nel-edu-guide-social-emotional-development

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To promote social and emotional development, teachers can select materials thatprovide the opportunities for children to interact with one another. For example,teachers can plan for children to engage in familiar games that require them toplay in small group. Playing in groups encourages children to negotiate with oneanother, take turns and make responsible decisions. Materials could also be providedto help children discover their strengths when playing alone. For instance, childrencan learn that they are particularly good with their fine motor skills when they takepart in lacing activities. This could improve their self-esteem. Sufficient provision ofdress-up clothes, costumes, puppets and props encourage children to participate indramatic play. Through such role playing activities, children take on the perspectiveof the characters and learn to empathise with others.Provision of suitable materials in the Reading Centre is also useful for children’s socialand emotional development. There are many picture books and information booksabout self concept, feelings, conflict management, dealing with fears and dislikes,sense of self-worth and working together as a team. They are excellent means toprovoke a discussion on issues that will help children:• Identify conflicts and acceptable ways to deal with them• Understand wrong-doings and appropriate behaviours• Recognise negative emotions and means to overcome or manage themFostering a Respectful EnvironmentAn appropriate social-emotional environment respects children’s individuality andneed for privacy. This means that each child has a place to collect and keep his/her“valuable” and “unique” things. There should be space for their pictures and workto be displayed attractively in the classroom. There should also be a place where achild can retreat to when things get too busy for him/her, or when he/she becomestired.A respectful environment provides children with sufficient time to explore the givenspace and resources, and not rushed through their play. They should be allowedtime to do the things that they want to do, otherwise play can become a franticexperience for them.SummaryA warm and secure learning environment together with positive teacherchildrenrelationships help children feel safe and secure. This increases thechildren’s confidence and encourages them to explore, initiate their ownlearning and discover what they can do. Provision of thoughtfully selectedresources in a well-organised learning environment will also provideopportunities for children to interact with one another, build relationships andmake responsible decisions.44Copyright © 2013, Ministry of Education, Singapore
Chapter5Observation and AssessmentSocial and emotional development begins at birth and progresses rapidly during thepre-school years. Acquisition of social and emotional skills is a reiterative process. Assuch, on-going observations of what children know and can do provide informationto help teachers better understand and support children as they develop sociallyand emotionally.Copyright © 2013, Ministry of Education, Singapore 45
Page 1 and 2: Volume7Nurturing Early LearnersA Cu
Page 3 and 4: Copyright © 2013, Ministry of Educ
Page 5 and 6: Table of ContentsIntroduction......
Page 7 and 8: Chapter1Social and Emotional Develo
Page 9 and 10: Social AwarenessChildren with socia
Page 11: Responsible Decision-makingChildren
Page 14 and 15: Learning Goal 1Learning Goal 1: Dev
Page 16 and 17: Childrenlearn aboutdifferent typeso
Page 18 and 19: Example 4: Develop a sense of ident
Page 20 and 21: Example 5: Express and cope with em
Page 22 and 23: Example 7: Recognise that everyone
Page 24 and 25: Learning Goal 4Learning Goal 4: Com
Page 26 and 27: Example 10: Show appreciation and c
Page 28 and 29: Example 12: Consider possible optio
Page 31 and 32: Chapter3Strategies for Social and E
Page 33 and 34: Planning Routines and TransitionsRo
Page 35 and 36: Seizing Teachable Moments throughou
Page 37 and 38: A class puppet can be used and plac
Page 39: SummaryChildren’s social and emot
Page 42 and 43: Creating a Warm and Positive Learni
Page 44 and 45: The following are some questions th
Page 48 and 49: Observing and Documenting Children
Page 50 and 51: Children carryingout various life s
Page 52 and 53: Observation to Assess Relationship
Page 54 and 55: Children exhibit their ability to c
Page 56 and 57: Examples of How Observations are Do
Page 58 and 59: SummaryAssessment of social and emo
Page 60 and 61: List of Children’s Literature to
Page 62 and 63: 60Copyright © 2013, Ministry of Ed
Page 64: Elias, M.J., Zins, J.E., Weissberg,

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