Social and Emotional Development Materials

Social and Emotional Development

    4. Distinguishing self and others: Children distinguish themselves from others.

    5. Attachment: Children form an attachment to a primary caregiver.

    6. Relationships with adults: Children build relationships with other adults.

    7. Relationships with peers: Children build relationships with peers.

    8. Emotions: Children express emotions.

    9. Empathy: Children show empathy toward the feelings and needs of others.

    10. Playing with others: Children play with others.

    11. Group participation: Children participate in group routines.

    ALL MATERIALS:

    • Age-appropriate board books
    • Soft pillows or carpet squares
    • Stuffed animals or comfort items (optional)
    • Rocking chair or cozy reading area
    • Soft foam or fabric balls (various sizes)
    • Open floor space or carpet
    • Toy bins or baskets with picture labels
    • Classroom toys
    • Clean-up song
    • Low shelves for easy access

    ALL LESSON PLANS CAN BE COMPLETED IN THE CLASSROOM: NO ROOM CHANGES

    Name of Activity: Storytime

    Originating Idea: The children enjoy sitting with adults during storytime and responding to books through smiles, sounds, and gestures.

    Curriculum Area: 6. Relationships with adults: Children build relationships with other adults.

    Social and Emotional Development

    Materials:

    • Age-appropriate board books
    • Soft pillows or carpet squares
    • Stuffed animals or comfort items (optional)
    • Rocking chair or cozy reading area

    Appropriate Age Group: Infants and Toddlers

    Beginning of Activity:

    Invite the children to a cozy reading area and greet each child by name. Introduce the book by showing the cover and encouraging children to sit near the adult, creating a calm and welcoming environment.

    Middle of Activity: Your ideas for scaffolding children at different developmental levels

    Early:
    Hold young infants close while reading, using a calm voice and making eye contact. Respond to their facial expressions, sounds, and gestures by smiling, talking, and pointing to pictures.

    Middle:
    Encourage older infants to turn pages, point to pictures, or imitate sounds from the story. Respond to their attempts to communicate and allow them to help guide the reading experience.

    Later:
    Invite toddlers to participate by naming familiar objects, answering simple questions, repeating words, or choosing which book to read next. Follow their interests and encourage conversation while providing positive encouragement and support.

    End of Activity:

    Thank the children for reading together and allow each child to choose a high-five, wave, hug (if appropriate and welcomed), or verbal goodbye before transitioning to the next activity.

    Follow-up Ideas (2)

    1. Create a daily one-on-one reading routine so each child has regular opportunities to connect with a caring adult.
    2. Add family photos and classroom staff pictures to the book area to encourage conversations about familiar adults and strengthen children's sense of connection and belonging.

    Name of Activity: Rolling Around

    Originating Idea: The children have shown an interest in playing near one another and interacting during free play.

    Curriculum Area: 7. Relationships with peers: Children build relationships with peers.

    Social and Emotional Development

    Materials:

    • Soft foam or fabric balls (various sizes)

    • Open floor space or carpet

    • Pillows or cushions for support (if needed)

    Appropriate Age Group: Infants and Toddlers

    Beginning of Activity:

    Invite two or more children to sit or crawl in a circle on the floor. Introduce the balls by saying, "Let's roll the ball to our friends!" Model rolling a ball to one child and encourage everyone to watch where it goes.

    Middle of Activity: Your ideas for scaffolding children at different developmental levels

    Early:
    Place infants close together and gently help them roll or push the ball toward another child. Encourage eye contact, smiles, and simple interactions by describing what is happening: "You rolled the ball to your friend!"

    Middle:
    Encourage older infants to crawl after the ball, roll it to another child, or hand it to a peer. Model gentle interactions and praise children for sharing space and engaging with one another.

    Later:
    Invite toddlers to take turns rolling, passing, or gently tossing the ball to a friend. Encourage them to use simple words or gestures such as "your turn," "thank you," or calling a friend's name while interacting.

    End of Activity:

    Gather the balls together and thank the children for playing with their friends. Transition to the next activity by singing a clean-up song while encouraging toddlers to help place the balls back into the basket.

    Follow-up Ideas (2)

    1. Add cooperative toys, such as large blocks, toy vehicles, or a play tunnel, to encourage children to continue interacting with their peers during free play.

    2. Plan additional partner activities, such as dancing with scarves, building with blocks, or creating a simple art project together, to continue strengthening peer relationships.

    Name of Activity: Clean-Up Together

    Originating Idea: The children have shown an interest in helping during classroom routines and enjoy putting toys away with their peers.

    Curriculum Area: 11. Group Participation: Children participate in group routines.

    Social and Emotional Development 

    Materials:

    • Toy bins or baskets with picture labels
    • Classroom toys
    • Clean-up song
    • Low shelves for easy access

    Appropriate Age Group: Infants and Toddlers

    Beginning of Activity:

    When playtime is almost over, let the children know it is nearly time to clean up by saying, "In two minutes, we'll work together to put our toys away." Begin playing a familiar clean-up song to signal the start of the routine.

    Middle of Activity: Your ideas for scaffolding children at different developmental levels

    Early:
    Encourage young infants to participate by handing a toy to an educator or placing one toy into a nearby basket with assistance. Talk through each step by saying, "You helped put the block away!"

    Middle:
    Invite older infants to carry toys to labeled baskets or shelves with minimal assistance. Encourage them to watch and imitate their peers as everyone cleans up together.

    Later:
    Encourage toddlers to independently sort toys into the correct bins, help friends if needed, and continue cleaning until the classroom is tidy. Reinforce teamwork by saying, "Everyone is helping our classroom get ready for the next activity."

    End of Activity:

    Once the room is clean, thank the children for working together and recognize their efforts. Transition to the next part of the daily routine by gathering as a group for a song, story, or snack.

    Follow-up Ideas (2)

    1. Continue using the same clean-up song and picture labels each day so children become familiar with the classroom routine and expectations.
    2. Assign simple classroom helper roles, such as putting books on the shelf or returning stuffed animals to their basket, to encourage continued participation in daily group routines.