Assignment: Social-Emotional Resources

Name
Instructor’s Name
Course
Date
Social-Emotional Resources: Pre-K to K
Every child needs social-emotional skills. Also, every child needs to feel valued and appreciated. Social-emotional skills in Pre-Kindergarten and Kindergarten students involve the children’s ability to consider the emotions of other people and apply knowledge during social interactions. The skills can be introduced through resources available in learning centers. This paper shows how resources like crayons, storybooks can help teach the children on socio-emotional skills.
Crayons help children to improve their motor skills, communication, and sense of sharing with others. During the Pre-K and K phase, children learn that there are differences in perspectives which affect their interactions (Denham et al. 247). Therefore, these resources will help them learn how to translate their thoughts into reality. Also, it will enable them to learn how to connect and coordinate with others during performing some tasks. Consequently, they will learn to listen, communicate, and do things in consideration of others’ opinions (Denham et al. 248). I would incorporate the crayons through creating themed word wall-arts where I display the works of the students. Also, I would make crayons available for sharing between two children during drawing lessons. However, I would allow them to choose the colors they want to use.
Storybooks help children to learn during the pre-kindergarten and kindergarten stages because, at this stage of cognitive development, they have a short attention span.

Therefore, by being read to, they learn to be quiet which is an essential aspect of social and emotional intelligence (Denham et al. 249). I would incorporate this in my classroom by creating time during the class-time where I get to read to the children and ask the lessons they have learned from each story. I would ensure that the storybooks contain culturally diverse content which will teach the children on our diversity.
Work Cited
Denham, Susanne A., et al. “Observing Preschoolers’ Social-Emotional Behavior: Structure, Foundations, and Prediction of Early School Success.” Journal of Genetic Psychology, vol. 173, no. 3, July 2012, pp. 246–278. EBSCOhost, doi:10.1080/00221325.2011.597457.