Salovey. 2012. "Measuring Emotional Intelligence in Early Adolescence With the MSCEIT-YV: Psychometric Properties and Relationship With Academic Performance and Psychosocial Functioning." Journal of Psychoeducational Assessment 30 (4): 344-66.

Rivers, S.E., S.L. Tominey, E.C. O'Bryon, & M.A. Brackett. 2013. "Developing Emotional Skills in Early Childhood Settings Using Preschool RULER." The Psychology of Education Review 37 (2): 19-25.

Salovey, P., & J.D. Mayer. 1990. "Emotional Intelligence." Imagination, Cognition, and Personality 9 (3): 185-211.

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Teaching Emotional Intelligence in Early Childhood

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Children with higher emotional intelligence are better able to pay attention, are more engaged in school, have more positive relationships, and are more empathic.

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In a preschool classroom, some of the 3- and 4-year-old children smile, laugh, and giggle during free play; are curious about what happens next during story time; ask what and why questions while doing hands-on activities; and use words to express feelings and needs. In the toy area, Tom and Juan both reach for a small blue car. Tom says, "May I please have it first, then you have it later?" Juan replies, "You have it for five minutes and then I have it for five minutes." Noticing this exchange, their teacher says, "Tom and Juan, you are talking about taking turns. What a great way to play together!"

Tom, Juan, and their classmates are a model of social and emotional health in preschool. Children who are socially and emotionally healthy tend to demonstrate, and continue to develop, several important behaviors and skills (adapted from McClellan & Katz 2001 and Bilmes 2012). They

Are usually in a positive mood

Listen and follow directions

Have close relationships with caregivers and peers

Care about friends and show interest in others

Recognize, label, and manage their own emotions

Understand others' emotions and show empathy

Express wishes and preferences clearly

Gain access to ongoing play and group activities

Are able to play, negotiate, and compromise with others

Why social and emotional health matters

Children's social and emotional health affects their overall development and learning. Research indicates that children who are mentally healthy tend to be happier, show greater motivation to learn, have a more positive attitude toward school, more eagerly participate in class activities, and demonstrate higher academic performance than less mentally healthy peers (Hyson 2004; Kostelnik et al. 2015). Children who exhibit social and emotional difficulties tend to have trouble following directions and participating in learning activities. Compared with healthier peers, they may be more likely to suffer rejection by classmates, have low self-esteem, do poorly in school, and be suspended (Hyson 2004; Kostelnik et al. 2015). Thus, children's social and emotional health is just as important as their physical health, and affects their capacity to develop and potential to lead a fulfilling life.

Teachers can promote children's social and emotional health in many ways, for example, by organizing a material-rich environment to stimulate social interactions among children. This article focuses on two of the most important practices: building trusting relationships and conducting intentional teaching.

Establish trusting relationships

Young children develop and learn in the context of relationships. A trusting and caring teacher-child relationship is essential for children's optimum development (Raikes & Edwards 2009). Children who have trusting relationships with their teachers are, on average, more willing to ask questions, solve problems, try new tasks, and express their thinking than their peers without such relationships (O'Connor & McCartney 2007). In her work supervising student teachers, Ho (the first author) often sees children developing positive social and emotional health as a result of close relationships with their teachers. For example, children learn to use words to express their feelings-such as Amy saying to Emily, "I am sad when you use hurting words!"-and to show empathy-as when Arjun gently pats Brian's head and says, "Are you okay? Do you want to hold the teddy bear?"

Children benefit socially, emotionally, and academically when teachers intentionally create close, trusting relationships (Palermo et al. 2007). But gaining the trust of every child is not as simple as being nice and engaging. How can teachers create trusting relationships with all of the children? Consistently offering warmth, affection, respect, and caring is essential.

Showing warmth and affection consistently

Warmth and affection-even on bad days and when children are misbehaving-are critical to children's well-being in early education settings (Ostrosky & Jung 2005). They contribute to developing secure relationships between children and adults, provide models of gentle behavior, and are linked with children's ability to interact positively with peers (Twardosz 2005). The preschoolers we observed used gentle hands and kind words and positively interacted with peers most of the time. Their social and emotional well-being was nourished by their teachers' warmth and affection, which is shown in the following examples:

Ms. Johnson displays a pleasant facial expression throughout the day. She smiles when greeting children in the morning, says goodbye in the afternoon, and acknowledges children's appropriate behaviors.

Mr. Logan uses the appropriate tone of voice at all times. His speech is at normal pitch and volume; his tone is relaxed and soft. Even when he has to redirect a child's behavior, he remains calm and warm to convey that his concern is with the behavior-not the child.

Ms. Aragon gives appropriate touches when necessary, such as a pat on the back, a handshake, hugs, and brief tickles.

Ms. Lizama moves physically close to the children and bends or crouches to be at the children's eye level while talking to them.

Mr. Sharma often uses loving comments to show he cares: "I am so happy to see you this morning!," "I missed you yesterday," "I love seeing your smile!" And he is careful to make such comments to all of the children in his classroom.

Respecting and caring about every child

Showing respect is a key way to connect with children and strengthen positive relationships. It helps children feel more confident and competent to explore and learn (Dombro, Jablon, & Stetson 2011). Ms. Carnes establishes and maintains close personal bonds with every child in her classroom by consistently acting in respectful and caring ways. Specifically, she

Listens with full attenti on and restates what children say (often also seizing the opportunity to expose the children to new vocabulary). Jason, a 4-year-old, says, "Look, I made a truck with lots of Legos!" Ms. Carnes replies, "Oh, I see, Jason. You built a truck with dozens of Legos." Jason adds, "I use this truck to deliver apples and bananas to the grocery store." Ms. Carnes responds, "Using a truck to deliver nutritious fruits to the grocery store is helpful." Listening to children attentively and reflectively enhances their self-worth and confidence. When teachers actively listen to children, they convey that they care about what the children have to say, and the children are more likely to share their thoughts, ideas, feelings, and stories.

