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Supporting Young Children's Social-Emotional Literacy

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1.  School Readiness can be defined as:
  1. The ability to follow school rules, play well with your peers and attend during Circle Time.
  2. A developmental process, largely unpredictable and highly influenced by the child's social relationships and interactions.
  3. Requires a whole-child perspective where individual differences are expected, valued and celebrated.
  4. B & C
2.  The Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children:
  1. Is grounded in evidence-based practices and includes universal promotion of high quality EC environments with nurturing and responsive adults.
  2. Includes prevention and teaching strategies to support all young children's social & emotional development.
  3. Provides assessment and individualized interventions for some young children.
  4. All of the above
3.  Emotional literacy can be defined as:
  1. How I feel in a particular situation
  2. The ability to read emotion words
  3. The ability to read (identify), label, understand and act upon feelings of oneself and others in a healthy and socially acceptable manner
  4. Understanding and using of the most common emotion labels; happy, sad, scared, and angry/mad
4.  A childs ability to read, label, understand and express his emotions in a healthy manner (emotional literacy) is determined by:
  1. Whether she has Autism Spectrum Disorder
  2. The child's temperament and developmental status, parental socialization and environmental support, and educator/therapist's emphasis on emotional literacy
  3. Whether the child had a 'stay-at-home' primary caretaker
  4. The educational level of the child's parents
5.  Adults who devote attention to supporting childrens emotional literacy can expect:
  1. To be exhausted at the end of the day
  2. Fewer challenging behaviors and more developmentally sophisticated and enjoyable peer social interactions
  3. Trouble-free days
  4. Children who do as they are directed by adults
6.  The Backpack Connection Series offer parents:
  1. Backpacks for their children
  2. Tip sheets concerning gross motor and fine motor development
  3. Tip sheets concerning eating habits
  4. Tip sheets concerning topics related to behavior, emotional literacy, emotional regulation and social skill development
7.  Parents and families:
  1. Are an invaluable resource and are experts on their children with whom we should collaborate, involve in our program, and provide information to and support to enhance their child's social-emotional literacy
  2. Often interfere in the classroom flow
  3. Are welcome to get together with each other but should leave teaching to the experts
  4. Should be limited to coming to the holiday celebrations that we have at the school
8.  The Turtle Technique:
  1. Teaches children how to act like a turtle
  2. Teaches children how to hide during difficult situations
  3. Teaches children how to be angry
  4. Teaches children how to control their feelings and calm down in a 4-step process
9.  Ways that Arrival/Greeting Transitions support a child's emotional literacy are:
  1. Greeting each child with a warm welcome by name at his/her level
  2. Supporting the child in using a visual for how s/he feels that day
  3. Assisting the child to find an activity that s/he might like to start with
  4. All of the above
10.  Classroom rules should:
  1. Remind children of what is not permitted at school
  2. Be simple and stated positively
  3. Be taught to the children once
  4. Be hung outside the classroom

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