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13 Children tend toward static thinking—having one idea at a time—so it is difficult for them to relate ideas logically in the emotional arena just as it is in other areas. Also extremely difficult for children is understanding how someone else feels. Even adults have a difficult time taking another perspective, but because of egocentric thinking, young children’s minds are often filled with their own point of view. These developmental ideas can be a starting point for identifying goals for working on emotional literacy with young children.

You do a spectacular monkey, you’re funny, creative . . ’’ celı´n: Funny? mami: Yes, you are very funny and you make me laugh. celı´n: But I hurt myself. mami: Yes, I know. But you know what? Everybody hurts themselves once in a while. celı´n: Not God? [  ] Nancy Carlsson-Paige mami: No, not God. celı´n: But God is everywhere. mami: Yes, God is everywhere. celı´n: Even in you and me. mami: Yes. 5 While conversations such as this one seem to be fairly common for parents and their children, they are not so common among teachers and students.

Most teacher education programs do not offer training in emotional literacy. And most of [  ] Nancy Carlsson-Paige the literature on the topic offers little guidance for how to approach this work developmentally. How might teachers begin to encourage young children to express and learn about feelings in school? Kirsten shows us how we might begin in the example above. She invites emotional experience into the classroom by how she listens to Carlos and the other children. This practice is sometimes called active listening—an approach that involves listening with acceptance and full attention, and reflecting back what is heard without judging it.

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Anakin's Race for Freedom


by Charles
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