Accepts and reflects children's feel ings. Frowning, Jasper says to the teacher, "Michael has all the big blocks!" Ms. Carnes responds, "Jasper, you seem upset that there are no more large blocks to build with right now. It is difficult to wait!" Amy says with enthusiasm, "We are about to go outside!" Ms. Carnes answers, "The sparkles in your eyes tell me you can hardly wait to go outside. You are excited." When they accept and reflect children's feelings, teachers exhibit sensitivity and caring in a way children understand. Teachers' acknowledgments make children feel heard and accepted (Duffy 2008). As a result, children feel safe to express their emotions-and receive support in identifying, labeling, and better understanding their emotions.

Spends private, quality time with individual chi ldren through one-on-one activities, such as story reading and game pla ying. Emily is sad when her mom leaves. Ms. Carnes reads her a book in a cozy corner with soft pillows and stuffed animals. Afterward, Emily is ready to explore and play in the classroom. Judy complains that no one wants to play with her at the tactile table. Ms. Carnes sits at the table and plays with Judy until another child joins the play. In addition, Ms. Carnes spends quality time with individual children by putting aside other work, moving to the child's level, and conversing openly with the child. Ms. Carnes keeps track to ensure that she speaks with each child regularly, which deepens their relationship and builds trust (Gartrell 2007). Ms. Carnes finds time for these conversations throughout the day, especially during greeting, free play, snack, lunch, and departure time.

Teach social and emotional skills intentionally

Helping children develop social and emotional skills is the heart and soul of any good program for young children (Gordon & Browne 2014). Teachers (and all caregivers) play key roles in helping children develop social and emotional competence (Kostelnik et al. 2015). Teachers can intentionally support children's social and emotional health by using children's books, planning activities, coaching on the spot, giving effective praise, modeling appropriate behaviors, and providing cues.

Warmth and affection-even on bad days and when children are misbehaving-are critical to children's well-being in early education.

Using children's books

Reading and discussing children's books is an excellent way to invite children to identify the characters' emotions and relate the characters' experiences to their own (Roberts & Crawford 2008). To introduce a new social or emotional skill, Ms. Coz carefully chooses high-quality books to read aloud at circle time. Sometimes she chooses books related to children's recent social and emotional behaviors in the classroom. When she sees some of the children having trouble sharing toys, she reads aloud The Rainbow Fish, by Marcus Pfister. When she finds a child crying because her friend hit her, Ms. Coz reads aloud Hands Are Not for Hitting, by Elizabeth Verdick. (See " Children's Books for Teaching Social and Emotional Skills," for more titles to consider.)

To connect the characters and situations in the book with the children's experiences, Ms. Coz plans to read the book at least twice and also add it to the classroom library. During the second reading, she asks meaningful questions: "What do you think the characters are feeling?," "How would you solve the problem?," "Can you use words from the story to explain how you feel when you . . .?," "What could we do differently if this happens in our classroom?" These open-ended questions enable children to talk about their own experiences, learn new vocabulary words, and practice social and emotional skills.

Planning activities

To extend and apply what children learn from reading stories, Ms. Coz plans follow-up activities, such as hands-on crafts, games, and songs. She often uses Book Nook guides, created by the Center on the Social and Emotional Foundations for Early Learning ( http://csefel.vanderbilt.edu/resources/strategies.html#booknook). These guides help her embed social and emotional development activities into daily routines, including read-alouds. (See " Activities for Supporting Children's Social and Emotional Learning " for some ideas adapted from Book Nook guides.)

Coaching on the spot

When they coach children on the spot, teachers help children realize what they are doing, understand how their actions affect others, and choose positive alternatives (Riley et al. 2008). For example, when Ryan and Ethan build a firehouse in the block area, Ethan grabs the fire truck from Ryan, and Ryan cries. Ms. Coz crouches down at Ethan's level to look into his eyes; calmly and warmly, she says, "Ryan was still using the truck. When you took it away from him, he got upset. What could you do to make Ryan feel better?" After Ethan says he is sorry and gives back the fire truck, Ms. Coz says, "Next time if you want to play with the toy Ryan is using, could you ask if he will share?" Ms. Coz follows up by observing Ethan and providing immediate positive feedback on his desirable behavior.

Giving effective praise

Meaningful feedback pertinent to the task at hand in the form of effective praise is a powerful strategy for fostering children's social and emotional development (Kostelnik et al. 2015). To make praise effective, teachers describe specifically what they see-without generalizing, evaluating, or making comparisons. When Emily finishes her drawing, Ms. Coz notices her picture and her smile. Ms. Coz says, "I see a blue sky, a yellow sun, and green grass around the big brown tree. This picture makes you happy, doesn't it?" This praise is effective because Ms. Coz offers detailed, positive comments immediately after desirable behavior occurs. Noticing Ethan asking Ryan politely for a policewoman figure, Ms. Coz says, "Ethan, you used the magic words May I plea se? to ask for that policewoman while you and Ryan were building the firehouse together. Great job!" Smiling, Ethan responds, "We are friends and we can share things."

Modeling appropriate behavior

Children learn by observing other people, getting ideas about how new behaviors are formed, and using the ideas to guide their actions (Bandura 1977). Many studies have found that modeling-or demonstrating appropriate behaviors-teaches and enhances children's social and emotional skills (Katz & McClellan 1997; Hyson 2004). This research-based conclusion is evidenced in Ms. Coz's and Ms. Carnes's classes. Both teachers implement several noninvasive strategies-including modeling-that their center administrators created to support teachers in promoting socially and emotionally healthy behaviors. They display the strategies on the classroom wall and put them into action by

Moving closer to children, when needed, as a nonverbal cue to rethink behaviors

Modeling appropriate warm and respectful behavior throughout the day and at specific moments when a gentle reminder is needed

Using nonverbal gestures and contact (e.g., nodding the head, giving thumbs-up signs, and touching children gently on the shoulder) to send messages

Employing simple language (e.g., "Walking feet, please" and "Use gentle hands") to set expectations and give reminders

Acknowledging a kind act on the spot or praising a group effort for a job well done

Placing a hand-gently-on a child's hand to redirect attention and behavior

When children see teachers demonstrate these noninvasive strategies, they often smile, use their gentle hands, say please and thank you, give hugs and high fives, and use words to express their feelings.

