Social and Emotional Well Being

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Social and Emotional Well Being by Mind Map: Social and Emotional Well Being

1. Sims, Margaret. Understanding socio-emotional health and trauma. [online]. Every Child; v.16 n.2 p.18-19; 2010. Availability: < http://search.informit.com.au.ezp01.library.qut.edu.au/fullText;dn=183739;res=AEIPT> ISSN: 1322-0659. [cited 26 Sep 16].

2. children ability,possebility and skills

2.1. preventative mesaures

2.2. protective measures

2.2.1. Sims, Margaret. Understanding socio-emotional health and trauma. [online]. Every Child; v.16 n.2 p.18-19; 2010. Availability: < http://search.informit.com.au.ezp01.library.qut.edu.au/fullText;dn=183739;res=AEIPT> ISSN: 1322-0659. [cited 26 Sep 16].

2.3. risk

2.4. reciliance

2.4.1. Brooks, R. and Goldstein, S. Risk, resilience and futurists : the changing lives of our children. [online]. Education Horizons; v.9 n.3 p.14-15; 2006. Availability: < http://search.informit.com.au.ezp01.library.qut.edu.au/fullText;dn=156702;res=AEIPT> ISSN: 1440-723X. [cited 26 Sep 16].

2.4.2. teaching kids to fail

2.4.2.1. http://time.com/4025350/brene-brown-on-teaching-kids-to-fail-well/

3. communication

3.1. preventative mesaures

4. brain development

4.1. development of synapses

4.1.1. making connection

4.1.2. straightning connections

4.1.3. cutting / stops of connections

4.2. social development

4.3. emotional development

4.4. cognetive development

4.5. http://search.informit.com.au.ezp01.library.qut.edu.au/documentSummary;dn=666710475005385;res=IELHSS> ISSN: 1836-9391. [cited 26 Sep 16].

5. stress

5.1. cortisol level

5.1.1. results

6. social well being

6.1. strategies

6.2. friends

6.3. Sims, Margaret. Understanding socio-emotional health and trauma. [online]. Every Child; v.16 n.2 p.18-19; 2010. Availability: < http://search.informit.com.au.ezp01.library.qut.edu.au/fullText;dn=183739;res=AEIPT> ISSN: 1322-0659. [cited 26 Sep 16].

7. emotional well being

7.1. strategies

7.2. self-regulation

7.3. trauma

7.4. depression

7.5. mental health

8. plan: with children in class room

8.1. relationships

8.2. ideas for what to buy considering fronting  emotional awarenes for the children :  http://www.teaching.com.au/catalogue?catalogue=MTA&category=MTA-FEELINGS-AND-EMOTIONS-BANDW

8.3. developing socio emotinal awareness/ learning

8.3.1. through reading

8.3.1.1. indirect learning thorugh storyes

8.3.1.1.1. sharing

8.3.1.1.2. caring

8.3.1.1.3. empathy

8.3.1.1.4. understanding

8.3.1.1.5. identifying  other peers feeling based on thier behavior ,or based on what " we " did .

8.3.1.2. books about feelings

8.3.1.2.1. series of books about their feelings: see  lec. week 9.

8.3.2. what interest the children

8.3.2.1. movie: inside out

8.3.2.2. books

8.3.2.3. lego figures.

8.3.2.3.1. "how do you feel today"? ( put on a head that suits the present feeling. sad, happy, angry etc.

8.3.3. collaboration

8.3.3.1. activity/ games

8.3.3.1.1. "stick activity".  its physicaly impossible to bring the stick to the grown , the children learn to collaborate, communicate, and solve problems together as a group

8.3.3.2. problem solving

8.3.4. comfidence

8.3.4.1. children are more engagding in class room activities

8.3.4.2. more engagdeing in social activities

8.3.4.3. boosts their learning possebillities

8.4. Maslow`s Heirarchy Needs

8.4.1. hierachy of needs, what need to be furfiled before learing can take place. children can not learn if their basic, social, security etc. needs havent been forfilled.

