SAHLEE E.

MIGUEL
Principal / Presenter
 OBJECTIVES OF THE SESSION
The session should enable the participants to:
1. Recall their childhood experiences associated with emotional
development.
2. Understand the different emotions felt by kindergarten pupils ,
their sources, symptoms and effects
3. Discuss how emotional learning promotes development in
young children.
4. Detail examples of how they can embed opportunities for
emotional learning and development in kindergarten classrooms.
5. Discuss how they can support the emotional skills of all
children in their classroom.
6. Reflect on what it means to be an emotionally competent
kindergarten teacher.

DEPARTMENT OF EDUCATION
4 AREAS OF
DEVELOPMENT
 Physical
Development
 Intellectual
Development
 Social
Development
 Emotional
Development

Emotional development involves

the recognition and expression of
feelings and emotions.
 Joy and happiness are wonderful
feelings to experience, but are very
different. Joy is more consistent
and is cultivated internally. It
comes when you make peace with
who you are, why you are and how
JOY you are.

Happiness tends to be externally

triggered and is based on other
people, things, places, thoughts
and events.

HAPPINESS
 Joy and happiness are wonderful
feelings to experience, but are very
different. Joy is more consistent
and is cultivated internally. It
comes when you make peace with
who you are, why you are and how
JOY you are.

Happiness tends to be externally

triggered and is based on other
people, things, places, thoughts
and events.

HAPPINESS
CARING
JEALOUSY
HATRED
ANGER
SADNESS
 Group Activity

1. Each group will be given a piece of paper

indicating the sources/symptoms/effects
of an emotion.
2. Identify the emotion being described.

3. How will you address each emotional need

of children
1. How did you feel sharing / listening to
childhood experiences associated with
emotions?

2. What are the different emotions shown by

kindergarten pupils?

3. How do kindergarten teachers address the

emotional needs of their pupils?

4. What are your realizations?

 Achieving happiness can be accomplished in several ways.
1. It may be due to an individual “making reasonable progress
towards the realization of a goal”
2. or as the result from positive input into the five different sensory
systems (hearing, smelling, vision, touch, tasting).
 Being “happy” can be “learned”. Children can discover, within
themselves, attitudes and methods of coping with everyday life and
challenges that cause them to be happy. The satisfaction they feel
stimulates the pleasure center of the brain, which in turn releases
chemicals that sustain the feelings of elation.
Anger is a completely normal, usually
healthy, human emotion. Anger
usually results from feeling hurt,
threatened or frustrated in some way.
 To help a child deal with anger, use the old
adage of “count to 10”.

 Teach the child to take a couple of minutes to

calm down, breathe deeply, and think
carefully.

 They may need to put some space between

them and the person that made them angry.
 The goal is not to suppress anger but to
express it in non-aggressive ways.

 Blaming, accusations, threats, physical

contact and name-calling are aggressive
responses.

 Verbal communication is a passive and a far

more effective way to respond in the midst
of conflict.
Jealousy becomes a recognizable
emotion before the age of 2 years.

Jealousy includes feelings of

envy, protectiveness, suspicion,
or resentment.
Sibling rivalry is another common
form of jealousy.
It is a competition between
brothers and sisters for the
attention or affection of the
parents.
It often occurs when a new baby
is born into the family.
In older children it is often an
issue concerning “fairness” or
“equality”.
Sadness is a normal
human emotion that
every single person will
experience at stressful
times.

The loss or absence of a

loved one, financial
trouble, or issues at
home can all affect mood
in a negative way.
 Failing an exam or experiencing other
disappointing events can also trigger sadness.

 However, a person experiencing sadness can

usually find some relief from crying or talking out
frustrations.

 Sadness usually passes with time. If it does not

pass, or if the person becomes unable to resume
normal function, this could be a sign of depression.

 If low mood gets worse or lasts longer than 2

weeks, the person should talk to their doctor.
 Symptoms of depression
• frequent sad look
• cries often
• frequently talks about sad thoughts and
memories
• prone to angry outbursts
• difficulty finding enjoyable activities,
• changes in eating habits
• exhibits attention-getting behavior
• develops sleep disturbances
• suffers unexplained daytime fatigue
• difficulty with peer relationships
• school avoidance or school phobia
• changes in home relationships and interactions
• a desire to be alone most of the time
• chronic physical complaints
• declining school performance, poor self-esteem.
 What can you do to help your sad child?

LABEL THE EMOTION

Words are powerful—the simple act of labeling

emotions can help your child claim control over his
sadness.

To label and say, “It looks like you’re feeling

sad,” can help him identify his sadness and
reassure him he’s not alone in feeling this way.
 What can you do to help your sad child?

LABEL THE EMOTION

 Telling your child you love him no matter

what emotions he happens to feel.