In addition to being role models, the teachers use the children's appropriate behaviors to model social and emotional skills. They carefully observe and record details about how children apply the target skills, and they share their observations with the children through puppet shows during circle time. Using puppets to demonstrate children's appropriate behaviors helps children learn social and emotional skills meaningfully.

Providing cues

Providing cues to engage children in appropriate social behavior has been shown over time to improve their social behavior with their peers (Bovey & Strain 2005). Ms. Coz and Ms. Carnes often provide verbal cues to help some children participate in activities. Before playtime, for example, Ms. Carnes asks, "James, who are you going to ask to play with you at center time?" During playtime, she suggests, "Saanvi, can you ask Anna to build an airplane with you?" To teach sharing and turn taking, Ms. Coz asks Steven, who has been waiting to play with a toy dolphin for a while, "What magic words could you use to have a turn with the dolphin John is using?"

Both Ms. Coz and Ms. Carnes prominently display visual cues in their classrooms to assist children's social and emotional interactions. For example, they provide teacher-made hand puppets to guide children to use quiet voices, helping hands, and walking feet. To help children calm down, they also created a "push wall"-a designated spot on the wall to push anger out-and use puppets to demonstrate the strategy. These puppets, demonstrations, and explanations are essential for clarifying and modeling appropriate behavior-and the visual cues are essential for reminding the children to practice what they have learned. Long-term visual cues function like a third teacher in the sense that children use the cues to remind one another of solutions and appropriate actions.

Teachers and caregivers promote children's social and emotional health by establishing trusting relationships, created when teachers express warmth, affection, and respect. Teachers can intentionally teach and enhance these skills using evidence-based strategies to teach, model, and reinforce positive behaviors. As evidenced in the preschool classrooms we observed, teachers who prioritize developing children's social and emotional health are richly rewarded with happy, engaged children who learn to avoid and resolve conflicts, share and take turns, and express their emotions in productive ways.

Children's Books for Teaching Social and Emotional Skills

Can You Be a Friend?, by Nita Everly

Care Bears Caring Contest, by Nancy Parent, illus. by David Stein

Fox Makes Friends, by Adam Relf

How Do Dinosaurs Play with Their Friends?, by Jane Yolen and Mark Teague

How I Feel Frustrated, by Marcia Leonard

I Can Do It Myself (a Sesame Street Series), by Emily Perl Kingsley, illus. by Richard Brown

I'm in Charge of Me!, by David Parker, illus. by Sylvia Walker

Mouse Was Mad, by Linda Urban, illus. by Henry Cole

My Many Colored Days, by Dr. Seuss, illus. by Steve Johnson and Lou Fancher

Sharing: How Kindness Grows, by Fran Shaw, illus. by Miki Sakamoto

When I'm Feeling Sad, by Trace Moroney

When Sophie Gets Angry-Really, Really Angry, by Molly Bang

Activities for Supporting Children's Social and Emotional Learning

Helping hands chain: Trace and cut out multiple hands for each child. Place them in a pocket or baggie that is easily accessible. As you recognize a child's helping hand behavior, have the child get a hand from their pocket and connect it to the class's helping hand chain. The hands can be placed on the wall to wrap around the room. On a regular basis, celebrate how long the helping hand chain is getting!

Hand puppets: Create character puppets by having children color or paint the pictures, cut them out, and glue them to craft sticks. Once dry, children can bring their puppets to circle time and act out the story while you read the story aloud. Later, they can take the puppets to the story area or puppet center.

Moving to music: Choose songs with lyrics that encourage movement. Before you start, remind the children that they need to listen closely to the words so they know what actions to take. Classic songs like "Head, Shoulders, Knees, and Toes" work well. Many children's CDs have great songs that involve following directions (try "My Ups and Downs," and "Hands Are for Clapping," by Jim Gill). Do the motions with the children as you listen to the songs. After listening to each song several times, children will build confidence and know which motions to do on their own. Point out to the children that they know what to do because they are being such good listeners.

Pass the feeling bag: Place an assortment of scenario picture cards in a bag. As music plays, the children pass the bag. When the music stops, one child picks out a card and identifies it. Have the child talk about how each scenario or item makes him feel and why. Allow children to take turns pulling out picture cards.

Feeling faces collage: Have children cut out different feeling faces from magazines. Mix nontoxic glue and water together in a small bowl. The children put the pictures on top of a piece of paper, take a paintbrush and dip it in glue solution, and paint over their pictures. They can hang their feeling faces collages on the wall.

Share box: Create a special share box that is only introduced during circle time. Children can decorate the box with primary colors or with a bold pattern. Inside the box, place items that can be shared, such as musical instruments, a box of chunky sidewalk chalk, playdough, or several sensory bottles.

Singing: After a story about sharing with friends, sing "Share, share, share your toys; share them with a friend. Share, share, share your toys, let's all play pretend," to the tune of "Row, Row, Row Your Boat." After a story about feelings, sing "If You're Happy and You Know It" with a variety of emotions and body gestures.

Note: Adapted with permission from Book Nook, created by the Center on the Social and Emotional Foundations for Early Learning. To use Book Nook guides at no cost, visit http://csefel.vanderbilt.edu/resources/strategies.html#booknook.

References

Bandura, A. 1977. Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.

Bilmes, J. 2012. Beyond Behavior Manage ment: The Six Life Skills Childre n Need, 2nd ed. St. Paul, MN: Redleaf.

Bovey, T., & P. Strain. 2005. "Strategies for Increasing Peer Social Interactions: Prompting and Acknowledgment." Center on the Social and Emotional Foundations for Early Learning. What Works Briefs. http://csefel.vanderbilt.edu/briefs/wwb17.pdf.

Dombro, A.L., J. Jablon, & C. Stetson. 2011. Powerful Interactions: How to Connect with Children to Extend Their Learning. Washington, DC: National Association for the Education of Young Children (NAEYC).

Duffy, R. 2008. "Are Feelings Fixable?" Exchange 30 (6): 87-90.

Gartrell, D. 2007. A Guidance Approach for the Encouraging Classroom, 4th ed. Florence, KY: Thomson Delmar Learning.

Gordon, A.M., & K.W. Browne. 2014. Beginnings and Beyond: Foundati ons in Early Childhood Education, 9th ed. Belmont, CA: Cengage.

