Developing Everyday Coping Skills in the Early Years Proactive Strategies for Supporting Social and Emotional Development

by Frydenberg, Erica; Deans, Jan; O'Brien, Kelly

• ISBN13: 9781441161048
• ISBN10: 144116104X
• Format: Paperback
• Copyright: 2012-03-29
• Publisher: Bloomsbury Academic

Summary

This book will help develop coping skills through arts and language-based activities. The strategies suggested build on children's existing knowledge and skills to enhance their learning.

Author Biography

Erica Frydenberg is a clinical, organisational, counselling and educational psychologist. She is an Associate Professor in Psychology in the Graduate School of Education. University of Melbourne, Australia, and a Fellow of the Australian Psychological Society. Jan Deans is Senior Lecturer and Director of the Early Learning Centre at the University of Melbourne, Australia. Kelly O'Brien is an educational psychologist working in early childhood and early intervention. Based in Australia, Kelly was instrumental in the development of the Mentally Healthy Schools Framework.

Table of Contents

Acknowledgements	p. ix
Introduction	p. 1
An overview of social and emotional development	p. 1
How to use this book	p. 3
Theory for the Practitioner
Development in the Early Years: Some Important Concepts to Consider	p. 7
Rationale	p. 7
Positive psychology	p. 8
The concept of flow	p. 9
Neuroscience: understanding the brain	p. 10
Cognitive development	p. 11
Emotional development	p. 12
Early years learning	p. 14
Core elements of early years pedagogy	p. 15
The importance of play	p. 16
Final thoughts	p. 18
Stress, Concerns and Coping: The Worries of Young Children	p. 19
Rationale	p. 19
Setting the scene	p. 20
What is coping?	p. 22
Appraisal	p. 24
The organization of coping	p. 25
Coping and emotions	p. 26
A child's perspective	p. 28
A theoretical model of coping	p. 28
What we know about coping	p. 31
Coping and the early years	p. 32
How we can teach coping?	p. 32
Coping and social and emotional competence	p. 32
Assessing coping competencies in early years	p. 33
Final thoughts	p. 34
Situations and Coping Strategies: An Introduction to Coping Images	p. 35
Rationale	p. 35
Setting the scene	p. 36
From theory to practice	p. 37
Exploring coping in young children	p. 38
Coping categories	p. 39
The development of coping images	p. 40
Final thoughts	p. 45
Developing Coping Skills in a Universal Group: Teaching Coping Skills across Various Group Settings	p. 47
Rationale	p. 47
Setting the scene	p. 48
Mindset	p. 49
Elements to consider when working with a group	p. 52
Final thoughts	p. 57
Moving, Thinking, Doing: Applications and Activities Across Disciplines and Settings
Visual Arts: Developing Coping Skills through Art and Play	p. 61
Rationale	p. 61
Setting the scene	p. 61
Exemplars	p. 63
Final thoughts	p. 75
Dance: Learning Coping Skills through Music and Movement	p. 76
Rationale	p. 76
Setting the scene	p. 76
Psychological-social learning in dance	p. 78
A bounty of benefits	p. 80
Delving in dance	p. 80
Exemplars	p. 81
Final thoughts	p. 90
Music: Feeling, Creating and Coping with Sounds and Rhythms	p. 91
Rationale	p. 91
Setting the scene	p. 91
A sense of self: how music can support development?	p. 93
Responsibility for self and others: exploration through music	p. 95
Prosocial behaviour: developing through music	p. 96
Exemplars	p. 97
Final thoughts	p. 102
Literacy, Language, Words and Coping: Encouraging Social and Emotional Development through Narrative	p. 103
Rationale	p. 103
Setting the scene	p. 104
A case study	p. 104
Exemplars	p. 106
Final thoughts	p. 116
Developing Coping Skills in the Family Context: Harnessing the Strengths of a Family Group to Create Positive Outcomes for Young People	p. 117
Rationale	p. 117
Setting the scene	p. 118
Parent influences	p. 118
Stresses in the family	p. 120
What families can do to develop helpful coping skills?	p. 122
Exemplars	p. 123
Final thoughts	p. 128
Coping and Clinical Contexts: Supporting a Child Working with an External Health Professional	p. 130
Rationale	p. 130
Setting the scene	p. 131
Differentiation	p. 132
When to refer to a psychologist, counsellor, psychiatrist, social worker or related professional	p. 132
A clinician's perspective	p. 134
The impact of positive psychology in educational settings	p. 135
How to assist a child under the care of an external professional	p. 136
Supporting through the classroom	p. 136
A case study	p. 138
Using coping images to teach social skills	p. 139
Counselling	p. 141
Final thoughts	p. 142
References	p. 143
Index	p. 153
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