 That you’ll never withhold your love and

affection because he isn’t his usual
chipper self, or that he has to be happy
just to get your attention.
 What can you do to help your sad child?

EXPLAIN THAT SADNESS IS NORMAL

Your child may think he’s the only one who feels sadness
and may be anxious about it.

Instead, explain that everyone—including you—feels sad

for many reasons.

The more you explain how common sadness is, the less
he’ll feel isolated and alone.

Yes, it’s a difficult emotion, but one we allfeel.

 What can you do to help your sad child?

REMIND YOUR CHILD THAT SADNESS WILL PASS

When we feel sad, it can seem like it’ll never end. Think
back to a heartbreak or loss, or even the newborn
months when there didn’t seem to be a light at the end of
the tunnel. The heightened physical sensations don’t
help either, from a clenched stomach to tense muscles.

But, as all emotions do, sadness will pass. Remind your

child that sadness doesn’t last forever—that he’ll feel
happy again. Think of emotions as seasons, and as all
seasons do, they come and go, whether happy or
difficult.
 What can you do to help your sad child?

DON’T RUSH HIM OUT OF HIS FEELINGS

 One of the biggest parenting mistakes we make dealing with

a sad child is trying to rush our kids out of their feelings.

 Rushing him out of his feelings actually delays or

suppresses the emotions that need to pass. Yes, there are
ways to ease the feelings along, but trying to get it out of the
way only makes it linger and doesn’t address the initial
problem.

 Give him space to sort and experience his feelings. As

difficult as it is to feel sad, it’s these moments that can teach
your child so much, so long as you give him the opportunity
to learn from them.
 What can you do to help your sad child?

OFFER WAYS TO EASE OUT OF SADNESS

• Give him a warm hug and soothe him through kisses and
reassuring words.

• Listen without judging, and avoid belittling the things he’s

crying about.

• Then, once he’s ready, suggest different ways he can cope

with sadness, such as asking him if he wants to talk about it,
or playing his favorite game together.

• Encourage him to find simple pleasures in other ways, such

as talking about how delicious his snack is, or that you’ll be
going to the park later in the day.
 Should you tell your child to stop crying?

1. IT RESTRICTS YOUR CHILD’S EMOTIONS

• telling them to stop crying restricts their

emotions.
“I’d love to have you around when
you’re happy, but not when you have
unpleasant feelings.”

• Allowing your child to cry gives him the

safe space he needs to sort through his
feelings. Telling him to stop limits what he
feels he can express.
 Should you tell your child to stop crying?

2. TELLING YOUR CHILD TO STOP CRYING DOESN’T

WORK

• Anyone who has ever told her child to

stop crying knows how ineffective it is.
• It hardly works.
• They don’t feel comforted, especially if
we yell at them to stop.
• You might as well save your breath
because telling your child to stop crying
hardly works.
 What to say instead of stop crying

 COMFORT YOUR CHILD WITHOUT WORDS.

 Whether your child feels hurt, sad or angry, hold him
in your arms and let body language do its trick. Right
now, he can’t process anything logical. But through
rubbing his back or giving him a kiss, he knows
you’re here for him even as he cries. At most, say, “It
hurts, doesn’t it?” or “I know, buddy, I know…”

 OFFER A COMFORT ITEM.

 Giving your child a comfort item can be a practical
way to calm your child down.
 What to say instead of stop crying

 GIVE HIM SPACE AND TIME.

 Maybe your child isn’t in the mood to hug. Let him
be. Don’t banish him to his room because he’s
loud—that will make the situation worse. But do give
him space and time to get it out of his system.
Emotions don’t have time limits or need to be
finished in five minutes.

 ALLOW YOUR CHILD TO CRY.

 Teach him ways to soothe himself. Reassure him
that his feelings are normal. And, most importantly,
show him you’ll be there for him. After all, the times
we least feel like being with them is when they need
us the most.
Being fearful and learning to cope with
those fears is a major part of emotional
development.
Fears may be real or perceived.
• The emotion of fear is first exhibited early in
infancy.
• The baby expresses reactions of fear to loud
noises, sudden movements, or of the sensation
of being dropped.

