Elysian Charter School
A Positively Different Public School
May 15, 2017 Vol. 12 Issue 34
The school newsletter is sent out on Mondays. When there is a holiday, the newsletter is sent the following day.
Why Teaching Kindness in Schools Is Essential to Reduce Bullying
Originally Published in Edutopia.org,October 17, 2014 | Updated: August 10, 2015
Phrases like "random acts of kindness" and "pay it forward" have become popular terms in modern society. This could perhaps be best explained by those who have identified a deficiency in their lives that can only be fulfilled by altruism.
It seems there are good reasons why we can't get enough of those addictive, feel-good emotions, as scientific studies prove there are many physical, emotional, and mental health benefits associated with kindness.
As minds and bodies grow, it’s abundantly clear that children require a healthy dose of the warm-and-fuzzies to thrive as healthy, happy, well-rounded individuals.
Patty O'Grady, PhD, an expert in neuroscience, emotional learning, and positive psychology, specializes in education. She reports:
Kindness changes the brain by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and talking about it. Kindness is best learned by feeling it so that they can reproduce it.
Happy, Caring Children
The good feelings that we experience when being kind are produced by endorphins. They activate areas of the brain that are associated with pleasure, social connection, and trust. These feelings of joyfulness are proven to be contagious, encouraging more kind behavior (also known as altruism) by the giver and recipient. Acts of kindness help us form connections with others which are reported to be a strong factor in increasing happiness.
Greater Sense of Belonging and Improved Self-Esteem
Studies show that people experience a "helper's high" when they do a good deed. This rush of endorphins creates a lasting sense of pride, well-being, and an enriched sense of belonging. It's reported that even small acts of kindness heighten our sense of well-being, increase energy, and give a wonderful feeling of optimism and self worth.
Increased Peer Acceptance
Research on prosocial behavior among adolescents determined that being kind increases popularity and our ability to form meaningful connections with other people. Being well liked is an important factor in the happiness of children and it was demonstrated that greater peer acceptance was achieved through good deeds. Better-than-average mental health is reported in classrooms that practice more inclusive behavior due to an even distribution of popularity.
Improved Health and Less Stress
There are a number of physical and mental health benefits that can be achieved by being kind. Altruistic actions trigger a release of the hormone oxytocin, which can significantly increase a person's level of happiness and reduce stress levels. Oxytocin also protects the heart by lowering blood pressure and reducing free radicals and inflammation, which incidentally speed up the aging process.
Increased Feelings of Gratitude
When children are part of activities that help others less fortunate than themselves, it provides them with a real sense of perspective, highlighting their own good fortune. Being generous helps them appreciate what they have, makes them feel useful, and fosters empathy.
Better Concentration and Improved Results
Kindness is a key ingredient that enhances positivity and helps children feel good about themselves as it increases serotonin levels. This important chemical affects learning, memory, mood, sleep, health, and digestion. Children with a positive outlook have greater attention spans, more willingness to learn, and better creative thinking to improve results at school.
Internationally-renowned author and speaker Dr. Wayne Dyer explains that an act of kindness increases levels of serotonin, a natural chemical responsible for improving mood. This boost in happiness occurs not only in the giver and receiver of kindness, but also in anyone who witnesses it. This makes kindness a powerful, natural antidepressant (PDF).
Shanetia Clark and Barbara Marinak are Penn State Harrisburg faculty researchers. They say, "Unlike previous generations, today's adolescents are victimizing each other at alarming rates." They strongly believe that adolescent bullying and violence can be confronted with in-school programs that integrate "kindness -- the antithesis of victimization."
Many traditional anti-bullying programs focus on the negative actions that cause anxiety in children. When students are instead taught how to change their thoughts and actions by learning about kindness and compassion, it fosters the positive behavior that's expected and naturally rewarded with friendship. Promoting its psychological opposite is key in reducing bullying to create warm and inclusive school environments.
Maurice Elias, Professor at Rutgers University Psychology Department, is also an advocate for kindness in schools. He says:
As a citizen, grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness. Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is unlikely to take place . . . [W]e need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be smothered under the weight of poverty, and it can be derailed by victimization later in life . . . Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school, neighborhood, and society.