Hyson, M. 2004. The Emotional Development of Young Chil dren: Building an Emotion-Centered Curric ulum, 2nd ed. New York: Teachers College Press.

Katz, L.G., & D.E. McClellan. 1997. Fostering Children's Social Competence: The Teacher's Role. Washington, DC: NAEYC.

Kostelnik, M.J., A.K. Soderman, A.P. Whiren, M.L. Rupiper, & K.M. Gregory. 2015. Guiding Children's Social Development and L earning: Theory and Skills, 8th ed. Stamford, CT: Cengage.

McClellan, D., & L.G. Katz. 2001. "Assessing Young Children's Social Competence." Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. http://files.eric.ed.gov/fulltext/ED450953.pdf.

O'Connor, E., & K. McCartney. 2007. "Examining Teacher-Child Relationships and Achievement as Part of an Ecological Model of Development." American Educational R esearch Journal 44 (2): 340-69.

Ostrosky, M.M., & E.Y. Jung. 2005. "Building Positive Teacher-Child Relationships." Center on the Social and Emotional Foundations for Early Learning. What Works Briefs. http://csefel.vanderbilt.edu/briefs/wwb12.pdf.

Palermo, F., L.D. Hanish, C.L. Martin, R.A. Fabes, & M. Reiser. 2007. "Preschoolers' Academic Readiness: What Role Does the Teacher-Child Relationship Play?" Early Childhood Research Quarterly 22 (4): 407-22. www.ncbi.nlm.nih.gov/pmc/articles/PMC3856866.

Raikes, H.H., & C.P. Edwards. 2009. Exte nding the Dance in Infant and Toddler Caregiving: Enhancing Attachment and Relationships. Baltimore, MD: Brookes.

Riley, D., R.R. San Juan, J. Klinkner, & A. Ramminger. 2008. Social and Emotional Developm ent: Connecting Science and Practice in Early Childhood Settings. St. Paul, MN: Redleaf; Washington, DC: NAEYC.

Roberts, S.K., & P.A. Crawford. 2008. "Real Life Calls for Real Books: Literature to Help Children Cope with Family Stressors." Young Children 63 (5): 12-17.

Twardosz, S. 2005. "Expressing Warmth and Affection to Children." Center on the Social and Emotional Foundations for Early Learning. What Works Briefs. http://csefel.vanderbilt.edu/briefs/wwb20.pdf.

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Promoting Young Children's Social and Emotional Health

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Trusting relationships and intentional teaching improve young children's social and emotional health.

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When our little ones head off for school, they take their first steps in a lifelong journey of learning. Not only will they begin to build foundational skills that will pave the way for academic success, but they'll also learn social-emotional skills like kindness, sharing, empathy, and many more that will contribute to their overall success in life. Some research suggests that social-emotional activities might be the most important work children can do in their early years. In fact, one study found that social-emotional wellness in kindergarten correlated with success up until age 25. Here are some of our favorite social-emotional activities to use with your preschool and kindergarten students.

Teach students to identify their emotions

Identifying and labeling feelings (your own and others') is a valuable life skill that takes lots of practice. These social-emotional activities are not only fun and engaging for little ones, they spark essential conversations that lead to deeper understanding.

1. Read, read, read!

There are TONS of children's books featuring interesting main characters and story lines that teach social-emotional skills. Reading about characters they can relate to, in situations they can relate to, helps young children learn valuable lessons. Here are two book lists to get you started: Picture Books To Teach Students About Kindness and Children's Books for Teaching Social Skills.

2. Sing

Different emotions evoke different feelings in our bodies. Teach your students this song to help them learn to identify what is really going on. Also, find role-play scenarios and reflection questions.

3. Practice with emotions play-dough mats

Learning to read others' emotions is a valuable SEL tool. Children can explore and identify nuances of facial features that are paired with emotions by using play dough to draw faces on these free emotions play-dough mats from The OT Toolbox.

4. Play a monster-emotions match game

Download the free game cards here. This fun and engaging game helps kids learn how to identify emotions in other people. The game begins as students walk around the room making the feeling face that matches their card. As they walk, they look for another student who seems to be demonstrating the same feeling. Once everyone thinks they have found their matching feeling friend, let them check their cards to see if they are right. Play a few rounds to give kids a chance to try out different feelings.

5. Make emotion masks

These masks are a great tool for talking about feelings. And all you need is paper plates (cut in half), craft sticks, tape, and markers. The activity will focus on four emotions: happy, mad, sad, and silly. For each emotion (and each mask), make a face and then ask the class to identify the emotion it represents. Once they correctly identify the emotion, have them use the marker to draw that face on one of the plates. You can use these masks during read-alouds (hold up the mask that shows how the main character is feeling) or during class conversations to reinforce their understanding of what different feelings look like.

6. Start each day with a check-in

This chart is a fun one to help students communicate how they're feeling. Position it next to your classroom door, and have students point to the emoji that most closely matches how they're feeling as they enter. Social-emotional activities like this one help students get in the habit of monitoring their emotions and give you valuable information about your students' moods.

7. Draw helping hands

Encouraging students to think about others can make them realize how much control they have over the feelings of others. Have students trace or draw their own hands and reflect or write what their helpful hands can do for others.

8. Do an emotions sort

Linking Zones of Regulation activities to fun experiences helps kids make connections. For example, this simple Emotions Sorting Game inspired by Disney-Pixar's Inside Out helps kids learn and explore emotions. The game is a printable download available from Mom Endeavors.

9. Play emotions Jenga

Attach a collection of emotion words onto Jenga blocks-for instance, happy, sad, angry, frustrated, etc. You can either write on the blocks with a Sharpie or try these pretty labels from Collective Feelings. One at a time, pull one of the emotion blocks out of the stack. Ask for a volunteer to either tell you the definition of that feeling or share a story about a time they felt that emotion. Talking about emotions in a group, and hearing others' stories, helps kids make lasting connections.

10. Make an emotion spinner

If you're looking for engaging social-emotional activities to teach kids more about identifying their emotions, try these emotion spinners. All you need to make them are paper plates, brads, markers (or paint or crayons or colored pencils), and a large circle punch if you have one. For full directions on how to make and use emotion spinners, check out this blog from Meaningful Mama.

