4-Year Olds Are Ready for SOCIAL – EMOTIONAL LEARNING

Circle Time Discussions for 4-year old’s Social-Emotional Learning
By the age of 4, kids are ready to discuss and share with peers, in circle time, how much they know and how self-sufficiently they can choose behaviors that work best for everyone!  They just need (and want) to be respectfully and appropriately challenged!
Kids also want and need to be acknowledged for what they understand, what they perceive as real, true and valid … and they need to express what they understand with their own words … with a group of peers … in neutral peer group discussions – facilitated by adults who, just during these peer group discussions, do not have the intention to be teaching, but instead have the intention to give all of their attention.
Young Children Have a Natural Need for Quality Attention
How many times have you read or heard about children ‘just behaving this way or that for attention?’ As if their efforts to gain your attention were a negative. Turns out that the more we learn about all the elements of healthy early childhood development, the more we come to appreciate the value of honoring children’s basic instincts, such as their natural need for quality attention.
Validating Proof from History and Human Biology
After World War II, orphans living in a clean, hygienic and basically attentive facility did not thrive. In fact, almost half of infants died, despite apparently having all basic needs met. It turned out that the infants needed at least one meaningful relationship with a caring, and involved adult in order to survive, grow and thrive. Since then, we have learned that Human Growth Hormone (HGH) is released in a manner directly proportional to the amount of caring attention the child receives.
Quality of Teacher’s Attention Matters
It is now clearly understood that the quality of the attention children receive from their educators more often than not gives rise to repeated behaviors, as compared to ignored or unnoticed behaviors.  Sooooo … if we are giving our attention – yes, just simply our undivided attention – when kids are thinking together about positive and constructive outcomes to which they can all relate, surely it should come as no surprise that those solutions rapidly translate into more positive and constructive behaviors by the children who – together – gave voice to those solutions.

Self-Trust is Essential for a Life Well Lived

Everyone is born with instincts and innate skill sets that, when honored, engaged and cultivated in the early years of life, have major influence on developing and anchoring self-trust.
 
Think about it: every baby knows when she’s hungry and tired. Every toddler knows what he likes to eat and with whom he wants to socialize. Children start out knowing and honoring their own rhythms, specific tastes and personal preferences.
 
And then “big people” start managing the details of children’s lives, because they know better. That message is resisted for awhile, and then it progressively dominates, resulting in diminishment of intrinsic self-trust.
 
There are various responses to this progression, from resistance and rebellion to increased reliance on guidance and approval from ‘authorities,’ resulting in the opposite of self trust: self-doubt.
 
Outward manifestations of diminished self trust include:
  • Self-doubt
  • Indecision
  • Need for approval
  • Desire for external validation
  • Perfectionism
  • Fear of failure
 
Manipulative marketers and politicians accomplish their self-serving goals more easily when their audience is populated by people with diminished self trust … by people whose dominant orientation is: “Others know better than I do.”
 
HOW DOES THIS RELATE TO THE KIDS’ OWN WISDOM® APPROACH?  When students receive consistent opportunities to participate in, and constructively contribute to, peer group discussions based upon *Stretching, *Open-ended, *Age-appropriately challenging, *Relevant, and *Respectful questions (SOARR-ing questions), they experience their own validity, and their self-trust is the ultimate beneficiary. 

Talking Straight to Children

By Lilian Katz, November 2013

imageNot long ago I went to my physician for my annual check up. You all know what that’s like—not exactly fun!

I must have been about the 12th woman he had seen by that afternoon. As he entered the room, he said to me: “Well, Mrs. Katz, do you get a chance to get out of the house sometimes?” Not exactly the question or comment I was expecting! I calmly pointed out that I had just returned yesterday from Washington, DC, and last week from Houston and the week before that from Northern Ireland, and so forth!!!

The incident made me think that probably all occupations that involve human interactions develop clichés or standardized and routine phrases to be used during the day for regular tasks, and that these come with the job. I was reminded of that by one of my grandsons who worked for a while at his local supermarket and complained that he said maybe 1,000 times per day “Did you find everything you wanted?” and told me that by the 20th time, he really didn’t care!!

As I visit and observe teachers of young children in many different kinds of programs around the country, I am always dismayed by how frequently they move around the classroom and say to children things such as “Awesome,” “Good Job,” “Keep going…”, “That’s going well…”, and so forth.

Other clichés that come with the job are directions given to children such as “You need to sit still,” “You need to turn around,” “You need to listen,” and so forth. But children’s needs are not relevant in these kinds of situations; the teacher is trying to convey his or her wish that the child behave in a certain way. It would be more honest and meaningful, as well as realistic and clear, to say something such as “Please sit still” or “Please turn around” and then move on with the really important content of the moment.

It worries me that so few teacher-child contacts are continuous interactions. Recent evidence suggests that such meaningful continuous contingent interactions from very early in life throughout the first five or six years stimulate very important neurological development that must be accomplished by roughly about the age of 6.

