Teach Smarter, Not Harder, to Increase Students’ Social Emotional Learning
Socrates and John Locke are influential philosophers separated by 2,000 years. They are also separated by very different assessments of inborn human capabilities.
When educators want to succeed at students’ mastery of numbers and the alphabet, Locke’s “Blank Slate Theory” is completely relevant and valid. But Locke’s perspective that young children lack humane instincts, valid insights, reasoning abilities, and collaborative problem solving skills evaporates when held against experience-based research and current brain science.
It’s more than obvious to anyone who lives or works with very young children, that each is born with personal likes and dislikes. Research at major universities confirms the fact that children also come into the world with the very skills and capacities necessary for successfully navigating the social-emotional challenges presented by their own personal likes and dislikes.
Research also shows that by age 4 – under the right circumstances – children are (1) willing and able to communicate ideas and feelings, (2) listen to peers’ ideas and feelings. They are also more than willing and able (3) to adapt what they discover about peers’ ideas and feelings to improve their own responses / interactions, for everyone’s benefit, including their own, rather than just their own benefit – without repetitive interventions from adults.
Perspective-Taking Skill Shapes Social Emotional Success
We’ve all got our own perspective. Each has some degree of validity, but perhaps not the whole picture. Perspective-taking, which includes but is not limited to empathy, is the #1 skill with the greatest potential to shape the most broadly beneficial outcomes in business, politics, and religions; in other words, perspective-taking is the most significant foundation of any successful interaction. Enabling and empowering 4 and 5 year olds to connect with, and exercise, their natural born perspective-taking skills results in measurable social emotional learning and development. Established tools like play and team sports create the interactions that help young children see the world from others’ perspective and provides spontaneous opportunities to exercise and apply their ‘hard-wired’ perspective-taking skills.
Facilitated, intentional shared-thinking opportunities provide educators with an easy-to-implement format for teaching smarter, not harder by expanding beyond the happenstance of play and sports to accelerate and coalesce social emotional learning.
The Kids’ Own Wisdom Approach
So how do educators provide young students with the numerous advantages of perspective-taking without adding excess preparation and work to their days?
In the next 7 blog posts about Social Emotional Learning we will describe:
- Why facilitation is educators’ easiest and most successful approach to developing students’ social emotional learning in and out of the classroom.
- Three benefits of developing learners’ self-awareness and self-trust.
- Brain science of self-regulation for learners’ accountability and agency.
- How to build belonging in the classroom, which includes both shy and challenging children.
- Why the communication that happens without words, is as powerful as words, and why young children need to share this understanding.
- How to create SEL opportunities that release neurotransmitters and hormones that affect mood, emotions, attention and focus.
- The school readiness benefits of consistently exercising young children’s critical thinking and collaborative problem-solving skills.