Seen on: Help children manage their own emotions
Help Children Manage Their Own Emotions
Seen on: www.pbs.org
To respond in caring ways to the emotions of others, children first need to be able to cope with their own feelings. Research by Nancy Eisenberg and her colleagues at Arizona State University shows that young children who become overwhelmed by their own feelings when they see someone in distress are less likely to try to help other people. It seems like their own upset crowds out their compassion.
When we comfort our children and teach them to comfort themselves, we help them develop enough “emotional space” to care about others.
- Talk about feelings. Talking about how your child is feeling makes those feelings seem more understandable and more manageable. Saying things like “You’re feeling frustrated because we have to wait” or “You’re sad that your toy broke” helps your child learn to put their feelings into words.
- Teach calming strategies. Encourage your child to use simple calming strategies like taking a deep breath, relaxing the body, or cuddling something soft. Practice these when your child is not upset. Having a plan of what to do helps kids learn to soothe themselves. Calming strategies only work early on, when feelings are small. If your child is already emotionally flooded in a full-blown tantrum, you just have to wait it out.
Emo die Emotion game – children of the world Me and my emotions
Indian IDA awards of Educo Touch and feel box
Our India distributor ” Sona printers ” won the Indian Didactics Association awards of category ” Product/Solution in Early Learning”
Educo – touch and feel box
With a Trace
Let shadows be your child’s guide for this activity. In the morning (8 a.m.) or late afternoon (4 p.m.), place a table in a sunny spot where long shadows will be cast. Unroll paper along one side of the table, and arrange a variety of objects along the paper’s edge for example building bricks and zoo animals. Have your child trace the shadows with markers.
Why Emotions Are Integral to Learning
Mary Helen Immordino-Yang | 2016 May 13
Teachers intuitively know that neither their nor their students’ learning is steady and constant, the same day in and day out and moment to moment, consistent from topic to topic. Rather, we all have good and bad days; moments of excitement, engagement, and inspiration and moments of disappointment, disengagement, and frustration; afternoons just before vacation and mornings just after; some skills and topics that we find interesting and some that we don’t. These differences influence how children learn and how teachers teach; they even affect what students know at a given time.
“In short, learning is dynamic, social, and context dependent because emotions are, and emotions form a critical piece of how, what, when, and why people think, remember, and learn.”
Excerpted from Emotions, Learning, and the Brain, (c) 2016 by Mary Helen Immordino-Yang. Used with the permission of the publisher, W. W. Norton & Co.
In every way, play is practice for the life. A lot of play involves imitating grown-ups – their work, their roles, the way they interact.
Hey Sigmund | 2016 April 08
Children are naturally playful. If they have the opportunities to follow the curiosity, do what they enjoy, and discover and experiment with the world around them, they will thrive. Without it, parts of their development will struggle.
Let them play and they’ll thrive. Here’s how.
Children were born to play. Their development depends on it. Provide the opportunities and the development will happen:
- Their creativity will flourish.
- Their cognitive function will strengthen.
- Their social skills will develop.
- They will learn how to manage big feelings – theirs and others.
- They will discover their own power.
Experts warn starting school too young harms learning, wellbeing
Amy McNeilage | 2016 May 09
“Children in Australia start school younger than almost anywhere else in the developed world, up to two years ahead of students in top-performing countries such as Finland and Korea.
Experts say the early transition could be detrimental to the learning and wellbeing of students, particularly those from disadvantaged backgrounds. In a major international study of 15-year-olds in 2012, 58 per cent of Australian students reported they started primary school at the age of five, 27 per cent started at six, and 3 per cent at seven. Twelve per cent were aged four.
The average starting age among Australians was 5.2-years-old, which was lower than most developed countries and similar to Britain, the data from the Organisation for Economic Co-operation and Development (OECD) showed.”