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Scaffolding and guiding children's social and emotional development can take time  depending on their temperament and attention given. To help both parents and children, it is highly recommended that parents attend CHAC workshops to be in their best shape mentally and emotionally to help their child. For the children there is also a program is known as 'Plugged in: (SEL) Social and Emotional Learning. Interactive games, art enriching activities and exercises are all used to help create balance in children's domains.
-Kattia Martinez

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Community Health Awareness Council (CHAC)

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CHAC's SEL lessons and activities are fun, engaging and introduce students to the following essential SEL skills:

Activities are designed to appeal to a variety of learning styles and interests, including; STEAM projects, art activities, interactive games, and kinesthetic exercises.

CHAC's new SEL programs were developed using CASEL's five interrelated areas of social and emotional competence.

Las lecciones de SEL de CHAC son actividades divertidas, atractivas, e introducen habilidades sociales y emocionales a los estudiantes:

Las actividades están diseñadas para interesar a una variedad de formas de aprendizaje e intereses incluyendo proyectos de STEM, actividades de arte, de juegos interactivos y ejercicios kinestésicos.

El nuevo programa SEL de CHAC fue creado usando áreas interrelacionadas de CASEL de habilidades sociales y emocionales.

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Social-Emotional Learning - Community Health Awareness Council (CHAC)

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CHAC's SEL lessons and activities are fun, engaging and introduce students to the following essential SEL skills: Activities are designed to appeal to a variety of learning styles and interests, including; STEAM projects, art activities, interactive games, and kinesthetic exercises. CHAC's new SEL programs were developed using CASEL's five interrelated areas of social and emotional competence.

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Promoting physical development  is rally important especially now during quarantine where going outside is not always the safest option. Through dance and play, this is a great way for parents and children to get movement indoors and not think so much about exercising but rather see it as a fun activity. There are a variety of songs that encourage dance as well as learning such as 'Head, shoulders, knees and toes.
- Kattia Martinez

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Head Shoulders Knees & Toes (Speeding Up) | Nursery Rhyme | Super Simple Songs

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A social and emotional developmental resource offered by Family Supportive Housing is the Voyager Child Development Center. This resource is a daycare to be utilized by parents who have to leave their kids in a safe environment while they look for work or attend classes. It is appropriate for children between the ages of 1 and 4 because they are the ones who stay in the daycare. This resource fosters social development because it gives children a chance to interact and socialize with each other. Even children who come to the daycare closed off from the other children are able to open up over time and eventually become friends and interact with each other. Children who are usually shy can become very social after entering the daycare because they are encouraged by the staff and other children to play with each other which helps them develop social skills. This resource can be an emotional resource as well because children who are enrolled in this resource will interact with other children and eventually experience different emotions in different situations such as anger if another child does not want to give up his or her toy or sadness if other children do not want to play. These situations will give children the opportunity to explore their emotions and the different kind of ways that they deal with them.

Social and Emotional Development
- Andrew Joo

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Supporting Social and Emotional Development

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Supporting Social and Emotional Development

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From Virtual Lab School, they provide strategies on promoting social-emotional development through experiences and activities for school-age children. Children learns during play, they can practice social skills, an participate in conversation with other children, and following rules, and develop empathy, and motivation. Cooperative learning also support social and emotional development. children improve their friendship and respect to another, and self-esteem. Having activities with children, they also learn self-awareness, self-control, listening to other, and learn more emotions, imagination and problem solving.
Fiona

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Know

The activities and experiences available in the learning environment should support the social-emotional development of school-age children. Your role will be to observe children in this environment and plan opportunities for them to play, interact, and socialize with their peers.