It's become quite clear that modern education ought to encompass more than just academics, and that matters of the heart must be taken seriously and nurtured as a matter of priority.
How do you teach kindness? Has it reduced bullying at your school?
A Tribute to Mom
One of my favorite children’s books is called, I’ll Love You Forever by Robert Munsch. It is a tribute to mothers on this Mothers’ Day. Please listen to it by clicking on the link below:
It started out as a song, with the refrain:
“I’ll love you forever,
I’ll like you for always,
as long as I’m living
my baby you’ll be.”
Listen and enjoy!
Friday Bake Sale, After School!
The fourth graders will be holding a bake sale this Thursday at 2:45 right outside our main entrance, to raise funds for their end of the year field trips. Please support the fourth grade and enjoy some tasty treats!
After School Clubs
Basketball Skills Club and Fashion Lab will run from 12:45-1:45 this Wednesday on the 1/2 day.
Chess Club has ended for the school year.
Donate a New Book, Blanket or Stuffed Animal for a Kid's Tote Bag
After reading the book, Crenshaw, about what is it is like for children today to live in homelessness, our students in third and fourth grade English Language Service classes have decided to collect books, stuffed animals and blankets to fill tote bags for kids that they can take with them to wherever they may be living now or in the future.
We chose to do this through Project Night Night and the York Street Project in Jersey City. York Street provides housing and services to homeless families in our area. Project Night Night, based in San Francisco, provides the tote bags as a way of kids having something to take with them wherever they may find themselves. They link with shelters throughout the country.
Starting on Thursday, June , there will be three boxes at the entryway to Elysian where children can bring these donations. For younger children, I will be discussing this briefly with them, but we will not read the book as it is more appropriate for older children or for individual family discussions. If you wish to read it with your child, you can request a copy through the Hoboken Public Library or Little City Books.
If you or your family is able and would like to contribute to this drive, please donate a new book, blanket or stuffed animal to this drive. Taking your child to get such a good is an excellent way to teach them about helping others and families that may find themselves struggling at this time.
If you have any questions, please feel free to contact me.
Teacher of English Language Services.
- 7th Grade Humanities Teacher, Leah Oppenzato, is one of 25 teachers from throughout the United States selected to join The Religious Worlds of New York Summer Institute. Teachers will work with leading scholars, meet diverse religious leaders, and visit local houses of worship to develop their own curriculum projects. The Insitute, a program of the Interfaith Center of New York and Union Theological Seminary, is made possible with support from the National Endowment for the Humanities.
- Lynne Shapiro will be an artist-in-residence at the Bee Time Artist Residency, Emerson College, East Sussex, England. She will join other artists and writers to explore the ecology of the honeybee and creatively engage with hives in their landscape. The residency includes visits to beekeepers, neighboring biodynamic farms, the Natural Beekeeping Trust as well as work with the School of Sacred Geometry. The residency will culminate in a public exhibition of work in progress and a talk given by the artists at ONCA Gallery for Arts and Ecology in Brighton.
- Elysian graduate, Hannah Mack ('14), is starring in Peter Pan as Peter Pan at Hoboken High School, May 19 at 7:00 PM, May 20 and May 21 at 2:00 PM, Tickets are $10 general admission/ $5 students and seniors. "Flying is her favorite part of the role, but it is not as easy as thinking happy thoughts. 'I’ve actually had to do a lot of core training,' said Mack. 'I now wake up in the mornings and exercise and eat better."
- Rebecca Weintraub ('16), another Elysian graduate, is a dancer and Peter Pan's shadow in the same production.
- Elysian graduate, Natasha Persaud ('04), has been accepted into prestigious Cuny Hunter College MFA Creative Writing Program. Persaud plans to use her time to complete her memoir titled, The Dirt from the Yard. "As a child, Persaud was raised by her grandmother in Guyana. Persaud didn’t know her parents - except as an occasional voice on the end of a long distance phone call. Her parents left Guyana in order to find a betterlife in the U.S. Once they felt they were settled—nearly eight years later—they sent for her - and she became a student at Elysian Charter School!
