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Watch the video, Talking It Out About Feelings, and observe the children talking about their emotions.
Listen carefully to what they are saying and write a 1-2 page reflection on the questions below. Use the resources from this module and include one resource in your paper for support.
What are the children learning from this interaction? Refer to the video for examples.
How would you describe the teacher’s role and strategies to support the children talking it out?
What do you think Ellymae meant by, “Just tell me what I need”?
Based on your course work, describe what you know about Ellymae’s social and emotional development? What do you know about Garrison’s social-emotional development? Use your course resources to support your answers.
Be sure to include an introduction and conclusion. The title page and reference page for your one resource is in addition to the required page length and should be in APA format.
Video: Talking It Out About Feelings
Talking It Out About Feelings
In this video, Ellymae and Garrison are having a discussion about an exchange that occurred on the playground. Ellymae is talking to Garrison about a name he called her when she tried to join him on a climbing structure. Their conversation goes as follows:
Garrison: Well were just being silly and just trying to call people that and just not and just not Perhaps Garrison was trying to say he had no malice toward Ellymae; he was just being silly. Ellymae: You got to share this one. She reminds Garrison about sharing the climber while they are outdoors. Teacher: “Look at Ellymaes face. How do you think shes feeling Garrison? ” By referring Garrison to Ellymaes face, the teacher gives him a strategy that will increase his sensitivity to others feelings. Garrison: Sad. Teacher: Yeah, I think her feelings are hurt. What can you say to her? Garrison: Sorry, Ellymae. Ellymae: Just tell me what I need. Ellymae could be asking for something more specific than a general apology. It is interesting that she stays focused on the specific incidence rather than letting it spill over into diffuse emotions. Garrison: Do you need anything? Garrison does not quite know what to do after he has apologized, but realizes Ellymae wants something more. He does not resist this request, so he asks Ellymae for clarification. We admire the way both children hang in there to negotiate a resolution to hurt feelings. Ellymae responds by giving Harrison a hug, and they both go back to the climbing structure together. It was Ellymae who asked for some additional response, but she must have treated Garrisons request for help as an indication that he truly cares for her. How sweet that she hugs him to indicate all is resolved. Note the relief on Garrisons face as they move together toward the climber. Garrison: Calls out to his friend off camera, Sam, Sam, lets climb here again. Then he climbs with Ellymae. Garrison senses that the coast is now clear for everyone, including his friend Sam, so he invites Sam to come climb as well.
What are the children learning from this interaction? How would you describe the teachers role and strategies to support the children talking it out? What do you think Ellymae meant by, Just tell me what I need?
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
The background and/or significance are missing. No search history information is provided.
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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Talking It Out About Feelings in children