The Importance of Play

When observing children at play, it may appear to be all fun and games, but there is actually a lot of hard work and learning occurring. School-age children have many responsibilities and expectations during their structured school day, so in their after-school program, they need time for unstructured play. Free play allows children to use their imaginations for pretend play and to create, dream and explore. Play is one of the most important ways children use to develop their social skills. Studies have shown that when children are engaged in play, they aren't just having fun, they are working hard at the following:

Practicing social skills such as negotiating, taking turns, sharing, compromising, expressing emotions, and listening to another's feelings

Learning how to participate in a conversation with another person and understanding when it is time to listen or respond

Learning how to behave appropriately when winning or losing a game, sport or activity

Understanding qualities such fairness and justice

Learning how to follow rules and developing self-regulation

Developing empathy and motivation

Enhancing creativity and problem-solving skills

Further, research has shown that, in addition to the skills they are learning and developing, there are many other positives from having children engage in play:

Children who engage in social and dramatic play are better able to view situations from another's perspective and are considered as more intellectually and socially competent by their teachers. (Connolly & Doyle, 1984; Sawyer, 2001).

Outdoor play helps improve children's physical well-being, attention, conflict resolution skills, coordination, and weight (Clements & Jarrett, 2000; Council on Physical Education for Children, 2001; Fjortoft, 2001; National Associaton of Early Childhood Specialislts in State Departments of Education, 2002).

Children who play out events in a story have improved story comprehension and develop a stronger theory of mind-which is the understanding that others have different feelings, thoughts, views and beliefs (Pellegrini & Galda, 1980).

Positive links between children's dramatic play and early reading achievement have been found (Pellegrini, 1980).

Learning social skills occurs in almost any play experience; however, those that are dramatic or theatrical in nature provide more opportunities for children to practice their social skills with their peers. Dramatic play allows children to act out real life or fantasy scenarios and situations. As children grow, these scenes become more complex and may last days or even weeks. When interacting during dramatic play, children practice having conversations, sharing information, empathy and teamwork.

It is crucial that children have opportunities for unstructured play each day. As a school-age staff member, it is your role to foster and encourage children to develop their imaginations and creativity. Allowing children to relax, be silly and enjoy their downtime will give children the time they need to practice the skills they are naturally developing.

Cooperative Learning

Cooperative learning refers to a learning environment organized in groups of peers who work together toward a common goal. This type of learning is most effective when learners work together in a supportive learning environment under a teacher's careful guidance. This theory is widely used in the school environment, and it can be used in the school-age program as well. The basis of cooperative learning is that when children, preferably from a mixture of backgrounds and capabilities, work together toward a common goal, learn together, and develop social and cognitive skills. Other benefits and outcomes of cooperative learning are:

Children increase their friendship and respect for one another.

Children's self-esteem is enhanced.

Children are motivated to participate in higher-order thinking.

As a school-age staff member, you can plan opportunities for cooperative learning by having children work together on projects. You can develop groups that consist of children with varied temperaments, personalities and capabilities so that they can learn from each other. By putting children in a small group to work with toward a common goal, you are helping them practice the social skills necessary for real world situations and experiences.

Activities and Experiences

As a school-age staff member, you will be responsible for planning activities and experiences that help promote social-emotional development. Attached to this lesson, you will find a resource list to help plan these kinds of activities for school-age children. Although many of the resources may be focused on children who have difficulty developing social skills, all children can benefit from well planned experiences aimed at supporting a child's social-emotional development.

Activities and experiences that help promote social-emotional development are those that include core abilities, such as:

Self-awareness and self-control: Children are aware of their feelings and behaviors and know how to use self-control to regulate their emotions and behaviors as appropriate.

Effective listening and observation: Children are able to participate in a conversation and understand the time for listening and responding. Children also understand how to read another's body language and non-verbal cues.

Knowledge of a range of emotions: Children understand a range of emotions, both of their own and their peers and how to respond to another's feelings.

Imagination: Children are able to see things from another's point of view and empathize with others.

Tolerance and acceptance: Children respect and celebrate differences in others.

Problem solving: Children are able to use thinking skills to work through problems.

Although it is good practice to plan experiences and activities that will directly help to promote the social-emotional development of school-age children, it is also important to understand that this will happen naturally in the learning environment. Through play and learning experiences, children will be interacting and observing others, which will give them the opportunity to practice their social skills and behaviors. To support this, give children unstructured time for free play. This will allow conversations and interactions to occur. Use conflicts and situations that arise as a learning experience for children be sitting down to discuss what happened and what could have been done differently. Take time to help children express what they are feeling to one another and always encourage an atmosphere of respect and kindness.