Campaign For Elysian
What a great start! Thank you to everyone for such a generous and quick response!
Our tally so far, including the Auction and other smaller fundraisers this year, is $78,335 ($17,140 from just the Annual Appeal)! Our goal is $125,000 by June 15.
A FEW SPORTS BAGS ARE STILL AVAILABLE! We still have a few Elysian sports bags left so please donate today (or this week)!
ONLINE: You may make a secure on-line donation by visiting our website at:
MATCHING GIFT PROGRAMS!
You may be able to double your giving. A number of companies match employee gifts, so be sure to check whether your company will match your donation. We will provide any information needed to complete your request form. (Any questions, please email email@example.com.) Company matching has been a huge part of the Campaign’s success, so please keep it in mind!
Our thanks to the following recent donors for their generosity (as of 5/14/17; includes donations from before last week’s Appeal launch):
Mary Beth Alter and Matt Laskowski
The Auerbach family
Lauree and Derek Barnes
Dr. Debra Beneck and Ted Green
Lisa Chernick and Lyle Hysen
Chris and Trista DeFilippis
The Goodman family
Carrie and Michael Granit
Sara Green and Kevin Goldberg
Carolyn Hartwick and Paul Jung
The Katell family
Jacob Linder and the Linder family
Maria Muller and Luis Kaplun
The Napolitani family
Monika Nemeth and Zsolt Szerdai
Rahul & Sonia Puri
Preeti Singh and Jelke Terpstra
Joan and Danny Spiegel
The Stanin family
Barath Vasudevan and Katrina Virtusio
Cynthia & Jason Villaluz
The Weintraub family
Jen Weiss and Dan Vassallo
Morgan Stanley (via Joan Spiegel)
THANK YOU SO MUCH FOR YOUR SUPPORT!
See Screenagers, The Movie!
Thursday, May 25th at 7:00 p.m. at Miles Square Theater
We will be showing the movie Screenagers on Thursday, May 25th at 7:00 p.m.for students and their families. The film will be shown at Miles Square Theatre, 1400 Clinton Street, Hoboken. To encourage families to attend together there is a single $10 charge for all family members. Click on the picture below for the trailer, more information and to purchase tickets. Although the film is recommended for 5th grade and up, any children who has a cell phone or use the Internet will enjoy and learn.
Click image below to purchase tickets!
Letter from Elysian's Speech Teacher
May Is Better Speech and Hearing Month:
The Many Benefits of Reading Aloud to Children
The American Speech-Language-Hearing Association (ASHA) recognizes May as “Better Speech and Hearing Month.” While we encourage good communication every day at Elysian, ASHA uses this annual “campaign” as an opportunity to raise awareness about communication, speech, language, and hearing development, and the role of Speech-Language Specialists/Pathologists in schools and other settings.
For this third installment in my four-week series, I am focusing on the many benefits of reading aloud to children. Please feel free to contact me if you have any concerns regarding the speech and language development of your child.
Gail Prusslin, M.S., M.Ed., CCC
Elysian Speech-Language Specialist
Why Read Aloud?
At Elysian, “Read Alouds” are part of every classroom. At home, the benefits of reading aloud to your child are enormous, even after they become independent readers.
I found an article about the benefits of reading aloud is very useful:
“The Hidden Benefits of Reading Aloud - Even for Older Kids,” by Connie Matthiessen.
She interviews Jim Trelease, the author of the Read-Aloud Handbook. Here are some highlights of the article I find particularly useful:
1. Reading aloud and vocabulary development:
“So parents need to talk to their children — but reading aloud is important, too. Because where are children going to be hearing the most words? In conversation, we tend to use verbal shorthand, not full sentences. But the language in books is very rich, and in books there are complete sentences. In books, newspapers, and magazines, the language is more complicated, more sophisticated. A child who hears more sophisticated words has a giant advantage over a child who hasn’t heard those words.”