11. Play a round of emotions charades

Prepare a set of cards with emotion words and pictures of what those emotion looks like. Then play a round of emotions charades, which helps preschoolers read nonverbal cues, identify and regulate emotions, and learn how to express emotions in a healthy way, all of which are essential elements of emotional intelligence.

12. Make affirmation bracelets

Set out cups of colored beads. In front of each cup of beads, add a sticky note with a positive affirmation. Teach your students what each affirmation says and means. Give each student a pipe cleaner and help them create a bracelet by threading the beads onto the pipe cleaner. Optional: Each time they pick up a bead, have them say the corresponding positive affirmation out loud.

Teach kids strategies to deal with hard feelings

Being able to identify and label feelings is a great start. Knowing what to do when unsettling feelings come up is the next step. Feelings like anger, sadness, and confusion will undoubtedly arise from time to time in the classroom. Here are a few social-emotional activities to help your students learn how to cope in a safe environment.

13. Teach students to use I-statements

Encourage students to be mindful about how they're feeling by helping them practice how to articulate their thoughts without lashing out at others. Give them starters such as "I feel angry when ...," "I feel happy when ...," "I feel frustrated when ...," etc. Once they are able to articulate their feelings, help them strategize ways to handle their feelings.

14. Use strategy cards

These free downloadable cards offer 23 different strategies (with pictures and words) that kids can use to manage their emotions. Print them out, punch a hole in the corner of each card, and attach them to a ring.

15. Download these free posters

Use these posters to teach kids what to do when they feel their emotions escalating. Once they are familiar with the strategies, post the posters in your calm-down corner for kids to reference as they regroup. Included with the downloads are 30 great calm-down ideas like "I can count to 10," "I can blow a feather," and more.

16. Stomp out dinosaur-size feelings

Read Tony Mitton's charming story Dinosaurumpus aloud to your class. Then, play this easy-to-assemble dinosaur game that encourages kids to roar, dance, and stomp out their emotions.

17. Make calm-down jars

Make these mesmerizing calm-down jars for your classroom using just water, oil, and food coloring. Add glitter for a little extra pizzazz. When students are feeling overwhelmed or upset, give them a few minutes to focus on the jar as they turn it upside down and back. Focusing on the movement and colors will help students calm down so they can get back to work.

18. Put together a calm-down kit

Stock a plastic bin with tools to help little ones manage their emotions. Include things such as strategy cards, squeeze balls, calm-down bottles, putty, and breathing exercises. For more ideas, check out this awesome list of 40+ Things To Put in Your Calm-Down Kit.

19. Set up a calm-down corner in your classroom

Kids have a lot of feelings and emotions to process throughout the day. Sometimes it's all too much, and the result can be bad behavior. A calm-down corner gives kids a place to recenter and refocus so they can join the learning again. Check out this article to learn everything you need to know about setting up a calm-down corner.

20. Teach yoga poses ...

Teach your students simple yoga poses to help them get control of their bodies when emotions are running high. For best results, pair poses with deep-breathing techniques. The printable set comes with 50 different yoga poses (including simple descriptions) and suggested sequences of poses to use.

21. ... and breathing techniques

Deep breathing reduces stress and anxiety and helps kids learn to manage their emotions. Check out this source for lots of fun ideas for building breathing breaks into your day.

22. Teach coping strategies

In any social situation, conflict is bound to occur. That's why teaching kids how to peacefully solve problems is essential. Equip your students with the tools they need to manage uncomfortable situations with these coping strategies and free social problem-solving poster set.

23. Tell stories that help kids learn strategies

Conflicts happen, no matter how old we are. The key is learning strategies to help solve conflicts peacefully, and it's never too early to start! These picture books encourage solving disagreements through communication, compromise, harmony, collaboration, and forgiveness.

24. Make a rainbow road

Label six colored sheets of paper with statements like "I feel ___ (sad, happy, angry, frustrated, etc.) when ____." Tape the sheets on the floor to create a rainbow road. To play, have a student roll a die, then count and walk to that number sheet. Help them read their statement and then have them fill in the last blank.

Build in lots of opportunities for kids to work on social skills

Like everyone, little ones learn best by doing. Give them lots of opportunities to interact with peers one-on-one, in small groups, and as part of a whole class, ideally with as little adult interference as possible. As they play during social-emotional activities, they'll learn to navigate among other kids who may have different styles and opinions. Activities like creative play, building projects, board games, and partner reading are great tools to reveal kids' strengths and challenges as they begin to figure out how to manage school in the best way for themselves.

25. Do your homework

As children start learning more about their feelings and emotions, their social skills start to blossom. This social skills checklist is an amazing resource that describes in detail the social skills that children learn in their preschool years. Read the article for more SEL activities for preschoolers from The OT Toolbox.

26. Create a culture of kindness

Create a culture of kindness in your classroom. Read your students the story Have You Filled a Bucket Today? A Guide to Daily Happiness for Kids by Carol McCloud. Then spread the love with a few of these activities.

27. Make kindness trees

Looking for social-emotional activities that provide an opportunity to talk about why being kind is important and how we can practice kindness every day? Draw a large tree trunk on a sheet of chart paper. Then pass out different-colored leaves made from construction paper and ask each student to write an act of kindness they can do on their leaf. After they've finished writing their kind acts, help them tape their leaf to the tree trunk as reminders of how they can show kindness and respect for others.

28. Engage in compliment circles

If you need social-emotional activities that don't require any prep work, hold compliment circles in class. They take very little time but yield powerful results. Create an environment of respect and kindness with this simple activity that teaches kids how to give and receive compliments. Read more here.

29. Play games

Playing interactive games with your students is a great way to start conversations about their feelings. It can make the conversation more centered around fun and less stressful. Read this article from The Art of Education for more SEL tips and a list of 10 Engaging Games To Play That Explore SEL.

30. Read about and practice sharing

In Mo Willems' adorable book Should I Share My Ice Cream?, Gerald the elephant has to make a quick decision about whether to share his ice cream cone with his best friend, Piggy. Read the story to your class and have a conversation about sharing.

