90223 Dimensions Winter 10:Layout 1 - Southern Early Childhood ...

appropriate teaching practices.
Epstein discusses the four components
of social-emotional learning,
which are
• emotional self-regulation and
self-awareness,
• social knowledge and
understanding,
• social skills, and
• social dispositions.
She then reviews the basics of
social-emotional development in
early childhood and emphasizes how
other areas of learning affect socialemotional
development.
Parts Two and Three of Me, You,
Us: Social-Emotional Learning in
Preschool are devoted to Epstein’s 11
key elements of children’s socialemotional
learning, which are (1)
developing a positive self-identity, (2)
feeling empathy, (3) developing a
sense of competence, (4) recognizing
and labeling emotions, (5) developing
a sense of community, (6) engaging in
cooperative play, (7) valuing diversity,
(8) developing a framework for moral
behavior, (9) resolving conflicts, (10)
creating and following rules, and (11)
creating and participating in a
democracy. Each of these 11 concepts
is discussed in its own chapter. Each
chapter includes a definition of the
concept, theoretical perspectives that
relate to the concept, and a wellselected
review of relevant research on
the concept.
In Part Four, Epstein provides a
much-needed “Beyond the Classroom”
segment that is not often found
in texts with similar subject matter.
She discusses the importance of
preparing ourselves to be role models,
and encourages the reader to reflect on
his or her interactions with children
and families. Suggestions are made for
continued professional development
in understanding diversity. The aspect
of social-emotional learning at home
is highlighted, so she equips the reader
to assist families in promoting socialemotional
development in the home
environment. There are ideas for
conducting parent workshops on
social-emotional topics. Suggestions
are provided for reaching out to
communities, and ideas are offered for
working within the place of employment
as well as the broader community.
In all, this book is a wonderful,
comprehensive text that accomplishes
its goal of building a bridge between
theory and practice for its target
audience, the “thoughtful educator.”
It provides a thorough update on
recent research in the field and
provides practical teaching strategies
and suggestions that can be adopted
and achieved by the determined
professional. The text is easy to read
and enjoyable for both experienced
and novice practitioners. It employs a
wealth of sincere and vivid anecdotes
that bring social-emotional learning to
life and share the wisdom of
appropriate practices.
While this book is a worthwhile
addition to the early childhood
bookshelf of anyone wishing to help
children become confident and caring
individuals, it would be particularly
appropriate as a shared staff professional
development reading or
college text.
—Dawn A. Parton
Tulsa Community College
Tulsa, OK
Dimensions Is
Looking for
Manuscripts!
These topics were identified as
publication priorities by SECA’s
Editorial Committee at its January
2010 meeting. If you have
expertise on any of these timely
topics, please consider writing
about them for possible publication
in SECA’s refereed journal!
• unique needs and traditions
of Southern early childhood
educators, families, and states
• diversity: cultural, special
needs, age, gender, and others
• technologies with young
children, teacher preparation,
and families
• successful Southern state
innovations
• faith-based challenges and
successes
• weathering the economic
storm
Please follow SECA’s
manuscript guidelines, found at
SouthernEarlyChildhood.org
Then submit your completed
manuscript to editor@southernearlychildhood.org
We look forward to reviewing
manuscripts on these, and
other, research-based, practical
topics in the field of early
childhood education.
40 Volume 38, Number 1 DIMENSIONS OF EARLY CHILDHOOD Winter 2010