Chapter 4: Feeling, Thinking, and Playing: Social and Emotional Learning in Early Childhood

The scene described above is a relatively typical exchange in an early childhood classroom, particularly a classroom serving children from high-risk or disadvantaged backgrounds. The behaviors described in the scene can be viewed as a series of behavior problems, but an equally helpful way to view this exchange is within the context of early childhood social and emotional learning. These children, while of roughly the same chronological age, demonstrate varying degrees of emotional and social maturity. As is typical of preschool-aged children, for the most part they have not yet mastered the ability to manage their emotions. Also, their proficiency with rudimentary social skills is limited. However, the preschool play context described above provides a unique venue for these children to learn these skills and abilities so that they can adapt to the challenges that they will face as they leave preschool and enter kindergarten, elementary school, and beyond.