Addressing the Social-Emotional Needs of All Children in your School-Age Program

Children with developmental disabilities in your program may also experience challenges with social-emotional skills. These challenges may affect the child's ability to benefit from high-quality education and to engage in positive social interactions with peers and adults in your school-age program. Challenging behaviors are typical for children, but some children show persistent challenging behaviors that may affect their overall school experience. It is important to provide children with the support they need so they can benefit as much as possible from their school experiences. For these children, you may need to adapt your curriculum, environment and classroom experiences to enable them to be successful. Think about your activities, transitions, meal times, free-play time indoors and outdoors, or other program events. What are you during these times to ensure you address the needs of all children in your program?

Some children in your care may have conditions that affect their social-emotional development, including developmental delays, autism, neurological and perceptual disorders, or language and communication delays. Children with Individualized Education Programs (IEPs) have a specific plan in place to help them meet their educational goals. Very often, these children will need changes or adaptations to curriculum, program environment, and daily routines. You will also have to work with children's families and schools to ensure consistency between school and home.

Peer-mediated interventions involve strategies in which teachers purposefully pair children who have advanced social-emotional skills to work with children who are working at developing these skills. These strategies ensure that children have multiple opportunities throughout the day to practice social skills during routines and activities. For example, you can pair children to support practice and learning of skills such as sharing materials with a friend, reading a book with a friend, taking turns during games or activities or responding to a friend's request to play. Remember when considering using these strategies, you should choose peers who are socially competent, compliant with adult requests, well-liked by other children and peers, and those who have good language and play skills and like to take on the "teacher" role with peers. You can teach these children to lead their peers who are practicing and learning social skills by: responding to a peer's request to play, helping a peer play with a game or activity, suggesting an idea for pretend play, prompting a peer to share a toy, prompting a peer to select a game or activity, or prompting a peer to take turns with an activity or toy.

Some children with autism or developmental disabilities will be able to engage in games and other social interactions that have verbal prompts and directions. Other children will need visual supports, such as a visual schedule, to make activities, routines or instructions understandable and meaningful. For children who need supports understanding social situations, events or circumstances, you may consider using social stories or scripts. These are short stories that describe social activities or behaviors to support children in learning and using appropriate social skills. They can be written by family members or teachers and are specific to an individual child's particular needs. Social stories and scripts may be used to support children with situations such as sharing, waiting in line, playing at the park, participating during activity time, using the bathroom and getting on the bus. The picture below is the beginning of a social story about preparing and participating in indoor recess.

As you have read throughout the Virtual Lab School courses, it is critical that you get to know the children in your program to be able to support their successful participation in your program experiences. Make sure all children and families feel welcome and involved. The Kids Included Together (KIT) program can be a valuable resource for ideas. You can also consider Building Blocks and Kara's Kit. These resources from the Council for Exceptional Children Division for Early Childhood provide practical, real world ways to help children succeed in their environments.

See

Watch this video to learn how to promote social-emotional development through experiences in a school-age environment.

Do

As a school-age staff member, you will be responsible for supporting the social-emotional development of children. Because social skills are such a core value for human beings, their development occurs naturally when children are given opportunites for interaction, imagination, and play. Your role will be to:

Support children as they develop their social skills by creating an environment bases on respect and kindness.

Model healthy ways of expressing emotions, interacting with others, and coping with stress.

Plan activities that encourage children to work together in cooperative learning environments. Group children in a way that gives children of varied backgrounds and capabilities a chance to work together and learn from each other.

Allow for the development of social skills to occur naturally in the learning environment by giving children time to play and interact in an unstructured way. Give children time to relax, imagine and have conversations with their peers.

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The activities and experiences available in the learning environment should support the social-emotional development of school-age children. Your role will be to observe children in this environment and plan opportunities for them to play, interact, and socialize with their peers.

