Proo3 2
Part 2: Social Emotional Development
To support the social-emotional development of preschoolers, various structures and activities will be designed. First, the school will have sanitary facilities for different genders, male and female. The kids will then be instructed to respect the privacy of these two genders while visiting the washrooms. The class will also be arranged in a manner that all races are accommodated uniformly in the class. There will be no clustering of white and non-white students. Those who can’t understand English will not be secluded. This will ensure that they don’t face any discrimination. During group activities, the instructors will ensure that different kids work in one group and teamwork encouraged. To prevent gender stereotyping, both boys and girls will be allowed to play in all sporting activities that they desire. The books used will also contain pictures of different races and different genders performing work roles to reduce stereotyping. All students will also participate in cleaning activities despite their gender. While playing using toys, sharing will be encouraged to enhance their emotional development (IRIS Center, 2020).
These structures and activities will support positive relationships among children, families and teachers. For instance, by having all students sharing toys and interacting with each other despite their race, positive relationships will be enhanced among the children. This positivity will also be adopted by the teachers who will have to ensure that all kids interact without discrimination. This will mean that the teacher won’t express favoritism towards certain students as this mean behavior might be quickly picked by the children who are looking up to the teacher. When social inclusion is achieved in school and no bullying or discrimination cases reported, a positive relationship with families will be achieved because they understand that their kids are in a socially-sound environment. The parents will even be willing to contribute to activities that promote social inclusion for their children, for instance, participating in their annual sporting activities.
These activities and structures will also promote gender identity, cultural/racial identity, and prosocial behavior among the kids. For instance, by having designated sanitary facilities for boys and girls, gender identity will be upheld. The kids will understand that they are of different races and thus, should respect each other without discrimination. By having them participate in all games and cleaning activities despite their genders, prosocial behavior will be promoted and stereotyping reduced. Although there will be no racial discrimination encouraged, the students will be encouraged to share out their culture and act certain aspects of their culture during group activities. This way, cultural identity will be enhanced (Walden University, n.d.).
The activities will also encourage appropriate learning about feelings. For instance, many kids are brought up to believe that a certain gender or race is superior to theirs following the activities at home. However, by providing them with books that have pictures of people with different races interacting, their feelings will be changed. Having them participate in sporting activities and cleaning activities despite their gender will also enable them to appropriately learn about feelings and thus, avoid discrimination amongst themselves (Walden University, n.d.).
The structures and activities will also support character development, resilience, and the ability to cope with stress. When trained on how to share toys with others, the children will develop a helping character. Some students might also fear to interact with others due to their culture and race. However, by having them participate in group play activities they will feel included and thus, develop the ability to cope with stress. Having all students participate in cleaning activities despite their gender will also enhance resilience among them as they will understand that they can participate in whatever activity that the world offers.
References
Images Retrieved from https://www.virtuallabschool.org/preschool/social-emotional/lesson-4
IRIS Center (2020). Early Childhood Environments. Retrieved on May 6, 2020, from https://iris.peabody.vanderbilt.edu/module/env/cresource/q1/p01/
Walden University (n.d.). Preschool Environment Checklist.