ECLC Session #3 - Social & Emotional Development by ECLC ECDA https://padlet.com/ecdaeclc22/SED3 Based on your teaching & learning knowledge and experience of Social & Emotional Development, share your insights on good pedagogical practices and tips with fellow educators who share the same passion here! Examples but not limited to: a) Innovative practices that you have applied in your centre, b) New ideas you have recently been inspired to try out! You may also wish to complement your sharing with relevant photos/videos! Please be reminded to indicate your name in your entries as well. en-us 2022-07-21 08:29:48 UTC 2022-10-29 11:23:43 UTC hello@padlet.com hello SED PASTELs! ecdaeclc22 https://padlet.com/ecdaeclc22/SED3/wish/2247480835 You may view your past padlet entries on your 1st Learning Community here!

Please use this padlet space to share your innovative practices on SED, any new ideas that you have recently been inspired to try!]]> 2022-07-21 08:35:20 UTC https://padlet.com/ecdaeclc22/SED3/wish/2247480835 18mths and beyond https://padlet.com/ecdaeclc22/SED3/wish/2348960524 I remember caring and leading a group of toddlers in 2015 and that was when it inspired me to look into SED awareness and practices. A common example would be when a toddler cries. The many questions that ran through my mind were, 
Is he hungry? Does he need water? When was last fed?
Is he hurt? What was he doing before this happened?
Does he need a cuddle? Does he need help?  

Gradually, a way that works for me would be to first acknowledge the child’s actions or expression of feelings:
“You are crying, are you sad/ hungry/ angry/ missing someone?”
“You are throwing the toy, are you upset? Did it slip out of your hands?”
‘You are frowning, are you uncomfortable/ is it painful?”

Most of the time, the big feeling goes away when the answer is asked. You then continue to work with the child to cope with big feelings, many times in this age group, there would be more role modeling and facilitation. 

Working with the four year olds was another wonderful journey. The SED awareness at this point is to understand their developmental track. You would have noticed that the children’s development have expanded in many ways, having them arrive at milestones sooner than we have read or learnt in past researches and theories. Or perhaps, it could be more prominent in our local context. We noticed that the children have growing fear or anxiety of making mistakes at four years old. One thing that we are sure we would like to do is to instill a lifelong interest in learning. Hence, the manner and approach we took on when we teach subject learning concepts changed. Meaning, it is less attaining or finding out if the child knows the ‘right’ answer but more practice and encouragement. We are more cautious in asking questions that are not intended to test the children, instead to find out what they know. It then continued to change how we look at each cohort’s learning and our deliverables. We continue to be flexible in slowing down or speeding up the curriculum based on the children’s needs. How does it affect the children’s SED you may ask. If we are concerned about our children’s ability to make friends, stand up for self, find help, be resilient, we believe that there are small steps that we can take when they spend most of their time in the week with us in the school setting. I strongly believe authentic learning will happen when a child has attained strong emotional development with the support of trusting adults.

Sharon ❤️
]]> 2022-10-20 12:37:26 UTC https://padlet.com/ecdaeclc22/SED3/wish/2348960524 4-6 years old (Letch) https://padlet.com/ecdaeclc22/SED3/wish/2360711238 I have mostly handled 5 to 6 years olds. At this stage, the children are able to show  emotions,empatise, feel and care for people around them. In preschool these are taught, shown and guided by adults. As I work with the children, I have always thought about how children will handle these emotions when they are at different settings. many questions cames to my mind such as, "What will they do if they are alone dealing with such emotions? What will they do if they are in an open space? What will they do if they encounter a person from different culture and will they ask for help? What happens if there are no adults, are they able to get help or do something to get help? I felt it was important to introduce and implement various strategies  for children to experience and to work on. I also questioned myself , "Will that be enough and how do I sustain these experiences for children. As I worked with the children, I realised "Consistency" is another element which is important.
In my class I try my best to be consistent in my approach and in implementation of strategies. I allow children to experience thier emotions to the fullest and to think about how they can and will deal with it next time. I always believe in letting them know that it is alright for them to show emotions, be it negative or positive and do my part by getting them to think how others feel about it. I provide them opportunities to go deeper to think about how they can and will help themselves next time.
One simple strategy I take is to spent time to interact with them which i feel is a powerful strategy.]]> 2022-10-28 14:33:09 UTC https://padlet.com/ecdaeclc22/SED3/wish/2360711238