• Around 8 months. Children become fearful in social

situations involving strangers or being separated
from parents.
• As the child’s mobility increases through crawling,
they may become fearful of heights or new sounds.
• The toddler may fear the dark, animals, stories,
monsters, imaginary creatures, and storms.
Fears and
How to Address Them

Preschoolers have many fears. Some are real and triggered by

actual situations—
• a neighborhood bully
• a snarling dog
• fighting parents.
• Others are common to the age group
 fear of the dark
 separation anxiety
 fear of being displaced by a new baby
• Still others are imaginary, such as fear of monsters.
Inviting Conversation
 During fear-inducing situations, children need your
calm directions and reassurance.
 The best way to help children deal with these fears is to
provide them with information.
 For example, ask children what they know about
thunder. Then provide them with more information
about what it is and how to deal with it.
Fearing the Unknown

 In general, 5- and 6-year-olds are considerably less

fearful than are 3- and 4-year-olds.
 However, kindergarten children can be scared of
natural elements, such as fire, wind, and the dark.
 When children do not have a full understanding of
the causes and effects of these elements, they can
use their powerful 5- and 6-year-old minds to create
both imaginary and real scenarios related to these
fears.
Managing Separation Issues

 It is not unusual for 5-year-olds to still have fears

about losing a parent.
 Separation issues that may or may not have occurred
at the beginning of the school year may arise at the
end of it.
 Children may become worried that their mom or dad
won't pick them up or won't be there when they get
home.
 They may even feel like they want to stay home
instead of going to school.
 This is quite normal at this time of the year, and, with
patience, it will pass quickly.
Acknowledging Fears
• Children are at a stage of development when they may be
worried about growing up and, instead, want to remain little!

• Often, this is related to the fear of going off to the "big" school
and first grade.

• It is important to allow children to feel their fears, discuss them,

and to even allow them to stay home for a day, if necessary.

• Children will quickly see that they are missing out on school
experiences and friends.
Creating Pretend Scenarios

• The 5- and 6-year-old years are a time when children become

more aware of "bad people" in the world
• Even if exposure to news, "action" TV, and movies is limited,
children still hear about the violence in the world.
• These fears can become apparent to you when children come
to school complaining of nightmares.
• They might also be surfacing when children engage in fighting
with monsters and bad people during dramatic play.
• In kindergarten, superhero play can be a way for children to
deal with these fears.
• Closely monitored dramatic play is a safe arena for children to
"try on" these characteristics and work through fears.
What You Can Do:

• Talk, talk, talk. Fears can grow when they are not
examined and expressed.
• Encourage children to talk about them.
• Tell them about a fear you had as a child.
• Include the study of commonly frightening natural events
in your science units.
• The knowledge children gain about thunder, lightning,
wind, etc., will help them deal with the fear.
• By the age of 1 year,
children recognize the
difference between
being “good” and
being “naughty”.
• When they know they
have been good, they
seek a sign of approval.
• Caregivers can now
begin to set limits.
• Children naturally test the
limits set for them.
• They may use the word
“no”, but continue the
unacceptable action anyway.
• They often do this to fulfill
their need for attention.
• They are not capable of
understanding or
considerate of another
person’s point of view. They
are egocentric.
 Stress can be positive or negative.
It can be a reaction to an exciting or important event
such as a major test or big sporting event.
This kind of stress, within limits, is positive and can
help challenge a person to do their best.

• Some stress is negative, distress, and can cause feelings of fear,

hopelessness, worry, anxiety, and doubt.
• Mild or moderate levels of distress are normal, and needed to
teach children coping skills.
• Intense feelings of distress can interfere with a person’s ability to
function normally.

 Common causes of stress in children include

 conflicts with others
 poor health or unhealthy habits
 major life changes such as divorce,
death, or moving.
 A child under stress may exhibit one or more
signs:
• Loss of interest in previously enjoyed
activities
• Explosive crying or screaming
• Verbal or physical aggressiveness
• Cruelty to pets and playmates
• Physical symptoms such as rapid heartbeat,
headaches, fatigue, restlessness, upset
stomach or neck pain

• Loss of humor or sense of joy

• Nightmares, sleep-walking, or teeth-grinding
• Hair twisting, nail biting, stuttering,
• Threats to harm someone or destroy
property
• Immersion in computer, e-mail, or TV
• Jumpiness or fear of sudden sounds
• Dreams are a
sequence of images
that appear
involuntarily while
sleeping; often a
mixture of real and
imaginary characters,
places, and events.
• All human beings
dream.
• Nightmares are bad dreams, starting between the ages of 3
and 6, and affecting 10 to 50 percent of children.
• They tend to increase when children are under stress,
especially after traumatic experiences, and may reflect how a
child views the events of the day.
• Nightmares tend to occur a few hours before a child awakes,
when dreaming is more intense.
• When awakened by bad dreams, children can often
remember some details and may want to talk about them.
• When you comfort a child during a nightmare, he or she will
most likely respond well to your reassurance.
• A night terror usually occurs just a few hours
after a child falls asleep.
• He may sit up, struggle, moan, talk or scream.
• His heart may race and he may sweat.
• The event can last anywhere from 10 to 30
minutes.
• The child may not be aware of the parent’s
presence, and the child will probably have no
memory of waking up at all.
When you are a child today,
How would you want to be treated
when you are…
1. Angry
2. Jealous
3. Sad
4. Fearful
5. Stressed
THANK YOU!