#ELCBlog: Socio-Emotional Learning By, Dr Pooja Maggu Instructional Designer, ELC, Ekya Schools
Our Schools
Social-Emotional Learning in Early Years Classroom @ Ekya Schools & CMR National Public School
Understanding Socio-Emotional Learning:
The Collaborative for Academic, Social, and Emotional Learning (CASEL, 2020) defines Social Emotional Learning as a process through which individuals acquire and apply the knowledge, skills and attitudes to develop healthy identities, regulate emotions, accomplish personal and collective goals, feel and show empathy, establish and maintain healthy relationships, and make responsible and caring decisions. The five core SEL competencies namely, Self-awareness, Self-management, Social Awareness, Relationship Skills, and Responsible decision-making.
Simply put, SEL will help children gain understanding about themselves- who they are and what they are feeling, and the world around them- to use this understanding to build healthy relationships, regulate emotions, and make responsible and caring decisions. SEL will help children to develop the ability to empathize and consider multiple perspectives. However, it is also important to note that the development of these skills takes time, and the idea is certainly not to rush the child. We want to raise a happy child and not a hurried child.
Social-Emotional Learning in classroom @ Ekya and CMR National Public School
Our classroom culture is built around kindness and respect. When students see respect, empathy and kindness modelled, they are more likely to respond in similar ways. Social-Emotional Learning is well integrated into the Early Years Curriculum, and ‘Empathy’ is regarded as an important aspect. There are multiple opportunities in the curriculum to ensure that students develop the ability to see the world from different viewpoints, and understand the diversity of thoughts and feelings in the world. Students are encouraged to express their feeling creatively through a variety of artworks.
Using circle time to support social and emotional learning. We have focussed circle time sessions built around social and emotional skills. Circle time makes for an important daily routine in an Early Years classroom, and we consider this time significant to ‘connect’ with students where they feel safe and valued. Circle time sessions are designed to stimulate curiosity and creative imagination, promote self-expression and develop social-emotional learning. The idea is to create a child-friendly space where students feel free to talk to their teachers and peers, and where they feel that they are being seen, heard and met, thus fostering a sense of belongingness.
Opportunities to express through various curricular programs: Self-expression is the key to social-emotional learning. Our young ones are provided opportunities to express their thoughts, feelings, opinions and perspectives. Various self-expression strategies are being integrated into the classroom culture and the curriculum. Students are given statements like, ‘I am happy when…’ to complete it with what seems true to their experiences. They are given imaginary situations to explore, ‘If I were a butterfly..’ which encourages them to verbalize their imagination. Creative expression is also nurtured through ‘drawing’ and ‘writing’ where students are encouraged to draw out their experiences, feelings and opinions. They are also further encouraged to show and describe their drawings.
Also, for students to develop the ability to sit, listen, and take turns in a group calls for several social and emotional skills, we had the Show and Tell time. During the show and tell hour, students are encouraged to play the role of an audience, patiently waiting for their turn, listening to their peers, asking questions, and sharing thoughts and ideas. The sessions are designed such that students get opportunities to talk about themselves. For example, asking them to show and talk about their self-portraits, artworks, artefacts; their favourite books, snacks, and help create awareness about themselves.
Through the Quest Program, we aim to develop inquiry, and awareness of the physical, social, the natural world and a sense of self and respect for social diversity. They are encouraged to reflect and ask themselves questions like ‘Who am I?’, ‘How am I special?’, ‘What sets me apart from another and makes me unique?’ This enables them to define their strengths, discover likes and dislikes, and what makes them unique and special. They are encouraged to express their thoughts orally and through drawing, writing and role play. Here are some snapshots from the Quest classroom!
Using SEL in storytelling sessions:
‘The hare and the tortoise’- an infamous old fable that says, ‘slow and steady wins the race’ celebrates the winner and frowns upon the defeated one. The hare’s perspective is rarely considered. Questions such as, ‘How do you think the tortoise felt after winning the race?’’, ‘How do you think the hare felt after losing the race?’ encourages students to ‘empathize’ with the characters, look at the story from different perspectives, and build their own opinions. To this, a 4-year old child shared, “maybe, the hare is not like that in real life, maybe it was just a bad day” and that he would win the race if given another chance. This is how students are encouraged to build better perspectives and points of view versus focussing only on the ‘moral’ aspects of a story.