So, as teachers of young children, let’s take occasional opportunities to remind ourselves that the children need informative feedback with real meaning—not every five minutes, but as appropriate occasions arise, in contexts that can provoke continuous exchanges called conversations. Sometimes a participant in a conversation just nods or smiles as the sequence continues. But it is clear to all participants what the others mean. Engaging in such intentional interactions may mean that we have to keep the total amount of interaction lower to enable more real and informative responses rather than clichés.

So let’s keep in mind that frequent and empty phrases may just be a risk of our profession that we should watch out for.

Return to the Lilian’s Blog main page.

Conversation Starters to Grow GROWTH MINDSET

Sometimes kids (little ones and big ones) have resistance to our direct efforts to grow their growth mindset. That’s when questions that are actually conversation starters, can help.

Conversation implies all kinds of POSITIVES:     √ Respect for students’ perspective and problem solving abilities    √ Interest in what they think and feel and deal with     √ Engagement with their values, their priorities     √ Trust in students’ intentions     √ Listening, really listening

Listening is most important

When kids receive quality attention, on a regular basis, to express themselves – especially with regard to their challenges – they get to directly experience that they matter. When they feel that all-important sense of mattering, then the effort it takes to overcome challenges is much more likely to matter, too.

Of course, listening to endless, random complaints and whining doesn’t have much value for anyone.

Complain - meh! Problem solve - YEAH!
Complaining is very different from intentional problem solving.

But respectful conversations that start with respectful questions … now that’s a different story.  Try it, and let us know how it goes. We’d LOVE to hear your experiences.

 

Empathy and Self Control: Connected in the Brain

Empathy requires going beyond immediate self interest. Self-control is essentially empathy for one’s future self.

Empathy and self control are just two halves of the same coin, as are their opposites impulsivity and selfishness.

Neuroscientists have reached consistent agreement about the part of the brain where empathy activates responses. What’s fascinating is that current research is linking this same part of the brain with self control.

Can Empathy be Taught?

From the Kids’ Own Wisdom perspective: NO. And from the neuroscience perspective, I imagine the answer would be the same. So, what to do? Empathy is essential for humanity to remain humane.

Empathy can be drawn out. Empathy can be exercised. Several programs are succeeding at just that task. ROOTS OF EMPATHY is one time-tested program:

A growing number of educators and social entrepreneurs across the country are discovering that the secret to learning empathy, emotional literacy, self-awareness, cooperation, effective communication, and many of the other skills classified as “social and emotional learning,” lies in experience, not in workbooks and rote classroom exercises.  Unleashing Empathy: How Teachers Transform Classrooms With Emotional Learning

Enlivening empathy - naturally.
Babies brought into classrooms are wordlessly enlivening young students’ empathy with the ROOTS OF EMPATHY program.
Dogs in Classroom Help Children Learn Empathy

A South Carolina education program is proving that dogs themselves can do plenty of teaching:  Healing Species, sponsored by the Pee Dee Coalition Against Domestic and Sexual Assault, is a compassion education and violence prevention program being taught in two schools in Florence and Darlington Counties. There is high hope that these programs will expand to other schools.

The concept is pretty simple: bring kind rescue dogs into classrooms to help kids learn empathy and pique their interest in difficult subject matter. But the effects are profound.

“Even for my toughest kids, the most street savvy, it almost physically transforms them into a child with empathy. I’ve got guidance counselors giving me specific instances where students are applying what they learned and taking care of each other when that wasn’t there before.”

Healing Species develops empathy in students.
HEALING SPECIES is a highly effective school program that brings dogs into classrooms to facilitate the development of empathy in young students.

Kids’ Own Wisdom is another effective approach that does not attempt to teach empathy. Instead, peer group discussions are structured around SOARR-ing questions to evoke kids natural inclination to collaboratively solve problems. Kids willingly (enthusiastically, even) resolve their own challenges. They just need the right kinds of questions,  under the right circumstances (peer group discussions) to ‘spark’ their innate creativity and perspective taking abilities. 

Did you ever, in your wildest dreams, imagine that neuroscience would combine with babies and dogs to help us help our students create better lives for themselves?  Fascinating times, to be sure.

Neuroscience Explains: The Empathy-Self Control Connection

An interesting experiment helped to demonstrate this connection: Volunteers saw a picture of a man standing in a room with red discs on the wall. The volunteers could see all the discs, but they had to try to estimate how many the man in the room could see. This required them to shift their perspective to the man’s, and they were less able to do this when the rTPJ, (the location of empathy in the brain, as identified by scientists), was disrupted. What’s even more fascinating, this experiment predicted both impulsivity and selfishness – the opposites of self control and empathy – as measured in different experiments.

Long term consequences

Impulsivity and selfishness are just two halves of the same coin, as are their opposites restraint and empathy. Perhaps this is why people who show dark traits like psychopathy and sadism score low on empathy but high on impulsivity.

Perhaps, also, it’s why impulsivity correlates with slips among recovering addicts, while empathy correlates with longer bouts of abstinence. These qualities represent our successes and failures at escaping our own egocentric bubbles, and understanding the lives of others—even when those others wear our own older faces.