Then try this fun game. Make "waffle" cones out of rolled-up sheets of construction paper, then have students practice passing their "ice cream" to a friend. Not only will students learn cooperation, but this game is also a great opportunity to use polite language such as "please" and "thank you."

31. Teach students how to partner share

There are many strategies that teach kids to work collaboratively with a partner. And it's important with little ones to teach these skills explicitly. Read this step-by-step tutorial written by kindergarten teacher Sarah Casady, How To Get Your Students Talking. Also, check out 10 Alternatives to Think-Pair-Share.

32. Use conversation starters

Get the conversation started with questions like "What is your favorite thing to eat at lunch?," "What was the funniest thing that happened to you today?," and the like. Be sure the questions are open-ended to avoid getting short yes or no answers. Here are 20 conversation starters from The Early Childhood Academy to get you started.

33. Hone listening skills

Learning to listen, not only to themselves but to one another, is a critical skill for preschoolers. Set aside time each day to sit quietly with your students and listen for sounds in and around the classroom for increasing lengths of time. Or ring a chime and ask students to see how long they can hear the sound it makes. Being able to signal your students when it is time to listen, and having them respond appropriately, is critical for creating a classroom environment that supports learning.

34. Play listening games

Gameplay is one of the best ways to engage young learners. Try some of these listening games, like Simon Says, Telephone, Freeze Dance and more.

35. Rehearse with role-play

Role-play is a wonderful way to teach your preschoolers and kindergartners social behaviors, rules, and expectations. Rehearsing these skills in a safe space, with a teacher's guidance, helps them learn social norms.

36. Play with puppets

According to Tanja Mcilroy, founder of Empowered Parents, playing with puppets is one of the most educational things you can do with your students. A puppet can be the voice used to correct classroom behavior and teach social skills. Many children will find this less intimidating and more playful than instruction coming from an adult. For more tips, check out The Amazing Benefits of Playing With Puppets in Early Childhood.

Learn about friendship

Learning to make friends is one of the most valuable skills we can teach our preschoolers and kindergartners. Friendships require a plethora of social skills such sharing, compassion, compromise, and honesty.

37. Watch friendship videos

Learning to get along with others takes a lot of practice. Here are our favorite friendship videos that use compassion, wisdom, and humor to tackle what it means to be a good friend. Use them to jump-start conversations with your students as you build your classroom community.

38. Read books about friendship

Friendships are one of the most important parts of childhood-and school. Classroom conversations about making new friends, supporting and appreciating friends, and navigating friendship challenges are always in season, and there's no better way to launch them than with a good book. Looking for books you can use for social-emotional activities? Here's a good place to start: Children's Books About Friendship That Give Us All the Feels.

39. Sing songs about friendship

Music is an amazing way to help your students feel connected and understood. And songs about friendship can definitely foster a sense of community in the classroom. Here, we've compiled 50 Fantastic Songs About Friendship for your students to enjoy and bond over.

40. Read poems about friendship

Poetry often speaks to our hearts in a way unlike any other form. And making friends is one of the greatest gifts in life. So why not combine the two and teach your students in a way they can really connect with? Here, we share 30 Heartwarming Poems About Friendship To Share With Students.

41. Make lots of time for friendship-building activities

Here is a list of 25 ideas to get you started.

Practice mindfulness in the classroom

Mindfulness is defined as a mental state achieved by focusing one's awareness on the present moment, while calmly acknowledging and accepting one's feelings, thoughts, and bodily sensations. Mindfulness techniques help students handle big emotions (in themselves and others) and cultivate a sense of peace and calm.

42. Introduce mindfulness with children's books

Source: 15 Books To Teach Kids About Mindfulness

If you're looking for social-emotional activities that incorporate reading, there are dozens of brilliant books that teach the lesson of mindfulness for preschoolers. A couple of our favorites, just for little ones, are Peaceful Panda and I Am the Jungle.

43. Make gratitude rocks

Taking time to go inside and think about things you are grateful for is a powerful life skill. For this activity, bring a collection of rocks to class for your students to choose from. Then, using paint, markers, or crayons, give them time to decorate their rocks. Ask your students to take a few minutes and think about something they are grateful for and narrow it down to just one word. Have them write their word with Sharpie on their rock-be sure to give them help if they need it. When everyone is done with their rock, make time for those who are comfortable doing so to share their rock and explain it to their classmates.

44. Go on a nature walk

Take your little ones outside to indulge their five senses. Explore the changing color of leaves, different leaf shapes, pine cones, and more. Listen for birds and other critters. Lie down on the grass and feel the earth beneath you as you look up at the blue sky.

45. Practice progressive muscle relaxation

Most of us, including kids, aren't always aware of the muscles in our body and how they feel or move. But we can all carry a lot of emotions in our physical bodies. Progressive muscle relaxation (PMR) is a coping skill and relaxation exercise that can help us calm our body and mind by slowly and progressively tensing and relaxing our muscles, one group at a time.

46. Listen to music

It's not too hard to tell when young students need a break or need a few minutes to recharge. And you know the old saying "Music soothes the savage beast." Why not pop on this soothing video with gentle guitar music playing in the background for a few minutes? Music makes for fantastic social-emotional activities during snack time, as a brain break, or during transition times.

47. Play in water

Nothing is more calming to the nervous system than water. Set up a water table in your classroom and let students engage in free cooperative play. Include your water table as a station at center time.

48. Play in sand

Just like the water table, a sand table offers the basis for many social-emotional activities to rotate into your stations. Learn about the benefits and try some of these fun ideas from The Early Childhood Academy.

49. Make time for art

There are SO many reasons kids need to paint. Painting is one of the best social-emotional activities because most people find peace and relaxation in art. It focuses their minds and helps them look at the world around them in a much more engaged way.

50. Listen to a rain stick

There's just something so soothing about the sound of a rain stick. Help your students turn their thought inward by taking a few moments to stop and listen. Turn down the lights and invite your preschoolers or kindergartners to lie down on the rug and close their eyes. Turn the rain stick upside down and back again for a few minutes, leaving a few seconds of silence between each rotation.

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50 Fun SEL Activities for Preschool and Kindergarten

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SEL skills are crucial to develop in the early years. Check out our favorite social-emotional activities for preschool and kindergarten.

