Social and Emotional Development


Fostering Fostering Social and Emotional Development Community Charter School firmly believes that academic excellence, social-emotional development, artistic expression and physical well-being are all equally valued components of education. Our program recognizes the importance of emotional intelligence for success in learning and in life. Our students develop a thorough understanding of themselves as learners and a keen awareness of who they strive to become. To foster social-emotional development, our teachers: • Practice problem solving and conflict resolution • Cultivate moral autonomy and personal integrity • Foster the development of self-awareness • Strengthen intrinsic motivation and self discipline • Value artistic creativity and self expression • Provide student leadership opportunities • Teach respect for nature and our global environment • Instill pride in effort • Appreciate diversity CCS creates an environment of acceptance and belonging for children and parents alike by using the Positive Discipline philosophy. What Is Positive Discipline? Positive Discipline is a program that teaches important social and life skills, in a manner that is respectful to both the adults and the young people in the situation. The goals of positive discipline are to raise young people to be responsible, respectful and resourceful members of their community. It is based on the theory that children who have a sense of connection to their community (home, school) and those whose input is regarded as meaningful are less likely to engage in "mis" behavior. Methods of Discipline That Promote Self-Worth at CCS We recognize and accept the reasons that children engage in poor behaviors by using language such as: "You want to play with the truck but..."; "You want me to stay with you but..." This validates the legitimacy of children's desires and shows them we are understanding persons. It is honest from the outset: The adult is wiser, in charge, not afraid to be the leader, and occasionally has priorities other than those of the child. We use the word "but" as follows: "You want to play with the truck, but Jordan is using it right now."; "You want me to stay with you, but right now I need to (go out, help Jill, serve lunch, etc.)." This lets children know that others have needs, too. It teaches perspective and leads children develop the ability to put themselves other people's shoes. We offer solutions, such as: "Soon you can play with the truck." We follow through on this solution in the allotted time so children understand that they will have a turn and trust it will happen. This teaches them the difficult reality of “delay gratification” and increased their understanding of time. We use words which indicate our confidence in children’s ability and willingness to learn: "When you get older I know you will (whatever it is we expect)." "Next time you can (we restate what is expected in a positive manner)." This affirms our faith in them, lets them know that we know they have the capacity to grow and mature, and lets them know we understand their good intentions. Sometimes it is not easy to distract, but frequently we can redirected to something that is similar but OK. Carry or lead the child by the hand, saying: "That's the gerbil's paper. Here's your paper." "Peter needs that toy. Here's a toy for you." This endorses children’s right to choose what they will do, and begins to teach them that others have rights, too. We avoid accusation and communicate in respectful tones and words. This prevents a lowering of children’s self-image and promotes cooperation. For every no, we offer two acceptable choices: "No! Rosie cannot hit Esther. Rosie can hit a ball during t-ball or kick a ball during soccer." And "No, Jackie. That book is for teachers. You can have this book or this book." This encourages the independence and emerging decision-making skills, but sets boundaries. Children are never allowed to hurt each other. We help children express their feelings, including anger, and their wishes. Help them think about alternatives and solutions to problems. "You feel angry because you want the blue marker Johnnie is using. I will let you choose between the green and the red. Which do you want?" This encourages characteristics we want to see emerge in children, such as awareness of feelings and reasonable assertiveness, and problem solving without unpleasant scenes. We establish firm limits and standards as needed. While adults are still responsible for the child's safety, children are encouraged to be responsible for their behavior and learning self-discipline. We avoid confusion when speaking to children by giving simple clear, simple directions in a firm, friendly voice. At CCS we make the effort to understand children, so they are able to create circumstances and develop attitudes that permit and promote development. We believe that self discipline is better learned through guidance than through punishment. Class Meetings Class meetings are a critical component of the positive discipline philosophy. At CCS, class meetings are seen as part of the curriculum, not an interruption of it. Class meetings support the emotional and social curriculum by: • Giving a regular forum for children to practice communication skills: speaking, listening, negotiating, saying "no" firmly or "yes" joyfully, giving compliments • Helping to create a positive, safe atmosphere where children can express feelings and share ideas or concerns • Eliminating many discipline problems because kids have a vested interest in making work the agreements and consequences they help develop • Encouraging problem ownership and personal responsibility An emphasis on social and emotional development gives CCS students an edge that comes from knowing who you are, knowing what you need and knowing what you want. At CCS, we to not settle for giving children only what they need to survive in the world, we want to give children the skills and tools they need to THRIVE in all aspects of life…in work, in play, and in relationships. 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