2. Listening skills and developing a love reading:
“Reading aloud also increases a child’s attention span.... When you read aloud, you’re whetting a child’s appetite for reading...A child who has been read to will want to learn to read herself. She will want to do what she sees her parents doing. But if a child never sees anyone pick up a book, she isn’t going to have that desire. (or will be much less likely to - my comment)
3. Reading to older kids: (This part of the article is full of great information!)
People often say to me, ‘”My child is in fourth grade and he already knows how to read, why should I read to him?” And I reply, “Your child may be reading on a fourth grade level, but at what level is he/she listening?”
A child’s reading level doesn’t catch up to his listening level until eighth grade. You can and should be reading seventh grade books to fifth grade kids. They’ll get excited about the plot and this will be a motivation to keep reading. A fifth grader can enjoy a more complicated plot than she can read herself, and reading aloud is really going to hook her, because when you get to chapter books, you’re getting into the real meat of print — there is really complicated, serious stuff going on that kids are ready to hear and understand, even if they can’t read at that level yet.
Reading aloud to your kids is also are good way to grapple with difficult issues. For example, if you read a book about a kid who gets in trouble by hanging out with the wrong crowd, your child is going to experience that directly, and she’s going to experience it with you at her side, and you can talk about it together.”
Reading books at a higher level than your child can read independently will expose him/her to rich vocabulary and more complex language. Your conversations around these books will go a long way toward the ongoing listening and language development of your child.
This article ends with some comments about electronics and their impact on learning and reading. It also includes some links to suggested books to read aloud.
Be sure to find some time on a regular basis to read to your child - and yes, your middle school child too- if he/she will let you!
Keep it relaxed and enjoyable. Happy reading!
Ben & Jerry's is the Place to be on Thursday!
Celebrate your school spirit and win a chance for an ice cream party for Elysian when you join Hoboken Family Alliance at the School Spirit Event at Ben & Jerry’s on Thursday, May 18. Some of your favorite teachers will be scooping ice cream from 4:30 - to 5:00 PM, but come anytime from 3:00 to 9:00 PM to earn points for Elysian. The school that earns the most points will qualify to win an End of School Ice Cream Party for the entire school, courtesy of Ben & Jerry's.
Elysian earns points by:
1. Coming out to buy ice-cream on May 18 ANYTIME throughout the event (1 point for each purchase)
The benefit helps HFA generate awareness and recruit volunteers for the Hoboken Bike Camp, June 26-June 30. Ben & Jerry’s, a founding sponsor for the Bike Camp in its 7th year, will donate a percentage of sales from School Spirit Night to the camp. The event will feature performances, giveaways and raffles, including an autographed Eli Manning Giants jersey.
VOLUNTEERS AND TENTS STILL NEEDED! Anyone have a tent we can borrow for Wednesday morning? We need three! PLEASE email firstname.lastname@example.org or contact Lauree Barnes about tents or volunteering!
Elysian Field Day is all about teamwork! Get ready for it! Field Day t-shirts in our school colors will be handed out in advance at school. Please remember to send your child(ren) on Wednesday with their Field Day t-shirt and FILLED water bottle with name on it, sneakers, sunscreen and a cap/hat directly to 1600 Park. Everyone is in for a fun-filled, jam-packed morning of relays, races and other goodies!
Drop your child off between 8:30 and 8:45am directly at 1600 Park (not school unless before care)!
Field Day will conclude around 11:30 am and children will be brought back to school by teachers and staff for lunch.
PLEASE NOTE: Self-dismissal is not allowed from the park. Parents can sign their kids out through their classroom teacher at the field. If another parent/caregiver is picking up child(ren) from the field, you must have provided advance written notice to the school.
Please also remember that WEDNESDAY IS A HALF DAY. DISMISSAL AT 12:30pm at the school.
We still need a few more chaperones! Please contact Michele McCue if you are available!
Get those permission slips and payment in!! No one will be granted access without a permission slip. Please return permission slips and payment to your homeroom teacher.
The Middle School Dance for 6th, 7th and 8th graders is Friday, May 19th from 7:30 pm – 10 pm at Local Barre West, 720 Monroe Street, Suite C300. Cost is $10 per student. There will be food provided.
