Emotional Development

“Shows sensitivity to and acceptance of each child’s feelings and needs” (Washington, 2017).

In our classroom, we have a number of different ways to invite the children to calm down and catch their breath. We have a Hoberman sphere that we use as a mindful breathing ball, the children can use the ball to focus on their breathing by holding the ball in their hands, opening the ball while breathing in deep, then closing the ball while exhaling. We practice the ball during morning meetings, or as needed, each child takes a turn opening the sphere (inhaling) and closing the sphere (exhaling) then they roll the ball on the floor to the child next to them in the circle. Introducing the breathing ball, taking deep breaths together, during morning meeting co-regulates the group.

“Helps children learn to share and wait turns” (Washington, 2017).

We recently received a couple new toys for the children, memory / motor games, the children love puzzles and memory games. This one game comes in a bag, has cards and tiny plastic animals, a pig, cow, monkey, cat, dog, and a lion. We are teaching the children to wait and ask for “space please”. For example, if one child is at the table playing with the memory game and another child approaches trying to take the toys away and play the game, for sure a child screams out.  I see this and tell the child, “Hi, you don’t have to scream, try “space please”. To the other child waiting for the game, I say, “You are waiting for the game. Space please. Come back. I will come let you know.” I’m trying to use less words when giving direction to toddlers but take into account that they have some words and are learning more daily. A lot of the time I ask them to repeat the teacher message back to me, some do, most don’t repeat the message back yet.

“Invites children to participate in simple food preparation” (Washington, 2017).

Two main simple food preparation activities thatthe children in my classroom love to participate in are, making play dough, and making leaf soup. Leaf soup is exactly what it sounds like, a pretend dish made up of leaves gathered from outside, and tap water. Play dough was the first activity that this group learned to make first. The first time we made play dough we added some blue food coloring and clove essence. The color we chose was a lighter shade of blue-green to represent the ocean because we were learning about sea creatures. We had a number of small plastic sea creatures, tiny clown fish, sharks, whales, star fish, and various underwater plants and coral. We placed the plastic sea creatures inside of the blue-green play dough and pretended that the play dough was water and literally fished out all of the creatures and made mountains and mounds of play dough for the fish to hide inside. Most of the children were attracted more to the tiny plastic creatures and some were not so into the play dough at first. After a while they got used to the soft slimy feel of the play dough and began to ask to play with the play dough. As they squeeze, squish, and mold the material in their hands, making play dough together as a class, and other simple group cooking activities, help build self-esteem. These activities also promote joint attention and focus, as well as developing their fine motor skills. Online Resource: https://www.youtube.com/watch?v=zwQsbLydDVA

Social Development

“Children participate in some activities in small groups” (Washington, 2017).

In our classroom some of the children are beginning to potty train, so when it’s “try it” time the other children are starting to ask to go to the bathroom too. It’s interesting how it starts where a couple children go then next thing you know the entire class is going to the bathroom together. We sing songs and read books while we waited for each child to take their turn. Creative art activities often happen in smaller groups as well. Sharing art materials like, paints, brushes, markers, crayons, glue and paper expose children to opportunities for sharing and taking turns. These group activities are what help the children to learn physical, social, emotional and language development.

“Acknowledges and encourages children’s positive behaviors toward one another” (Washington, 2017).

Toddlers have unique ways of communicating without words, and sharing is just beginning to take shape as a concept. We don’t have many multiples of toys or games so there are times when children scream over activities and toys. I tell the children to try and say “no!” instead of screaming, say “no” and ask for help. When I hear the children use their words and say “NO!” I tell the children “Good words!” As a way to tell them that they’ve used their words correctly.

“Helps children recognize their own and others’ feelings, similarities and differences in order to help them begin learning how to empathize with others” (Washington, 2017).

Now more often when a child starts crying a couple of children will come over to check on the kid crying. Theres one child that will hug, and we are telling him to “ask first” before giving hugs. As the children learn more words they will put things in their mouth less and bite less. If I notice a child making the motion and impulse to bite, I will quickly redirect the child to something else. I will say “no biting, biting hurts.” In the rare occasion when a child does bite another child, we quickly apply an ice pack to the area and we tell the biter to “look at the child crying, they are sad. biting hurts!” I say to the crying child, “I hear you, I’m sorry that happened to you.” Online Resources: https://www.naeyc.org/resources/pubs/yc/mar2018/promoting-social-and-emotional-health

Guiding & Interacting

“Verbally or non-verbally acknowledges children’s self-regulation and kind behavior” (Washington, 2017).

When someone in my classroom gets hurt and is sad there’s a child that always comes over to ask after the crying friend. He either asks to give the crying kid a hug, or he’ll say “Whats (Name) doing?”. While promptly tending to the crying child, I will acknowledge him saying something like “Hi. He’s ok, he fell. We’re helping him.” I then reassure the child, saying “Thank you, for asking.” To calm the crying child I attempt to co-regulate saying “You’re ok, you’re safe. Take a few deep breaths with me, breathing in and out.” It usually helps and the crying child is back up and running/playing in no time.

“Gives children acceptable choices when appropriate and follows what each child chooses (for example, “Do you want to read a book with me or play on the climber?” or “Should we have apples of bananas for snack today?” ( Washington, 2017).

This was one of the first toddler teacher tactics that I learned. The co-teachers at my center taught me about how to use choices successfully. It’s taken me some practice but I enjoy offering the children appropriate choices, fun to see which way they go. We offer 2-3 choice times during our day. We set up a couple of centers and the children get to choose where they want to play. Table toys, trucks, animals, waffle blocks, reading books, and puzzles, the children have many options to choose from. I will say something like, “Hey! What do you want to play with? Do you want to do table toys or read books it’s your choice?” Then I follow them to their choice center and together we play the games that they want to play.

“Helps children learn to articulate their emotions and practice how to respond in challenging situations” (Washington, 2017).

When a child cries fighting over a toy, I first address the child thats doing the taking, I say something like, “Please let go. He’s playing with the toy. Do you want to play with the toy? I’ll come find you once they’re finished playing with it.” That usually does the trick and the child either moves on to another toy or forgets. For the child that was playing with the toy, if they are crying and can’t self regulate, I will try to reassure them that they are safe, and I’ll ask them, “Do you want a hug?” We also have a breathing ball and a couple pop it fidget toys to offer sensory relief and that usually works to help calm them and bring them back into their body again. Online Resource: Positive interactions with children