8.4.2. http://anderida.files.wordpress.com/2013/01/maslow.jpg

8.4.3. the point of view : "what havent they had yet, in thoughts of forfilling their needs, in comparison to an often seen thought " what are they missing".

8.4.4. "its hard to learn how to share when your 35yrs. not to learn how to read" Dr. Seuss.

8.4.4.1. "hard skills VS sociial skills"

8.5. "tell med and i forget, teach me and i remeber, involve me and i learn" - B. Frankling

8.6. kids matter: activities and programs

8.6.1. - rock and water

8.6.2. - friends for life

8.6.3. - bucket fillers

8.6.3.1. reciliance for metal health:  everyone has to take care of their own and the others feelings buckets, where you fill t it something positive

8.7. posters with feelings in the classroom

8.8. circle time

8.9. Play-based learning: a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations

9. plan: working with parents

9.1. communications

9.2. information

9.3. fun friends program

9.3.1. https://www.kidsmatter.edu.au/early-childhood/programs/fun-friends-program

9.4. see the tut for too day ( week 11) responsebility .org / com see link for parent session

9.5. web address: https://vimeo.com/145329119

9.5.1. circle of security, by using the term "shark music"  we and the parents can get a better understanding for how we feel  if we find us self in a situation where we are not comfortable  with the childrens emotional expressions.

9.5.1.1. shark music thing

9.6. family

9.6.1. economy

9.6.1.1. poverty

9.6.2. health issues

9.6.2.1. mental issues

9.6.2.2. depression

10. policies

10.1. the national quality standard

10.2. Queensland  kindergarten learning guide

10.2.1. The engaged parent Parents play a vital role in fostering and sustaining children’s long-term learning and development. Each child’s sense of belonging is enhanced through the relationships parents build with early years educators, other parents and children. They engage actively to: • share information about their child’s experiences, interests, needs and learning • understand and support their child’s learning • advocate for their child • draw on the advice and support of early years professionals. Parents’ ways of connecting and contributing to their children’s learning take on many forms and reflect their diverse individual, family, community and cultural contexts.The engaged parent Parents play a vital role in fostering and sustaining children’s long-term learning and development. Each child’s sense of belonging is enhanced through the relationships parents build with early years educators, other parents and children. They engage actively to: • share information about their child’s experiences, interests, needs and learning • understand and support their child’s learning • advocate for their child • draw on the advice and support of early years professionals. Parents’ ways of connecting and contributing to their children’s learning take on many forms and reflect their diverse individual, family, community and cultural contexts.

10.2.2. The capable and creative teacher: • takes both active and observational roles in children’s play • plans authentic, inclusive learning experiences that hold meaning and interest for children • builds on children’s emerging ideas, interests and needs • is sensitive and responds flexibly to the influence of children’s changing feelings, needs and interests

10.2.3. Holistic learning Children’s learning is holistic; that is, children learn and develop in interconnected ways.

10.3. early yearls learning framework

10.3.1. learning outcomes:

10.3.1.1. outcome 1. CHILDREN HAVE A STRONG SENSE OF IDENTITY: demonstrate increasing awareness of the • needs and rights of other demonstrate an increasing capacity for • self-regulation  persist when faced with challenges and when • fi rst attempts are not successful feel recognised and respected for who • they are  show interest in other children and being • part of a group express a wide range of emotions, thoughts • and views constructively

10.3.1.2. .

10.3.2. In early childhood settings children develop a sense of belonging when they feel accepted, develop attachments and trust those that care for them

10.3.3. Being involves children developing an awareness of their social and cultural heritage, of gender and their signifi cance in their world

10.3.4. Becoming includes children building and shaping their identity through their evolving experiences and relationships which include change and transitions. Children are always learning about the impact of their personal beliefs and values. Children’s agency, as well as guidance, care and teaching by families and educators shape children’s experiences of becoming

10.4. EYELF

10.4.1. belonging

10.4.2. http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

10.4.3. becomming

10.4.4. being

10.4.5. http://www.stylesstreetchildcare.org.au/wp-content/uploads/2013/06/EYLF.jpg