Save the date! This year’s picnic is set for Wednesday, June 7th – rain date Thursday, June 8th. More details to come!
Please Help Elysian Raise Funds By Joining the "Swing Fore The Schools Fundraising Golf Tournament”
For the seventh year in a row, Elysian Charter School will be participating in the "Swing Fore The Schools Golf Outing". This is Hudson County's largest golf outing benefiting six local schools which serve over 1,400 students. Last year our school earned over $10,000 by identifying sponsors and registering enthusiastic golfers.
This year's tournament will be held on Thursday, June 8th (beginning with lunch at 11AM) at the Crystal Springs Golf Resort in Northwest New Jersey. Tee off is 1PM. Bus transportation to and from Hoboken will be provided.
Please consider being one of the 300 golfers who will play 36 holes, participate in fun contests, win prizes and enjoy a delicious lunch and dinner while raising money for our schools! We are hoping for at least 20 golfers from Elysian so we can do our part with this fundraising event.
We also need sponsors and have several sponsorship packages available that provide for great visibility for companies interested in reaching families in Hudson County. Please contact Jeff Joss (email@example.com) or Malin Kallberg-Shroff (firstname.lastname@example.org), chairpersons for the tournament, for more details.
Thank you for your support!
Upcoming Track Meets:
Saturday Races: June 3 Participants should Arrive by 9:30 / 9:45 AM
Sunday Races: May 21, June 4 Participants should Arrive by 9:30 / 9:45 AM
The 1st race begins 10:00 AM. Races should end no later than noon. We do not Run in the rain.
Blue Running Track, Lincoln Park, J. C./ Entrance - Duncan Ave. near Route 440. Parking is Available.
Clothing Drive Through the May 26!
All Saints Church and the Jubilee Center are collecting gently used children's clothes, to be given away at an event at the Jubilee Center in late May. We are collecting clothes, shoes and coats in baby up to juniors/high school sizes. There's a particular need for clothes size 5T through 15. Hola and Hoboken Charter are joining the clothing drive as well. Look for the labeled box inside Elysian's front door. Thanks to everyone who has contributed. Thanks, Elysian - keep your clothing donations coming!
ELYSIAN SUMMER CAMP 2017 - TIME IS RUNNING OUT...
- Spots still available for each week
- Registration open to ALL students both in & out of the Elysian community currently in kindergarten through 5th grade
- Registration ends on Thursday, June 1st
- Daily activities include arts & crafts, cooking, sports, woodworking, science, outside vendor visits, Idlewild Pool Club, field trips and much more
- Camp staff will be primarily Elysian teachers, coordinated and run by John Rutledge (5th grade teacher/rugby coach) and Pam Gorode (Business Office and Club Coordinator)
- 2 one week sessions - the weeks of July 31st and August 7th - you can sign up for one or both weeks
- Hours of fun, air conditioned classrooms, familiar counselors....and no one hour bus rides there and back!
- Registration forms and more information about the camp at www.ecsnj.org/elysian-summer-camp/camp-registration-form/
- Questions can be directed to John and Pam at email@example.com
HELP SPREAD THE WORD TO FRIENDS AND FAMILY TO JOIN US FOR WHAT PROMISES TO BE A HIGHLIGHT OF YOUR CHILD'S SUMMER!!!
Elysian Collects Box Tops and LABELS for Education:
Look for the container near Deb's desk in the office! Thank you!
As per state law, we no longer publish the exact location of trips for security reasons.
Please read the calendar weekly, as changes are updated regularly
Wednesday, May 17
- Field Day, 7:45 AM – 12:00 PM – come join the fun! Volunteers needed to help with set-up, water station, activity stations, Italian ice scooping and clean-up.
- Half Day of School for Staff Development. 12:30 dismissal. After School Program available as usual.
Thursday, May 18
- Film seminar trip
- 4th Grade Bake Sale, 2:45 at Elysian's Entrance
- Ben and Jerry's School Spirit Event - see above.