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Teaching students about feelings aka emotional literacy is SO IMPORTANT for little learners. Identifying and labeling feelings in oneself and others is a life skill that takes lots and lots of practice. I've created these FREE Monster Feeling Cards & Games to make learning about feelings FUN!

I just LOVE using Move It Match Game during circle time to practice various skills and vocabulary. It's simple to play, and you can use this game to practice other skills and vocabulary too.
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Before the game begins, show students each feeling card and have students practice making a face that demonstrates each feeling.
Give each student a monster feeling card. Tell students that they can look at the card but they can't show their friends.

Now the fun part..... Students walk around making the feeling face they have on their card. Students have to find the friend who has the who has the matching feeling card by reading the feeling on the other student's face.

Once everyone has found their matching feeling friend, announce that they can show each other their feeling cards to see if they have the right match. You can play with just the feeling monster cards or with both the feeling monster cards and the emoji feelings cards.

When we teach feelings, often we focus on how the mouth looks. When someone is happy, they have a smile.

Don't forget to talk about the rest of the body and tone of voice! When someone is sad, other characteristics a person may show could be that their eyes are droopy, their eyebrows go down, their head hangs down and their body is limp. It is SO important to help students begin observe and interpret other people's body language.

You can always use the monster feeling cards to play a simple Monster Felling Match Game at a table too.

Or even use the cards to play a Monster Feeling Memory Game. Just flip all the cards over and take turns flipping cards to try and match the feelings cards.

Glad Monster Sad Monster would be the perfect book to read BEFORE you do any of these monster feeling activities! LOVE this book!

Need MORE ideas to teach your students about feelings and emotions? I've got you covered! Grab this Feelings and Emotions pack from my TPT store HERE. It's packed with feeling and emotion posters, activities, real photographs and visual supports.

Or grab the entire Character Education (aka social skills) Curriculum made just for little learners! It has visual supports and activities for many routines and procedures, being a friend, problem-solving, calming down, classroom management, building a caring classroom community and MORE!

Love these monster feeling cards? Pin this image!

Want MORE Monster activities?

Check out more FREE monster activities for your little learners. Pictured FROM LEFT TO RIGHT:

Feed the Monster Alphabet Match // Sara J Creations

Monster Alphabet Playdough Mats // Modern Preschool

Monster Counting Cards // Miss Kindergarten

Monster Math Addition Clip Cards // The Kindergarten Connection

Monster Counting Mats // The STEM Laboratory

Monster Measurement Cards // Fairy Poppins

Monster Alphabet Game // Stay at Home Educator

Felt Monsters Busy Box // Teach Me Mommy

Monster Letter Match // Schooling a Monkey

Monster Snowball Coverall // Recipe for Teaching

Snow Monster Addition Puzzles // The Simplified Classroom

Monster Shape Graphs // Playdough to Plato

Slime Monster Counting Activity // Fun-A-Day

Name the Monster Phonics Game // Play & Learn Every Day

Monster Counting Emergent Reader // A Dab of Glue Will Do

Color Monsters Write the Room // Letters of Literacy

Monster Truck Numbers: Bigger and Smaller // Liz's Early Learning Spot

Monster Creation Tray // Powerful Mothering

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FREE Monster Feeling Cards & Games for preschool pre-k & kindergarten

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Teaching students about feelings aka emotional literacy is SO IMPORTANT for little learners. Identifying and labeling feelings in oneself and others is a life skill that takes lots and lots of practice. I've created these FREE Monster Feeling Cards & Games to make learning about feelings FUN!

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As everyone navigates social distancing, school closings, and a new work/life balance with family, Kindermusik is here to help! See what we're doing to flatten the curve and support our educators, employees, and families during this time.

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Offer Kindermusik in Schools

Kindermusik is easy to implement at any school or childcare organization. Engaging, research-based curricula for children from birth to age seven provide the groundwork for language, literacy, math, and social-emotional skills.

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Music Classes for Children and Schools | Kindermusik

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Supercharge early development and connect with friends in our LIVE virtual or in-person music classes for kids. As everyone navigates social distancing, school closings, and a new work/life balance with family, Kindermusik is here to help! See what we're doing to flatten the curve and support our educators, employees, and families during this time.

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CSEFEL: Center on the Social and Emotional Foundations for Early Learning

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The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young children�s social and emotional development and reduce challenging behaviors.

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CASEL offers a comprehensive collection of high-quality social and emotional learning (SEL) tools and resources to inform and support educators, researchers, policymakers, and parents who are leading this work in the field. Resources have been selected by CASEL staff, consultants, school district partners, field collaborators, and others.

Use the navigation above to learn more about SEL and to access practical tools for SEL implementation.

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SEL Resources for COVID-19

As part of the CASEL CARES initiative, CASEL is curating a regularly updated collection of resources designed to support educators, parents, and anyone who works with children

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CASEL offers a comprehensive collection of high-quality social and emotional learning (SEL) tools and resources to inform and support educators, researchers, policymakers, and parents who are leading this work in the field. Resources have been selected by CASEL staff, consultants, school district partners, field collaborators, and others.

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Are you struggling with Children with big emotions. . . Overwhelmed administrators. . . Teachers burning out. . . Students feeling unsafe. . . Teachers

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Reaching IN...Reaching OUT (RIRO) creates evidence-based programs that teach resiliency thinking and coping skills to adults and young children under the age of 8 years so they can...

Reach IN to face life's challenges ...
Reach OUT to others and opportunities that encourage healthy development.

Our dream is to see these important skills shared with all young children
by important adults in their life.

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Reaching IN...Reaching OUT (RIRO) creates evidence-based programs that teach resiliency thinking and coping skills to adults and young children under the age of 8 years so they can... Reach IN to face life's challenges ... Reach OUT to others and opportunities that encourage healthy development.