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Social/emotional development in children is highly influenced by the level of social/emotional intelligence of the caretaker. Children are social creatures and they learn how about their own social/emotional regulation through mimicking adults around them. With that being said, caretakers are essentially role models for these areas of development. A parent who is more socially/emotionally intelligent will garner more beneficial developmental results versus a parent is not as socially/emotionally intelligent. Six Seconds is a nonprofit organization that focuses on and promotes the presence of social/emotional intelligence in caregivers.

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The Emotional Intelligence Network * Six Seconds

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The international nonprofit organization supporting emotional intelligence, authority for emotional intelligence information and development globally

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Social and Emotional development is the base were children learn a sense of empathy and emotional competence. Children learn to take turns, cooperation, and play together with friends. Emotional awareness include the ability to recognize and understand our own feelings as well as the actions of others. An how our own feelings and actions  affect ourselves and others. Early relationships set the stage for healthy or unhealthy brain development. Poor social and emotional development can predict negative outcomes for the child. (Flor's Social & Emotionmal development)

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Social and Emotional development is the base were children learn a sense of empathy and emotional competence. Children learn to take turns, cooperation, and play together with friends. Emotional awareness include the ability to recognize and understand our own feelings as well as the actions of others. An how our own feelings and actions  affect ourselves and others. Early relationships set the stage for healthy or unhealthy brain development. Poor social and emotional development can predict negative outcomes for the child. (Flor's Social & Emotionmal development)

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Books are a powerful way to support your child's social-emotional and behavioral development. Find out how, and learn about some books that can get you started.

Reading with your child is an excellent way to build brain power and language development. But did you know that reading can also help with your child's behavioral and social-emotional development? Yes, reading really is that powerful.

Through books and stories, children can learn skills and watch other characters go through emotions similar to those they experience themselves. Reading and hearing stories about emotions, interactions with friends and family, and ways to work through difficult situations is a positive and fun way for children to learn behavioral and social-emotional skills. So if your child throws her toys, tell a story about a child who learns how to treat her toys nicely. Or when your preschooler is worried about going to kindergarten, read a story about what kindergarten is like and how another child also felt worried but had a great first day of school. Books are effective at helping children and parents learn and teach about appropriate behavioral expectations, social skills, and emotional experiences.

Here are some book suggestions:

The Feelings Book by Todd Parr

In My Heart: A Book of Feelings by Christine Roussey

The Angry Dragon by Michael Gordon

How Full is Your Bucket? by Tom Rath and Mary Reckmeyer

The Things I Love about Friends by Trace Moroney

Waiting is Not Easy! by Mo Willems

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Reading Helps Behavioral and Social-Emotional Development | First 5 California

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Books are a powerful way to support your child's social-emotional and behavioral development. Find out how, and learn about some books that can get you started. Reading with your child is an excellent way to build brain power and language development. But did you know that reading can also help with your child's behavioral and social-emotional development?

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Physical movement is very important especially during Covid-19.

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Physical movement is very important especially during Covid-19.

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Ideas on exercise for parents and caretakers very important for the well-being of the entire family. (Flor Physical development).

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Exercise and physical movement should be a part of your child's everyday life. From health and motor development to emotional well-being, the benefits of exercise are endless.

We all know that kids are full of energy - and that's the way they should be! Physical activity for babies, toddlers, and preschoolers plays an important role in their physical and mental growth. It builds muscle and bone strength, helps prevent obesity, increases self-esteem and learning capabilities, and helps kids handle stress better.

So get your kids moving! Make it a priority for your child to have a total of at least 60 minutes of physical activity every day.

Exercise at the various stages of a child's life can look very different. For a baby, it will depend on you engaging them in movement like clapping their hands or making bicycle motions with their legs. Once your child starts walking, you will want to provide them with safe spaces to explore and run.
Finding Time
Finding time every day for your child's physical activity can seem hard. But remember - the recommended 60 or more minutes of physical activity your child needs every day doesn't have to be all at once. It's the total amount of time that counts, so add it up! Plus, physical activity for kids under five years of age involves more than running and jumping. It can be simple:
Be an Active Family
Physical activity is a great way to get the whole family moving. When kids are supported and encouraged by their parents, siblings, and grandparents, they gain confidence in their running, jumping, biking, and playing abilities. When physical activity is fun for everyone, no one will want to be left out!