Friday, May 19
- 9:00 AM Community Meeting, 6th Grade Concert
- Spring Fling, the Middle School Dance for 6th, 7th and 8th graders, 7:30 – 10:00 PM, Local Barre West, 720 Monroe Street, Suite C300. Cost is $10 per student. Volunteers needed to help with set-up, chaperoning the dance and clean up.
Saturday, May 20
- Middle School Rugby Club tournament, 8:00 AM -12:00 PM, Randall’s Island, NYC.
Sunday, May 21
- Elysian Track Meet, participants should arrive by 9:30/9:45. Meet begins 10 AM, Lincoln Park, Jersey City
- Elementary Rugby Club tournament, 12:00 - 2:00 PM, Chelsea Waterside Park, NYC
Monday, May 22
- High School Meeting for 7th Grade Parents
- Board of Trustees Meeting, 7:00 PM
Thursday, May 25
- Orientation for in-coming Kindergarteners
- Screening of Screenagers at Miles Square Theater, 7 PM, $10 per family, 4th grade and up.
Friday, May 26
- Half day of school, 12:30 dismissal. After School Program available as usual.
Monday, May 29
- Elysian closed for memorial Day.
Tuesday, May 30
- 6th and 7th grade all day trip.
- Exhibition, 3rd grade illuminated manuscripts, Morgan Library Book Project. All are welcome!
Wednesday, May 31
- Grades 4 and 8 NJ ASK Science test
Please make note of the following calendar changes:
1. The June 9th Community Meeting is changed to June 16th
2. On June 9th there will be the 3rd, 4th and 5th grade concert which will begin at 9:00 AM
1460 Garden Street, Hoboken, NJ 07030
Harry Laub, Ph.D., Director


A recent article in The Atlantic (Christakis, 2016) lamented the overemphasis on academics that characterizes much of early childhood education today, noting that the preschool and kindergarten years serve more as gatekeepers than supporters and “welcoming mats” to the elementary school years, particularly for children at risk. Indeed, the first five years of a child’s life are dedicated to the preparation for “kindergarten readiness,” and many teachers today are under pressure to engage in didactic teaching practices aimed at promoting young children’s literacy and math competencies.
Unfortunately, such teaching methods often require young children to sit for long periods of time and reflect the use of highly structured teaching methods, paperwork and worksheets that are not in tune with the developmental needs of young children. Even more concerning is that less developmentally appropriate practices are not only ineffective but also stressful for young children. In fact, studies have shown that children in classrooms characterized by developmentally inappropriate practices show twice the level of stress (and stress-motivated behaviors) than their peers in more developmentally appropriate classrooms (Hart et al., 1998). What do we mean by developmentally appropriate practices in early childhood? For young children, play in the context of warm, supportive teacher-child relationships characterizes an optimal learning environment.
David Elkind once said, “Learning teaches us what is known, play makes it possible for new things to be learned. There are many concepts and skills that can only be learned through play.” Unstructured play, also known as free play, provides so much opportunity for growth. As Horne (2018) explains, play allows young children to acquire and master skills across a variety of developmental domains. Further, children are free to invest their full emotional energy in their exploration and learning when they share predictable, warm relationships with their teachers, and teacher-child relationship quality is related to children’s more advanced play.
What skills are learned through play?