Source: Self-Control Is Just Empathy With Your Future Self – The Atlantic

Observational Learning is Important in Socialization Process

OBSERVATIONAL LEARNING, sometimes referred to as vicarious reinforcement, can take place at any point in life. It’s most common during childhood as children learn from the authority figures and peers in their lives. It plays an important role in the SOCIALIZATION PROCESS.

The Kids’ Own Wisdom approach makes constructive use of this researched and well-documented fact about learning by creating specific opportunities for children to think together, problem-solve together, and to act upon their conclusions together.

Factors That Influence Observational Learning – Psychologist Albert Bandura (describing his own perspective as ‘social cognitivism’) is the researcher perhaps best identified with learning through observation.  According to Bandura’s research, there are a number of factors that increase the likelihood that a behavior will be intentionally observed and then imitated. Among them:

  • People who are similar to us in age, sex, and interests

  • When the situation is confusing, ambiguous, or unfamiliar

The key element to note in Bandura’s highly regarded observations is that peers learn from peers. Peers are highly motivated to pay attention to peers for all the obvious reasons – acceptance and trust being prime among those reasons.

“Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.”
-Albert Bandura, Social Learning Theory, 1977
Teachers do well when they make use of the facts about how real learning happens by creating groups discussions around topics that are 100% relevant to their students. Care must be taken, though, to assure that students feel respected enough in these discussions so they can exercise their own creative problem-solving skills to arrive at their own most balanced and constructive conclusions.

Students Living With Adversity

Educators with behaviorally challenging students must double-down on cultivating relationships that those students feel they can trust. But, according to Dr. Ross Greene, “whether a child is behaviorally challenging or not…collaboration is the key to improved relationships, better communication, and solving problems.”

How can one teacher accomplish this with a room full of wildly diverse kids?  One way is to provide regularly scheduled peer group discussions around topics and challenges important to all the kids in the class. Kids are naturally interested in what their peers think and care about, (whether or not they’d ever openly admit it) so they’re inclined to listen to each other’s answers IF the questions used to move the discussions along are neither leading nor overly simple.

Familiar challenges at ‘comfortable’ distances

When all the kids in the peer group discussion are listening to each other, you can be listening for clues about each child’s values and personal challenges. Surprisingly, when peer discussions are objective – in other words, focused on pictures that keep familiar and relevant challenges at ‘comfortable’ distances, kids are much, much more likely to reveal their honest thoughts, feelings and insights. Those are the times when you can learn so much that will help you gain deeper appreciation for all the kids, even (and sometimes, especially) the ones who create the most challenges.

For more insights and wisdom from experienced educators: When You Can’t Relate to Your Students’ Experiences – Edwords Blog – BAM! Radio Network

Enough theory …

Okay, so enough theory.  How’s about a sample of an effective peer group discussion around PLAYING FAIR?  Check out this link.

Just remember that for peer group discussions to succeed, the teacher does not so much ‘teach’ as ‘facilitate.’  Facilitating is all about keeping discussions moving forward by asking new questions whenever the current question has lost its ‘engagement factor.’ Facilitating, more importantly, is about listening, really listening.

Real listening happens with ‘full on’ attention

Our attention – when it’s open, accepting, interested, and sensitive to our students’ unspoken messages – is one of the most nurturing ways we can, with consistency and over time, develop a sense of safety for our students who are living with adversity.   Get ready to do some powerful learning of your own. Learning that will help you create more safety and ‘belonging’ for all the kids in your class.

Committed to Nurturing Your Students’ Potential

You’re committed to nurturing your students’ potential by drawing out the best that you know is within them. Kids love you for it, and they’ll always remember you for it.

This blog is dedicated to you: the one who sees kids, who really sees them. You see that they comprehend much more than they’re sometimes given credit for. Your passion for teaching is fueled by deep commitment to nurturing your students’ potential.

You see your students’ exquisite capacity to discern what’s real.  You see how they adjust accordingly, on their own, when you’ve provided opportunities to discover different ways of being and doing that work better for everyone, including themselves, rather than just themselves.

Your satisfaction as a teacher is in growing kids, not by always telling them what to think and what to do. Instead, you excel at nurturing your students’ potential with your genuine attention. That is your art.  That is your gift.  Kids love you for it, and they’ll always remember you for it.

Because at the end of the day…

“Because at the end of the day, most students won’t remember what amazing lesson plans you’ve created. They won’t remember how organized your bulletin boards are. How straight and neat are the desk rows. No, they’ll not remember that amazing decor you’ve designed.

But they will remember you … because excellence is more readily attained by being.

Being available.
Being kind.
Being compassionate.
Being transparent.
Being real.
Being thoughtful.
Being ourselves.

Your kindness. Your empathy. Your care and concern. They’ll remember that you took the time to listen ...”  http://www.huffingtonpost.ca/lori-gard/students_b_4422603.html

The purpose of this blog is to provide you with the logic, the validations and the research that will deepen your confidence in the enriching value of your nurturing instincts.  https://www.kidsownwisdom.com/validation.html

This blog will also suggest useful tools and techniques to advance your positive influence on your students.