Ways to Be Active Together

Organize a family park day, swim day, or bike day.

Make an obstacle course together out of pillows, couch cushions, and blankets for your toddler to climb.

Plant a vegetable garden and let the kids help water it, pull weeds, and pick the fresh veggies.

Take a family walk around the neighborhood after a meal.

Play a game of tag, follow the leader, or "Simon Says."

If your family has a dog, ask your child to help you walk it every day.

Before You Head Outside to Play...

For kids older than six months, apply sunscreen about 30 minutes before they go outside, and dress them in a hat and sunglasses. Bring a wide umbrella or a pop-up tent for longer outside activities. Infants under six months should always be in shaded areas.

When playing outdoors, bring enough water to keep everyone over six months old hydrated. Babies under six months will get the hydration they need through breastmilk or formula. For everyone else, water is the best thirst quencher any time, anywhere, and especially after physical activity.

Boost energy by planning nutritious snacks ahead of time like fresh strawberries, low-fat cheese sticks, unsweetened dried fruit, or a boiled egg. Toddlers and preschoolers need to eat multiple healthy snacks a day - and these snack times are just as important nutritionally as a meal.

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Exercise and physical movement should be a part of your child's everyday life. From health and motor development to emotional well-being, the benefits of exercise are endless. We all know that kids are full of energy - and that's the way they should be!

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Family Supportive Housing offers the Homework Enrichment Program which is a program that offers tutoring, personal counseling, computer labs, a library, and a homework room to children of homeless families. This resource is meant for children that are ages 6 to 17. The Homework Enrichment Center allows children to focus on their studies in peace so that they can succeed in school. Computers, stable internet, and quiet rooms are things that are not readily available to homeless children so this resource gives homelss children access to those things which can help them study and access online academic resources such as Khan Academy or Youtube. Tutoring which usually costs money is offered to children at Family Supportive Housing for no cost which helps the children with any academic questions that they have or anything they want to study.

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Physical activity is important even now during the pandemic. Parent and teachers can create a fun game to entertain children at home.

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Physical activity is important even now during the pandemic. Parent and teachers can create a fun game to entertain children at home.

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A simple game can promote vocabulary words and relieve energy at the same time. (Flor's physical developmemt post)

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Keeping Kids Physically Active Can Be Simple and Fun | First 5 California

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Simple activities like building a fort with your baby can help develop motor skills, muscle strength, social and emotional growth, and more.

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Parents and teacher can support cognitive development by doing fun activities with young children

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Parents and teacher can support cognitive development by doing fun activities with young children

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Activities with a child promotes language and vocabulary as well as builds  strong bonding with parents. (Flor's Cognitive post)

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Learning the ABCs takes a new twist with this letter game that gets your child scrambling off the chair and on a mission! Best of all, it helps develop many skills in your child's brain all at once.

1. Draw the outline of a letter on the paper and cut it out. Give the letter to your child and walk around the house and yard together. Ask your child to find objects that start with the letter. Each time he finds an object, write it down on a list. Place the list and the letter on the fridge or bulletin board when you're done.

2. You can add some music to make it even more fun. Find as many objects as you can before the music stops!

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Learning the ABCs takes a new twist with this letter game that gets your child scrambling off the chair and on a mission! Best of all, it helps develop many skills in your child's brain all at once. Draw the outline of a letter on the paper and cut it out.

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There are virtual presentations every week for all family and children to attend virtually. The speaker introduces children milestone and their cognitive development. He introduce Piaget's stages and the tasks, then complete the task virtual, and the speaker provides some advice about what's the capacity of the children and the further cognitive development.

Fiona

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Virtual workshop encourage children sing along and learning the gesture from the video.

Fiona

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The importance of families to support cognitive development in the early years of their child

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The importance of families to support cognitive development in the early years of their child

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The first years of life have a profound effect on a child's future - on her brain development, her health, her happiness, her ability to learn in school, her well-being and even the amount of money she can earn as an adult.

In this formative stage of life, a baby's brain can form more than 1 million new brain connections every single second - a pace never repeated again.