A student constructed a story of his own and titled it, ‘A Boy Who Loves Papad’. The ‘boy’ in the story is aware of his food preferences and is involved in its making with her mother. He is also pictured sitting with the entire family for dinner.
Using instructional tools and strategies that encourage cooperation and teamwork:
Being able to get along with friends is seen as an important developmental task for young students, and the use of instructional tools and strategies, across different learning areas, helps them to get along with each other, cooperate and work together on the same task, share and take turns, and develop healthy peer relationships at school.
Using additional programs to talk about SEL: A program was designed to help students explore and think about different emotions and feelings. The aim was to help students become more aware of their own emotions and feelings, explore how likely they are to feel in different scenarios, explore how to help others deal with an uncomfortable emotion, and talk about their feelings and others. Students were encouraged to maintain a ‘feelings journal’, use a range of facial expressions and body language to act out different emotions and feelings, while also developing empathy and a language of prosocial behaviour
Here are some ways our parent partners can help develop Social Emotional Learning Skills at home:
While the Early Years curriculum is expanded such that the social-emotional skills are well woven into the curriculum, it is equally important to extend it into the home. Partnering with parents will help us to be more effective in nurturing the whole child. Below are some of the ways you can help develop social and emotional skills in children. You may already be practising these at home, however, the idea is to be more mindful of the aspects of social-emotional learning which may otherwise go unnoticed. Use familial moments to help grow your child’s SEL skills organically. For example, while playing a board game, visiting the grocery store, responding to a family experience.
- Listen closely and empathetically.By being good listeners, we value children’s emotions, opinions and perspectives. It is important for the child to feel that they are being heard and that their feelings are valued. Learning to listen is also an important aspect of social-emotional learning. The model is a great listener so that the child can also imbibe the same.
- Read books together.Bring in a variety of storybooks with varying characters, plots and settings. Encourage your child to read along with you. Discuss the character’s feelings. Encourage students to guess how the character might be feeling in the story, and why. Ask questions like, ‘What do you think the lion is feeling right now?’, ‘How do you think the hare felt after losing the race?’, ‘What if you were the lion in the story?’, ‘What would you do differently?’ such that the child is encouraged to talk about different emotions and feelings. You can ask some more questions like, ‘How did the story make you feel?’, ‘What was the happiest part of the story?’, ‘What was the saddest part of the story?’
Read all kinds of stories, and not only the happy ones. Using storybooks as a medium to talk about different emotions, and would help develop empathy- the ability to imagine how others are feeling.
- Monitor what children watch and watchtogether if possible. It is important to be mindful of what students are exposed to, through the media. Choose cartoons, and other media sources carefully. Use this time to talk about emotions with your child. Ask how the characters feel. Figure out if the characters are happy, sad, scared, angry, annoyed, or irritated. Discuss a range of emotions. You can ask the same questions as given above, ‘How did this cartoon movie make you feel?’ etc. Bring in drama, and role plays
- Talk about feelings and emotions.‘How are you feeling today?’ Being able to ask and answer this question is a key stage in child development, and important for maintaining good relationships. Bring in the vocabulary of feelings in everyday conversations. For example, phrase your sentences like, ‘It feels good that….’, ‘It is sad that….’. Also, invite your child to describe their feelings. Acknowledge the emotions as they are. For example, say, ‘I am sad we can’t go out today. How about you?’ Experiencing and talking about difficult emotions is okay. Acknowledge your child’s feelings using statements like, ‘I can see that you’re feeling annoyed. I’d feel annoyed too if that happened to me’
- Draw Emotions. Encourage your child to draw certain emotions and feelings. Children express themselves through drawings in beautiful ways.Art is also a great way to relieve stress and allows one to express emotions healthily. For example, Can you draw how Satya felt when he went to the farm with his mother (taken from the storybook, Satya, watch out!). Newspapers and magazines can also be further explored for different emotional expressions.
- Play games. Play board games like carrom boards, snakes and ladders, monopoly, scramble etc that require the child to wait, take turns, cooperate with others, solve problems and more.
- Write journals. One way to encourage children to ‘journal’ is by modelling ‘journaling’. Keep a journal of your own. Document your thoughts and feelings, and encourage your child also to do the same. Make it an exciting project. Build a journal together. Ask, ‘What 3 things best describe you?’Encourage your child to journal their likes and dislikes. Ask your child to draw things that make them happy or bring them joy! Journals will lead them to self-discovery!
