Social Emotional Learning in Ones and Twos Classrooms

In the youngest classrooms, teachers support children as they learn to be part of a group, gain independence, and begin to trust new adults. The teachers focus on social interaction and adjusting to new routines. They model language that children can begin to adopt as their friendships grow.

You will see children:

• Allow themselves to be comforted and distracted when parents leave

• Walk with the group during transitions

• Wait for a turn with a toy

• Share playthings with other children and keep their hands on their own bodies

• Use art materials

• Carry their lunchbox and open and close their containers

• Express their wants and needs to their teacher and friends

• Learn to take toys out a bin rather than dump the bin

• Help friends clean up toys

• Follow simple group instructions

• Practice independence in self-care: wash hands, pull pants up and down, etc.

• Learn to stop one activity and transition to another when it is time

• Learn to love school

Social Emotional Learning in Threes and Fours Classrooms

For threes and fours the attention begins to shift from individual play to interactive play with peers. Teachers help children navigate new social situations and the big feelings that can arise. Teachers both model positive language and help children practice using words that promote kind play and navigate the inevitable conflicts that come with being part of a group. Independence grows as children are ready to practice new skills.

You will see children:

• Begin to self-soothe and calm themselves when separating from parents

• Walk in line during transitions and stand in line when waiting for the bathroom

• Take part in the playground and classroom cleanup

• Learn to take care of the toys and art materials at school

• Follow more complicated directions

• Initiate play with other children

• Use kind words

• Ask a friend before they give them a hug or touch their body

• Gain independence in self-care: put on their coat, wash hands, use the potty (or let a

  teacher know if they need a diaper change), begin to learn how to wipe their nose, etc.

• Use words to communicate their needs and feelings to friends

• Carry their lunchbox, open and close containers, clean up their trash

• Transition easily from one activity to another

• Develop strong and joyful relationships with their friends

Social Emotional Learning in Fours and Fives classrooms

In the oldest classrooms the children begin to enjoy collaborative play. They develop strong and meaningful relationships with their friends and begin to learn to navigate playing with multiple friends at once. Social interactions become more complicated and teachers support children as they practice using inclusive language and setting respectful boundaries with peers. Children begin to understand and value their place in their community and are eager to contribute their ideas and actions in and out of the classroom.

You will see children:

• Separate more easily from parents at dropoff

• Initiate play with peers and often work together on ongoing games and projects

• Have a daily job in the classroom

• Attempt to resolve conflict with one another before involving teachers

• Learn to voice ideas and opinions kindly and listen to friends’ ideas and opinions

• Begin to recognize that there are differences in beliefs and ideas even within a community

• Use the bathroom independently

• Perform self-care independently: wipe nose and throw away tissue, put on coat, put

  snacks, water bottle, and lunchbox where they belong at dropoff

• Begin to show an awareness of the feelings of others and develop a concept of “fairness”

• Exhibit an interest in learning to write their names, counting and “reading” books

  independently

• Feel a sense of leadership and pride as they take on new responsibilities