Early moments matter. That's why the right food, stimulation and care - or eat, play, love - are essential to a baby's brain development in the first 1,000 days of life.

UNICEF's Early Moments Matter campaign aims to raise awareness about the importance of healthy brain development in the earliest years of life, increase investment by governments and businesses in Early Childhood Development programmes, policies and services, and support parents and caregivers to give their children the best start in life.

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The first 1,000 days can shape a child's future. We have one chance to get it right.

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How parents can help children to understand why we need to keep safe during Covid-19. 

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How parents can help children to understand why we need to keep safe during Covid-19. 

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https://www.unicef.org/coronavirus/how-talk-your-child-about-coronavirus-covid-19

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Social distancing has created an invisible barrier between individuals and increases the difficulty to form strong relationships. This is especially significant in children who rely heavily on social skills to learn about their environment. With this in mind, some children may be experiencing spouts of sadness from lack of interaction with peers. A good way to counteract this is to host virtual play dates or other activities to encourage children to still interact with their peers even if it is through a computer screen.

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Because we are all learning on a digital platform, there may be instances where participation may be overlooked through technical difficulties. This can cause frustration to the child when they are not called on but with the parents there, they can learn to self-regulate their emotions and practice skills like patience.

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Social development in children has encountered a large hindrance this year with the presence of the Pandemic. COVID-19 has resulted in majority of schools transitioning to online. Although this decision was made on the basis of public safety, it does jeopardize healthy social development in children. An important factor about school is social interactions with peers and adults. Unfortunately with distanced learning in place, that is no longer a viable option.

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Virtual learning may seem difficult for some students so it is important for schools to be able to accomodate students who require technology. Students who do not have access to the internet or computer devices may be able to receive a loaned device from their schools but students who are unable to receive loaned devices are left in a difficult situation. These are primarily students in middle school or high school. With resources relating to technology, students gain acess to virtual options of attending class during the pandemic.

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Communication between Parents and Teachers

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Communication between Parents and Teachers

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During quarantine, children have been taken out of the standard educational setting they have always been used to. The parents play an essential role as the "at home" mediator for younger children to make sure they are doing the assignments and now the agenda ahead of time. What CHAC does is provide free preschool classes as well as a group chat between parents and teachers to communicate lesson plans so that they have the materials needed for that day.

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Workshops are conducted biweekly to spread information and share knowledge with the youth. Adults and other family members are encouraged to join as well. The more connected the program is with the families, the better the cognitive development. The reason for this is that if the family is actively a part of the cognitive developmental process of the child, they are more encouraged to retain the information as it is something they are exposed to not only at school or educational sites, but also at home.

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How Parents can entertain  their kids while having fun together

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How Parents can entertain  their kids while having fun together

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Children need to release some energy while staying at home. It's essential that children and their parents do exercise together to release stress. Physical movement encourages positive moods and healthy sleeping habits. Also exercise contributes to develop healthy habits that contributes to long term positive outcomes.

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Family Supportive Housing has gone virtual when it comes to workshops. They could possibly do this with fitness workshops as well. Through the virtual workshops, things like indoor and outdoor workouts that can be performed safely such as calisthenics or cardio can be taught. The workshops could also teach things like yoga or stretching which can both be done individually and safely. Although children should not be participating in activities that are close to others, they should still exercise and stay active as much as they can and doing calisthenics, cardio, yoga, or stretching can be very helpful.

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Due to the pandemic, people should exercise indoors if possible through the calisthenics or weights. Children should participate in activities that require heavy physical activity for at least 60 minutes and other activities throughout the day that require light physical activity.

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The Benefits of Physical Movement During Staying at Home

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The Benefits of Physical Movement During Staying at Home

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Supporting parents with ideas to have fun with their childen and learning about the importance of exercise for positive children development

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Shelter in Place has limited humanity in their physical boundaries. With recommendations to stay inside

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Family Supportive Housing program has fully transitioned to online services. Families and children are given the opportunity to continue attending pre-existing programs through online workshops.

We have a weekly schedule of activities for families to attend if they are interested.