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A Relationship-Based Approach to Student Well-Being and Achievement

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Abstract

Emotion regulation skills are critical to young children's school readiness and later academic achievement, as well as educators' efficacy, stress, and job satisfaction. In this article, we demonstrate how the science of emotion regulation can be translated into practical steps for educating teachers and students in schools. We begin with the crucial role of supporting educators in developing their own emotion regulation skills. We also discuss concrete and accessible tools that can be used to support both educators' own skill development and that of their students. We demonstrate how educators can integrate the teaching of emotion regulation through direct instruction, its integration into existing curricula, and daily practices and routines. The examples we provide are part of RULER, an evidence-based, whole school approach to social and emotional learning (SEL) that was developed at the Yale Center for Emotional Intelligence. RULER is grounded in the theory of emotional intelligence, which emphasizes the critical role of emotion regulation in healthy development. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

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national center for biotechnology information

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Teaching emotion regulation in schools: Translating research into practice with the RULER approach to social and emotional learning - PubMed

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Emotion regulation skills are critical to young children's school readiness and later academic achievement, as well as educators' efficacy, stress, and job satisfaction. In this article, we demonstrate how the science of emotion regulation can be translated into practical steps for educating teacher ...

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"Martha B. Bronson's book, Self-Regulation in Early Childhood: Nature and Nurture, is a valuable contribution to the early childhood education literature for understanding self-regulation. The author offers an articulate discussion of relevant theory and research, predominantly in the field of developmental psychology, and translates these perspectives to important issues in educational practice....The author provides clearly written and understandable information that would be valuable to both the preservice student and the experienced educator....One of the best features of this book is the way in which the author continually embeds theory and research findings in adult-directed practices that can support children's self-regulation learning at various age levels. The author does not attempt to oversimplify and imply that such practices can be applied in a one-size-fits-all recipe; rather, she offers a template for applying such knowledge to interaction and environmental practices that can make a positive difference to children's outcomes."-- Topics in Early Childhood Special Education (TECSE)

"In this masterfully written resource, Bronson provides a thorough description of the development of self-regulatory abilities within several domains and makes suggestions for enhancement of these abilities in the first eight years of life....At the end of each of the Research to Practice chapters, the author provides invaluable summaries in well-organized tables, which are beneficial to anyone working with children from birth to eight years of age....This full historical framework from multiple perspectives establishes credibility for Bronson's work by acknowledging the inevitable influence of each of these perspectives....Perhaps this is one of the main strengths of this book: Bronson's depth of understanding of the various theoretical perspectives enables her to present each clearly and in an unbiased form....The suggestions throughout this section will be invaluable for parents and teachers alike. In Self-Regulation in Early Childhood: Nature and Nurture, Bronson has done a thorough job of pulling together research from many perspectives. The strength of this work is in its synthesis and connections to the major ideas in both developmental and educational psychology. The book's predictable organization makes it a handy resource guide for anyone working with children from birth to age 8. Bronson's writing style facilitates clarity of understanding. The depth of knowledge of developmental and educational psychology she displays is a strength, but also make this a difficult read for the uninitiated....Her work, if widely disseminated and applied, holds promise for changing how we think about and educate young children, and provides insight into some of the difficulties we face in educating today's students."-- Early Childhood Research Quarterly

"An extraordinary integration of diverse strands of research on social, motivational, intellectual, and emotional development in young children. Bronson engages her reader with a style that is clear without compromising the subject's complexity. This is a scholarly yet readable account for a broad audience. It will serve as a useful text for advanced undergraduate and graduate-level students." --Deborah Stipek, PhD, Professor of Education, UCLA

"An articulate and highly thoughtful writer, Bronson clearly knows the research and theoretical issues in the very important area of self-regulation. Setting her apart from most scholars are her astute observational skills and years of experience with what early childhood teachers and caregivers actually do on a daily basis. Informed by a solid familiarity with early childhood and primary school contexts, this book synthesizes the knowledge base and provides excellent coverage of practices that support children's self-regulation at various age levels."--Carol Copple, PhD, Publications Editor, National Association for the Education of Young Children

"An excellent, comprehensive discussion of theory and research on self-regulation that builds effective connections with early childhood parenting and educational practice. Scholars and practitioners alike will find this book to be a clear, readable, and helpful resource on an aspect of development crucial for children's cognitive, emotional, and social competence."--Laura E. Berk, PhD, University Distinguished Professor, Department of Psychology, Illinois State University, Normal, Illinois

( Early Childhood Research Quarterly 2001-12-21)

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self-regulation in early childhood: nature and nurture

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medical / psychiatry / child & adolescent

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psychology / psychotherapy / child & adolescent

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medical / psychiatry / child & adolescent

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psychology / psychotherapy / child & adolescent

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psychology/psychotherapy - child & adolescent

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Self-Regulation in Early Childhood: Nature and Nurture

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Up to 90% off Textbooks at Amazon Canada. Plus, free two-day shipping for six months when you sign up for Amazon Prime for Students.

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Stop, Think, Act: Integrating Self-regulation in the Early Childhood Classroom offers early childhood teachers the latest research and a wide variety of hands-on activities to help children learn and practice self-regulation techniques. Self-regulation in early childhood leads to strong academic performance, helps students form healthy friendships, and gives them the social and emotional resources they need to face high-stress situations throughout life.

The book takes you through everything you need to know about using self-regulation principles during circle time, in literacy and math instruction, and during gross motor and outdoor play. Each chapter includes a solid research base as well as practical, developmentally-appropriate games, songs, and strategies that you can easily incorporate in your own classroom. With Stop, Think, Act, you'll be prepared to integrate self-regulation into every aspect of the school day.

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act: integrating self-regulation in the early childhood classroom

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early childhood education - activity programs

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education / early childhood (incl. preschool & kindergarten)

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Stop, Think, Act: Integrating Self-Regulation in the Early Childhood Classroom

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Stop, Think, Act: Integrating Self-Regulation in the Early Childhood Classroom: McClelland, Megan M., Tominey, Shauna L.: 9780415745239: Books - Amazon.ca

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Self-Regulation and Mindfulness: Over 82 Exercises & Worksheets for Sensory Processing Disorder, ADHD, & Autism Spectrum Disorder

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Self-Regulation and Mindfulness: Over 82 Exercises & Worksheets for Sensory Processing Disorder, ADHD, & Autism Spectrum Disorder: Gibbs, Varleisha: 9781683730620: Books - Amazon.ca