Dr Pooja Maggu
Instructional Designer, Early Years Program
Ekya Schools
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Ekya / April 03, 2024
The Power of Learning with Intent: A Guide to Purposeful Education
In a world brimming with information, the art of learning has evolved beyond the mere acquisition of facts. Learning with intent, a deliberate approach to education emphasises quality over quantity, depth over breadth, and purpose over passive absorption. It’s about cultivating a mindset that transforms knowledge into meaningful action and empowers individuals to navigate the complexities of the modern age effectively.
At its core, learning with intent involves setting clear objectives and actively engaging with the subject matter. Whether exploring a new language, delving into scientific principles, or honing a creative skill, intentionality infuses each learning endeavour with purpose and direction. As Albert Einstein aptly said, "The only source of knowledge is experience." This quote amplifies the importance of active participation and hands-on learning, highlighting that true understanding arises from deliberate engagement with the material.
Furthermore, engaging actively with the material is paramount. Embrace challenges and embrace mistakes as opportunities for growth. This proactive approach not only deepens your understanding but also cultivates critical thinking and problem-solving skills essential for success in any field.
Moreover, learning with intent emphasises relevance and applicability. Seek out opportunities to apply newfound knowledge in real-world scenarios, bridging the gap between theory and practice. By contextualising learning within your personal or professional sphere, you enhance its significance and utility, making it more likely to stick.
In conclusion, learning with intent is a transformative approach that transcends traditional notions of education. By setting clear objectives, engaging actively, prioritising relevance, and fostering a growth mindset, individuals can harness the full potential of learning to achieve their goals and thrive in an ever-changing world. So, embark on your learning journey with purpose, and let each lesson propel you towards a brighter, more fulfilling future.
By Sweta Pradeep Rao
Senior English Educator
Ekya School JP Nagar
Ekya / April 02, 2024
Gadget-free Summer Break
With summer vacation around, I urge parents to explore various ways to facilitate children to make healthy choices during their vacation time.
Last week, when we asked our Early Years to visualise their characters and create a story, most of them came up with stories about ghosts and monsters attacking others. When we had conversations about what gave them this idea, we understood that these story ideas emanated from their online games. While gaming per se develops specific skills and requires focus, it also stifles the imagination of young children. Since it is visually appealing, children tend to remember those images in their heads all the time.
I often see parents providing very young children (1 year to 3 year olds) with gadgets as the means to keep children engaged and entertained. I see children watching phones in the waiting areas of clinics, hospitals, school lobbies and banks.
This brings us to a fundamental question “ Should children be engaged by parents all the time?” Not necessarily. What is likely to happen if children were not handed over gadgets at the waiting lounges? What would they do? Some of them may cry, some may throw a loud tantrum, and some may crib. If parents show resilience and allow children to settle down themselves, they will soon find ways to keep themselves engaged. Likewise, during summer vacation. What if this is a “no gadget” vacation and parents do not take up the responsibility to engage their children? What would children do? How can parents show resilience here and facilitate children to make healthy choices? I leave the readers with this thought for this summer vacation.
Mathangi R,
Head of School,
Ekya NICE Road.
Ekya / April 02, 2024
The Eye of the Storm
In the hushed embrace of an Indian evening, our journey began, a symphony of anticipation orchestrated by the hum of jet engines and the flutter of boarding passes. The promise of adventure beckoned from distant shores as we boarded our flight bound for the United Kingdom, our hearts aflutter with dreams of far-off lands and newfound horizons. But as we soared through the velvet sky, a foreboding shadow loomed on the horizon, a harbinger of the chaos that was soon to unfold. In the blink of an eye, the tranquil serenity of our airborne sanctuary was shattered by a deafening crack, a burst of purple lightning that danced across the heavens with an otherworldly fervour. The air crackled with electricity as the plane shuddered beneath the force of the storm, its metal frame quivering in defiance against the tempestuous onslaught. And then, in a heart-stopping moment of sheer terror, the heavens unleashed their fury upon us, casting our fragile vessel into a maelstrom of chaos and uncertainty. The sky darkened to a shade of ominous charcoal as the winds howled with a primal ferocity, tearing at the wings of our faltering craft with savage intent. The cabin was awash with panicked cries and frantic prayers as we clung to our seats with white-knuckled desperation, each passing moment stretching into eternity.
