Self Awareness & Self Management - Pre-K-K
Recognize and label basic feelings
Demonstrate awareness of self and one’s own preferences
Distinguish between situations that elicit positive or negative feelings
Express a want and the means to achieve it
Recognize and label basic feelings
- Recognize and label feelings. (e.g., frustrated, anxious, embarrassed)
- Name feelings of self and others in real or imagined situations.
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- Engage children in discussions about how they feel when they experience certain situations (both positive and negative).
- Model genuine, appropriate emotional responses.
- Use expressions (e.g., "I feel …" or "That must have made you feel …") when interacting with children.
- Encourage open expression of feelings by asking children how they feel. Respond to children's verbal and non-verbal cues.
- Use the
Pyramid Model to support children's social and emotional success.
- Model and explain an appropriate cool-down strategy. (e.g., deep breathing, counting slowly to 5, give yourself a bear hug).
- Establish and state clear behavior expectations. (e.g., "At school we do not throw things. If you feel angry, you can visit the peace table and choose something to work on.").
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- Read books about feelings and talk about what the characters are feeling and the outcomes.
- Teach students to manage their emotions using the PIE approach –processing, identifying, and expressing their emotions.
- Create a check-in board where students place their name or photo next to a feeling picture. Provide alternate symbols that could represent feelings (e.g., colors, weather patterns).
- Read stories or show picture books with themes and ask students to discover the words or phrases used to describe emotions.
- Help students increase their dictionary of feeling words through books, role-play, and modeling that includes various settings (i.e., classroom and work environments).
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Demonstrate awareness of self and one’s own preferences
- State independent thoughts and feelings.
- Name one's own abilities and accomplishments.
- Make choices based on personal preferences.
- Demonstrate awareness of self and one's own preferences.
| - Provide children with opportunities to make decisions and choices.
- Ask children to share opinions about classroom activities and other experiences.
- Graph children's likes and dislikes.
- Share enthusiasm and describe child's abilities and preferences. (e.g., "I see you enjoy building with blocks.")
- Display children's work at their eye level.
- Ask children about their decisions. (e.g., "Why did you decide to play with Legos today?"
- Respond positively and respectfully to each child's strengths and limitations.
| - Using picture books, ask students to identify likes and dislikes of each character.
- Create and use character puppets to exemplify the quality of a character from a story or a historical event.
- Ask students to create an "All about Me Report" or "This is Your Life" storybook using pictures and language to describe themselves and their families.
- Play a bingo game in which students find classmates with similar characteristics or likes and dislikes.
- Have student draw a Venn diagram comparing/ contrasting two people.
- Have a career day for which students dress up as a career that they are interested in and share what they like about that career.
- Invite adults in different career fields to speak to your class about why they chose their career.
- Have students put on a mini talent show to showcase interests and strengths for families and other classes.
- Do a "show and tell" presentation for students about a hobby or a skill. Identify a job where having that skill would be beneficial.
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Distinguish between situations that elicit positive or negative feelings
- Identify one's feelings specific to a context
- Express preferred and non-preferred activities
- Identify challenging situations
| - Encourage an environment where cultural and personal diversity are valued.
- Provide opportunities to make decisions and choices.
- Support students in sharing opinions about classroom activities, choices, and other experiences.
| - Graph students' likes and dislikes
- Share enthusiasm and describe students' abilities and preferences. (e.g ., "I see you enjoy building blocks today.")
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Express a want and the means to achieve it
- Establish goals independently.
- Sequence steps needed to accomplish goals.
| - Explicitly use words such as "goal," "plan," "achieve," "met," "change."
- Use "Plan-Do-Review" strategy to encourage planning and discussion about goals and follow-through.
- Establish and maintain a safe climate in which reasonable risks are accepted and encouraged.
- Discuss students' choices in terms of "goals" to be met and alternative strategies in meeting them.
- Have students routinely develop and complete age-appropriate, short-term classroom goals (e.g., reduce time during transitions, put supplies away quicker, line up for lunch).
| - Have students write a list of short-term wishes and/or dreams as they relate to school, sports, etc., and have them prioritize the list.
- Teach students decision-making skills to build self-confidence and self-control by providing a variety of choices throughout the day.
- Set aside a time for students to describe and celebrate a goal they have accomplished.
- Have students participate in a step-by-step art or baking project and celebrate successful completion.
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