Tag

Kindergarden

Featured
in RESOURCES

Crucial tips for selecting books that encourage social-emotional learning in childrenFeatured

April 21, 2024
Leave a comment
20

When choosing books intended to support social-emotional learning in the educational environment, it is imperative to keep in mind several key elements.

The selected stories must have the following attributes:

Relatable characters: choose books that feature characters that children can easily identify with, which will encourage a deeper emotional connection.

Appropriate content and reading level: it is essential that both the content and the reading level are adjusted to the age of the children, thus guaranteeing adequate understanding and effective learning.

Familiar language: select books that use accessible and familiar language for children, thus facilitating the understanding and absorption of socio-emotional concepts.

Identifiable stories: look for narratives that reflect identifiable situations for children, which will allow them to relate to the experiences presented in the book.

Cultural and ethnic diversity: prioritize books that promote cultural and ethnic diversity, offering a varied representation of experiences and perspectives.

Practical and realistic solutions: ensure that stories present practical and realistic solutions to social-emotional problems, giving children effective tools to deal with similar situations.

When selecting a book, it is crucial to evaluate the quality of the writing, the target audience, the cultural accuracy, and the authenticity of both the text and the illustrations. Additionally, it is beneficial to consider the possible conversations the book could generate among children and with educators.

Next, there are some suggested titles being provided that meet these criteria:

Self-identity/self-esteem

  • You matter (Christian Robinson)
  • All the ways to be smart (Davina Bell)
  • Alma and how she got her name (Juana Martinez-Neal)
  • Where are you from? (Yamile Saied Méndez)

Kindness and respect

  • Kindness is my superpower (Alicia Ortego)
  • The invisible child (Trudy Ludwig)
  • Last stop on market street (Matt de la Peña)
  • I walk with vanessa (Kerascoeet)

Emotions and self-regulation

  • Why do we cry? (Fran Pintadera)
  • The colored monster: a story about emotions (Anna Llenas)
  • The boy with big, big feelings (Britney Winn Lee)
  • Crabby Pants (Julie Gassman)

Conflicted resolution

  • Poe will not go (Kelly DiPucchio and Zachariah OHora)
  • The Fort (Laura Perdew)
  • The peace rose (parent child press)
  • The recess queen (Alexis O’Neill)

Embrace diversity

  • Just ask! (Sonia Sotomayor)
  • All are welcome (Alexandra Penfold y Suzanne Kaufman)
  • What if we were all the same! (C.M. Harris)
  • All because you matter (Tami Charles)

Building friendships

  • Otto and Pio (Marianne Dubuc)
  • Strictly no elephants (Lisa Mantchev)
  • How to lose all your friends (Nancy Carlson)
  • Stick and stone (Beth Ferry)
Featured
in RESOURCES

Mental HealthFeatured

April 21, 2024
Leave a comment
16

During childhood, maintaining an adequate mental health involves achieving indicators of development and emotional well-being, as well as acquiring healthy social skills and strategies to face challenges.

Mentally healthy children enjoy a positive quality of life and can function effectively at home, school and in the community.

It is crucial to understand that mental health is not limited to the absence of mental disorders. Even among children without diagnosis, the differences in their well-being are notable.

Considering mental health as a continuous process, in addition to identifying specific disorders, gives us a more complete understanding of children’s well-being.

Mental health struggles are our reality:

Secondary traumatic stress, compassion fatigue, anxiety, and depression are common among early childhood workers. The world health organization reports that less than 50% of people with depression worldwide receive treatment.

This disorder affects individuals of all origins and ages, regardless of their socioeconomic level. The COVID-19 pandemic has altered our reality, generating changes in behavior and communication due to social restrictions and health concerns. The key question is whether these changes are permanent.

Families and workers request more support on mental health issues after the pandemic.

Suggested actions:

For parents: you know your child better than anyone. If you have concerns about your child’s behavior at home, school, or with friends, talk to your child’s health care professional.

For young people: taking care of mental health is as essential as physical health. Don’t hesitate to express your feelings if you are angry, worried or sad. Seek support from friends or trusted adults.

For health professionals: early diagnosis and treatment based on updated guidelines are essential. Resources are available to diagnose and treat mental disorders in children.

For teachers/school administrators: Identifying problems early is key to providing the necessary help. Work with families and health professionals if you have concerns about a child’s mental health at school.

Courtesy of Precious Moment Child Care

in ACTIVITIES

Art activity for children: Ages 3 years and older

January 8, 2024
93

Materials we use:

  • Paint
  • Brushes
  • Apron
  • Water
  • Paper

The development that the child will have through this activity will stimulate his imagination and will also strengthen motor areas, cognitive development, among others.

Close