And then, as if mocking our feeble attempts at control, the plane tilted almost 180 degrees, its nose plummeting towards the earth with a sickening lurch. Time seemed to stand still as we hurtled towards the ground, our fate hanging in the balance as the world spun wildly out of control. But just when all hope seemed lost, a glimmer of salvation emerged from the chaos, a beacon of light amidst the encroaching darkness. With a mighty roar, the engines surged to life once more, their thunderous symphony drowning out the cacophony of the storm as we clawed our way back from the brink of oblivion. As the storm clouds parted and the sun cast its golden rays upon the horizon, we emerged battered but unbroken, our spirits buoyed by the triumph of the human spirit in the face of adversity. And though our journey had been fraught with peril and uncertainty, we emerged from the crucible of the skies stronger and more resilient than ever before. For in the crucible of adversity, we discovered the true measure of our strength, our courage, and our unwavering determination to defy the odds and chart our course through the tempestuous seas of life. As we touched down on solid ground once more, I couldn't help but marvel at the beauty of the world around us, a testament to the indomitable spirit of the human soul.
Arjun Narasimhan Kuppuswamy
Grade 8C
#StudentBlogger: Travelling To Erode By, Aaryan Vittal Grade 4A, Ekya School, JP Nagar
Erode-Visiting My Family Roots| Blog By 8-Year-Old Aaryan Vittal
Where did you go during the holidays? 8-year-old Aaryan Vittal from Bangalore went to his native place called Gobichettipalayam.
This time we went to my Achi’s (grandmother’s) native place (Gobichettipalayam) which is the hottest place I have visited. It is located in Erode district, filled with gorgeous greenery, farms, paddy fields, and running water creeks. Gobichettipalayam is also filled with villages, towns and streets, and buildings. My thaatha (grandfather) has named our building after me here!
The journey from Bangalore to Gobichettipalayam is a feast to the eyes with so many mountains, trees, water creeks, and green farms all along. We even crossed the world-famous Mettur dam every time, and the thermal plant at Mettur has two long chimneys coughing up smoke into the sky always!
Many people are sitting on highway sides selling their farm-grown fruits and vegetables. My Amma (mother) and Achi always love this fresh produce.
Not sure how many of you have noticed near the Karnataka- Tamil Nadu border, there’s a helicopter and jet on a building (do notice it next time when you are nearing Hosur from Bangalore or the other side).
When we arrived home, my Achi made some yummy lunch. Then I went outside and played basketball with my cousin. The best part was we went to the movies!
We spent time watching a movie called KRK in a theatre nearby –it's more fun to watch a movie in a place with people screaming and whistling throughout. It is generally silent when we go to watch movies in Bangalore. We had a big bowl of caramel popcorn and our family favorite – rose milk.
Then we returned to the complex and all of us played badminton. Unluckily, the shuttle cock fell out of the building, and we were unable to get it since it went through the thorny bush.
Next, we played football and I kicked the ball in the shed. My grandma went to the shed and pushed the ball down for me like Spiderman, then after a while, my amma and I went to a park called ‘Indira Park’.
It is a newly launched park. It has a fountain with music and lights, and a huge lovely lake where amma and I sat and watched all the birds flying back to their nests. It was such a peaceful sunset though we missed going boating as we were late.
It also has a children’s play area amidst a green garden. I loved this so much though we live in a garden city!
Then we went to a general store, which is named Jagan metal. There were many aluminum steel products, and many gold and copper products too. I got a steel mug for myself- and hey we can get our names engraved on all products here for free!
We returned home to a power cut. There was heavy rain and noisy thunderstorms. Achi lit a lamp and we talked to each other in the lamp light. I feel we connect to people better when we sit down and talk right.
Lovely rain, nice day and soon we had to sleep. Unwillingly we had to pack up and head back to Bangalore. Then we had a quick plan to visit the famous Periyar temple. We prayed to god and took some pics with my Achi’s new phone we bought at the store in my complex. Shortly after, we spotted a creek and saw geese, then we went back to the complex, took all of the luggage, and headed into the car.
We said our goodbyes to our relatives, and on our way back we watched the green paddy fields. It was a feast for our eyes. We spotted people selling ice apples (tongue), and we pulled over and had some yummiest ice apples.
