8 Activities that Teach Young Children Social-Emotional Skills

Whether you’re an early childhood educator, a parent, or both, you know how important healthy social-emotional development is, especially in a child’s formative first years. Today we’re sharing some fun and easy activities from Brookes books on boosting young children’s social-emotional development. Try these activities at school or home to help boost emotional regulation, turn-taking skills, communication, interpersonal skills, and more!

Turn-Taking Games

For children who may be struggling with the important skill of turn-taking, set up a simple board game activity that requires turn taking. (Make sure the game is one that the child is interested in.) A visual turn-taking schedule could be created with the child’s picture, their sibling or peer’s picture, and a moveable arrow. Initially the adult can move the arrow so it points to the child’s picture when it’s the child’s turn, and then move the arrow to the sibling or peer’s picture when it’s their turn. Over time, the child can learn to move the arrow to keep track of whose turn it is.

Adapted from Prevent-Teach-Reinforce for Families by Glen Dunlap, Phillip S. Strain, Janice K. Lee, Jaclyn D. Joseph, Christopher Vatland, & Lise Fox

Breathe in the Flower—Blow Out the Candle

This activity helps children easily and comfortably regulate their breathing and calm themselves through visualization. It also gives kids an opportunity to breathe gently and rhythmically. Here’s what to say:

  • In one hand, make believe you are holding your favorite flower in front of your face. Is it a rose or a carnation with a sweet smell? In the other hand make believe you are holding a lit candle.
  • Gently breathe in the fragrance of the flower through your nose.
  • Raise the hand holding your candle. Gently blow out the flame on your candle.
  • Repeat these steps two more times. Breathe in gently. Blow out gently.
  • Take time to notice how you feel with each in and out breath. Do you feel more relaxed now or more comfortable inside your body?

Adapted from Breathe–Move–Learn With Young Children by Marcia Lee Unnever

Feelin’ Good Journal

Creating a journal or book of good feelings is a fun way to increase emotional intelligence and help children identify positive emotions. Introduce this activity by talking a little about the many kinds of good feelings: “You can feel happy, funny, silly, safe, relaxed, proud, or excited. What makes you feel good? Sometimes special events can make you feel good, like a vacation or birthday party. Little everyday things can make you feel good, too, like playing a game at recess, hanging out with your friends, being with your pet, or when someone shares toys and games with you.”

After this introduction, prompt children to help you make a list of things that make them feel good. You might ask them to draw a picture and then dictate a sentence for you to write under their illustrations. Use these to create a “Feelin’ Good” Journal illustrating things that spark positive emotions. (If you’re using this activity at school, you can create a class journal with a page from every child.)

Adapted from The Social Emotional Learning Toolbox by Kathy Perez

Music & Movement

Children need times when they can move around and use their arms, legs, and the rest of their body. Put on some music and dance together, using scarves or light blankets to wave around while you dance. Play different types of music, and ask children if the music sounds happy, sad, silly, mad, or scary. Talk about how different kinds of music make each of you feel. Encourage children to make facial expressions that demonstrate the feelings they get from the music.

Adapted from ASQ®:SE-2 Learning Activities & More, by Elizabeth Twombly, Leslie J. Munson, & Lois M. Pribble

Compliment Circle

This ten-minute activity is a great way to teach children about compliments and help students practice communicating. Introduce the idea of the compliment circle, in which children compliment the person next to them. Teach a list of character traits to help students form compliments: sharing, caring, helpful, kind, fun, good listener. As the compliment circle begins, help children demonstrate their ability to listen, use a nice voice, and use body language to relate to others. (As a variation/extension, give an additional compliment for each student to model and provide a character compliment to support the child.)

Adapted from Merrell’s Strong Start—Pre-K, Second Edition, by Sara A. Whitcomb & Danielle M. Parisi Damico

Glad Tree

Ask children to think about the people, animals, and things they feel grateful for. What is special about these people, animals, places, or things? Have each child draw a picture of a Glad Tree full of leaves of gratitude. On each leaf, they can write a word or draw a picture of someone or something that they are grateful for. Tell children they can share the picture of their Glad Tree with others, and look at the Glad Tree in the morning to start the day with a smile or at night before bed to help them sleep better.

Adapted from Breathe–Move–Learn With Young Children by Marcia Lee Unnever

Helping Hands

Empower kids by soliciting their ideas for making their classroom (or home) more pleasant and functional. For example, they may suggest a more convenient arrangement for storing the blocks, or a way to create more floor space for play. Get children involved in planning and organizing special events, such as a class party or a visit from the grandparents. When it’s time to clean up or carry out another chore, work alongside the children and admire their contributions. When young children are involved in—and praised for—activities that create more comfortable and orderly living spaces, they’ll feel more secure, safe, and confident.

Adapted from Little Kids, Big Worries, by Alice Sterling Honig

Book Talk

Use books as a springboard for a talk about solving “people problems.” Choose your own book to share, or read one of these: Move Over, Twerp by Martha Alexander, I Can’t Wait or I’m Frustrated by Elizabeth Crary, Bet You Can’t by Penny Dale, Chester’s Way by Kevin Henkes, or Words Are Not for Hurting by Elizabeth Verdick and Marieka Heinlen. Point out the ways in which the characters behave when they are acting on their feelings. Use the following questions to guide your discussion of the book:

  • What was one of the feelings the character had?
  • Do you think it was a good or not so good feeling?
  • What was the problem?
  • What did the character do when faced with a problem?
  • How did the character solve the problem?

Adapted from Merrell’s Strong Start—Pre-K, Second Edition, by Sara A. Whitcomb & Danielle M. Parisi Damico

Looking for more ways to boost social-emotional development? Check out this post: Recommended Reads: 25 Books, Programs, and Resources on Social-Emotional Learning. And stay tuned to the Brookes blog for more expert guidance on helping young children develop strong SE skills!

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