As parents, we want our <strong>children to be emotionally resilient. We want them to be able to cope with life’s challenges and build strong relationships with others. Social emotional learning (SEL) is an important part of helping 5 year olds develop emotional resilience.
SEL is a process that helps children understand and manage their emotions, set goals, show empathy for others, establish positive relationships, and make responsible decisions. It teaches children how to recognize their own feelings and those of others, how to manage their emotions in healthy ways, and how to interact with others in positive ways.
Through SEL activities such as role-playing, storytelling, and group activities, 5 year olds can learn the skills they need to become emotionally resilient. They can learn how to identify their own emotions and those of others; how to express themselves in appropriate ways; how to handle difficult situations; and how to build strong relationships with peers. They can also learn problem-solving skills that will help them make good decisions in difficult situations.
By teaching 5 year olds the skills they need for social emotional learning, we are helping them develop the resilience they need for a successful future. With these skills in place, our children will be better equipped to face life’s challenges head on and build strong relationships with those around them.You also could see another post where we talk about HOW CAN PARENTS ADDRESS FEARS AND PHOBIAS IN .
Interesting facts
-
A study conducted by the University of Illinois found that 5yearolds who participated in social emotional learning (SEL) activities had higher levels of emotional resilience than those who did not. The study also found that the SEL activities improved the children’s selfregulation, problem solving, and communication skills. Additionally, the children who participated in SEL activities were more likely to display empathy and compassion towards others. Finally, the study showed that 5yearolds who participated in SEL activities had better academic performance than those who did not.
‘