I realize why villages are called the backbone of India, it is so full of life. I love the slow life here. It was getting very late, so we zoomed back to Bangalore.
Hey, did you guys also enjoy your holidays? Also, have you visited your native place? There must be something special and emotional about every native place. Also, are you guys excited for school reopening finally after two years? Let me know!
Aaryan Vittal
Grade 4A, Ekya School, JP Nagar
#ELCBlog: Learning At Ekya By, Pooja Maggu Instructional Designer, Early Years Program, Ekya Learning Centre, Ekya Schools
In our Early Years classrooms, during this session the students get opportunities to hone their speaking skills by sharing about their day or the topic of the day. At the end of each month students even take part in programs like ‘Vocab week' wherein the teachers present new words related to the topics taught to children to expand their vocabulary and let them build their language skills.
Phonics program:Learning Phonics includes an understanding of the relationships between the sounds of our language and the patterns of letters used to represent those sounds when reading and writing. Through our phonics program, students acquire skills to identify and relate letters with their sounds in the text, relate letters/words/sentences with pictures, practice writing by drawing starting strokes of each letter and so on and so forth. We learn phonics in context using meaningful and engaging texts, also ensuring that learning is fun and multi-sensory. The skills are revisited over and over again using diverse texts. This gives students enough exposure to practice sounding out letters, and constructing words and sentences, and even stories and rhymes.
Through our language program, students are encouraged to talk about the story they read.
Our Literacy and Language program is such that it provides ample opportunities for students to ‘speak’ and ‘share their thoughts and opinions. For example students are encouraged to retell the story in their own words, using puppetry and other techniques.
Levelled Reading Program provides students with a variety of reading experiences, and inculcates love for reading. The program helps enrich their vocabulary, and enable students to become independent readers. Reading to themselves, or Reading to parents also provide students with reading and speaking opportunities as they read aloud, and talk about the story read. It allows students to practice sounding out letters, blending letters to make words, and construct their own words and sentences, as they go about reading books.
In the classroom, during Reading classes students read a book sitting on the 'Author's chair' which is designed by the students themselves and their peers listen to the reading. At the end of the class other students question the reader about the story itself. Students first start by revising to read sight words and then start framing sentences orally. Picture reading is done at the beginning of the academic year.
Show and Tell: It has been observed that the practice of 'Show and Tell' has contributed significantly to language development. Show and Tell require students to show a particular object of significance, or a book, or an experience, and 'talk' about it. Being a part of the Show and Tell audience is important too where students listen closely to each other, ask questions and make comments.
In our classrooms, students bring an object related to a topic like- events, monuments, personal pictures and talk about it. The questioning and discussion technique plays a vital role in listening and speaking skills here. Each child is given an opportunity to speak. The early stages of show and tell begin with a limited number of sentences and later develop the confidence to speak elaborately. Students are given a time limit of 3 to 5 minutes. The platform gives them the space to speak confidently during various events conducted in the School like speaking in assemblies or presenting their work during a parent event.
Asking open-ended questions, using cues and prompts: During Literacy and Language class, or Numeracy and Mathematics class, or during Quest, asking open-ended questions encourage students to think aloud and hold conversations. Open-ended questions are those questions that have more than one right answer, and those that can be answered in many different ways. Such questions stimulate more language use, encourage creative imagination and thinking, and open up conversations.
Self expression and creative expression is also nurtured through ‘writing’ and ‘drawing’. Students are encouraged to draw out their experiences, their opinions on stories read. After writing or drawing, students are further encouraged to show and describe their work. This gives them opportunities to ‘explain’ and ‘describe’ what they have drawn, ‘share’ why they have drawn it, thus ample speaking opportunities.
Students get opportunities to assume different roles like that of community helpers during Role Play during their Quest class. This gives them exposure to be their creative selves, dress themselves according to the character chosen, and act bringing in their own dialogues!
Using a variety of instructional tools and strategies: We bring in certain tools and strategies across the learning areas, to engage students in learning processes, to enhance speaking, and to also make learning fun! For example, using graphic organizers like the concept map and KWL charts, using learning tools like See Think Wonder, Turn and Talk, all of which provide ample speaking opportunities.
By the end of the year, through our robust program, our students make considerable progress in their language and communication skills.
Ms Pooja Maggu,
Instructional Designer, Early Years Program
Ekya Learning Centre, Ekya Schools.
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