How to Promote Children's Social and Emotional Competence

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SAGE, Oct 1, 1999 - Child psychology - 336 pages
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This book is for teachers of children aged four-eight years. It shows how teachers can collaborate with parents in addressing children's educational and emotional needs. The author presents a variety of classroom management strategies, which teachers can choose from to strengthen children's social and academic competence. She believes that children's emotional literacy is as important as academic literacy.

The book shows how teachers can set up individualized programmes which address the special social and emotional needs of children at particular risk with social and academic problems, because of problems such as learning difficulties, hyperactivity, impulsivity, attention deficit disorder, language and reading delays and aggressive behaviour. The author shows how teachers can integrate individualized interventions for such children in the mainstream classroom, while enhancing the social competence of all their students.

Teachers understand that just as a child's cognitive competence is important for their ability to learn so too does a child's social competence and emotional security affect their ability to learn. This book will support teachers in developing social competence and emotional well- being in all children.

Based on the empirically validated" Dinosaur Social Skills and Problem-solving Curriculum," this book emphasizes the management of hyperactive, inattentive and aggressive children. It includes practical scripts, games, activities, pictures and circle time role-plays and plans for use with children 4-8 years.

Carolyn Webster-Stratton is an educational psychologist who for twenty years has been developing and evaluating interventions to help children with behaviour problems. She is the author of the well-known parent book: The Incredible Years: A Trouble-Shooting Guide for Parents fo Young Children (Ages 3-8 Years).

 

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Contents

Working with Parents
6
Building Positive Relationships with Students
30
The Proactive Teacher
50
Promoting Positive Behavior Attention
72
Making Praise and Encouragement More Effective
80
Use General Praise to Groups of Students
88
Using Incentives to Motivate Students
94
Managing Misbehavior Ignoring
136
Conclusions
157
Other Consequences
167
Some Other Principles of Discipline
173
Teaching Students to ProblemSolve
222
Peer Problems and Friendship Skills
256
Helping Students Learn to Handle their
284
Teaching Students SelfCalming and Relaxation Strategies
299
Work Collaboratively with Parents
313

Conclusions about Ignoring
145

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Page 6 - The evidence is now beyond dispute. When schools work together with families to support learning, children tend to succeed not just in school, but throughout life.
Page 6 - Parents? Widespread support for involving parents in their children's learning grows out of convincing evidence suggesting that family involvement has positive effects on children's academic achievement, social competence and school quality.
Page 5 - This is a child who's trying to get ridiculous what he gets away with." his own way. My job is to stay calm and help him learn better ways to ask for what he wants." "What if he never changes?" "He's learned to act this way. I just have to stay calm and help him learn better ways to behave.
Page xiii - In fact, there is evidence that the younger the child at the time of intervention, the more positive the child's behavioral adjustment at home and at school (Strain et al., 1982).

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