Developing Everyday Coping Skills in the Early Years: Proactive Strategies for Supporting Social and Emotional DevelopmentThis book will help develop coping skills through arts and language-based activities. The strategies suggested build on children's existing knowledge and skills to enhance their learning, and will all contribute to: · improving all children's emotional health and creativity · developing resilience, particularly in periods of high stress such as transition from preschool to school · increasing children's capacity to cooperate, respect and work with others The authors also explain how to identify children at risk, particularly those experiencing anxiety or delay in social and emotional development so that parents and practitioners can intervene early where developmental delays or socio-emotional difficulties exist. Practitioners and parents of children aged 3-8 will find a treasure trove of activities to build coping and self-esteem through creative play and imagination. |
Contents
Introduction | 1 |
Some Important Concepts to Consider | 7 |
The Worries of Young Children | 19 |
An Introduction to Coping Images | 35 |
Teaching Coping Skills across Various Group Settings | 47 |
Developing Coping Skills through Art and Play | 61 |
Learning Coping Skills through Music and Movement | 76 |
Feeling Creating and Coping with Sounds and Rhythms | 91 |
Encouraging Social and Emotional Development through Narrative | 103 |
Harnessing the Strengths of a Family Group to Create Positive Outcomes for Young People | 117 |
Supporting a Child Working with an External Health Professional | 130 |
References | 143 |
| 153 | |
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Common terms and phrases
ability able achieve actions activities adult appraisal approach arts asked become behaviour body capacity challenging Chapter child classroom cognitive communication concerns consider context coping images coping skills coping strategies create creative dance deal developmental discussion drawing early educational emotional competence enables encourage engage environment example experience explore express external face fear feel Final goals happy ideas identified important individual interactions interest involved issues language learning listening manage move movement observation opportunities outcomes parents particularly play points positive problem solving professional psychology questions range reflect regulation relationship reported responses scared sense settings situation social and emotional sounds story stress stressors success suggest talk teachers teaching theory thoughts tion turn understanding verbal visual young children