Play builds a variety of skills! Play in all areas of the early childhood classroom (e.g., centers such as the block area or pretend play area) offers opportunities for solitary play as well as play near and in collaboration with others. Such experiences help children build important social skills and mastery motivation (the desire to learn a new skill or master a new competency, for example). Allowing children to make their own choices about play promotes autonomy and mastery. In a world in which children have little power, play allows children to make choices according to their interests and goals. Additionally, play promotes communication and language skills — critical competencies given that it is through communication and language skills that our needs are met and desires are known throughout our lives. Language skills such as holding a conversation, negotiation, vocabulary, and listening skills are supported in play in all areas of the classroom. Moreover, through play, emotional skills — the foundation for so much learning — are also challenged and developed. The following are examples of skill development supported through play:
Blocks and Manipulatives
Building block towers invites opportunities to experiment with cause and effect and practice balance and eye-hand coordination. Building structures involves planning and reasoning, opportunities to notice and sort blocks by shape and size (categorization, seriation, classifying objects, parts and wholes) and provides practice in spatial orientation (e.g., how blocks fit together). Working with puzzles involves experiments with spatial orientation, problem solving, and eye-hand coordination. Explorations with Duplos, chunky Legos and similar materials invite experimentation with planning and problem-solving as well as exposure to sensory experiences. Toys that produce interesting effects, like a jack-in-the-box, promote young children’s more rapid cause and effect learning and application of that knowledge in later play (Hauf & Aschersleben, 2008). Over time, block play and play with manipulatives expose children to mathematical concepts in meaningful ways. For example, observing that two small square blocks equal one rectangular block is math, specifically fractions, at work!
Sensory, Art and Music Experiences
Painting, play dough, water play, sand play and other sensory experiences engage all five senses and provide cause and effect experimentation (e.g., what happens if I use a light stroke versus a heavy stroke; what happens when I keep pouring water into the cup?) Zero to Three (www.zerotothree.org) describes the development of cause and effect understanding as one of the foundational cognitive discoveries in the early childhood years. Like other areas of play, sensory play offers opportunities to explore rich new language as teachers and children notice interesting textures and scents and engage in visual exploration of interesting materials.
Music experiences such as songs and chants promote literacy and language skills and also give young children practice in sequencing and memory skills (i.e., what comes next in this familiar story or repetitive chorus). The development of these types of cognitive skills creates a positive early foundation from which the child can grow; such skills are related to a variety of later school-readiness and academic outcomes.
Pretend Play Experiences
Pretend play promotes perspective-taking and has been linked with the development of children’s self-regulation skills.
For example, as pretend play becomes more advanced, it requires children to modulate their emotions and behaviors in response to others so that the play continues. Self-regulation, the ability to alter our emotions and behaviors in response to internal (e.g., our thoughts) or external (e.g., others’ behaviors) signals play a role throughout life in helping us navigate social relationships, school and work environments. Pretend play also offers opportunities for practicing language skills, and children’s language acquisition is richer in the context of play than in other classroom activities (Cohen & Uhry, 2007). Stanley Greenspan explained that through pretend play children also explore major themes in life, such as what it means to love and be loved. The child cradling and feeding a doll in the pretend play area is not only imitating observed behaviors but also enacting how loving relationships look and feel.
Motor Play Experiences
Learning about our bodies is a fundamental task of early development. Through physical activity, children learn spatial awareness skills (e.g., imagine a toddler learning how to move her body around another child rather than walking into the other child), balance and how to be safe. Opportunities to practice fine and gross motor skills are also associated with children’s acquisition of strength and motor coordination. Moreover, providing interesting and novel materials promotes motor exploration. For example, infants make different types of stepping movements on coarse textures than they do on smooth textures. Motor play also offers opportunities for language exploration and for developing cognitive concepts, such as opposites (in/out of the sandbox; over/under the slide). Additionally, motor skills are related to many other areas of development. For example, the ability to crawl or walk allows a young child to move away from a caregiver or teacher and return, allowing infants and toddlers to practice managing brief separations. Even this type of brief separation and reunion reinforces that infants and toddlers can be effective in finding their “safe base” whenever needed. So, in short, motor skills are related to attachment relationships!
Books provide opportunities for motor and sensory explorations as infants and toddlers explore books with their eyes, hands, and mouths. Books and storytelling invite toddlers and preschoolers to hypothesize what will happen next (e.g., “If you give a mouse a cookie…. What do you think he’ll want next?”) Books and storytelling proving opportunities to practice cognitive skills like sequencing (e.g., the repetitive text of “Caps for Sale” provides practice in sequencing). Young children’s stories addressing affective experiences (joy, sadness, anxiety) provide important openings to talk about the emotional cues, the contexts of emotions, empathy and perspective taking. From manipulating books, children acquire literacy knowledge including understandings of written language, letter and word identification and book knowledge. Sharing books and stories together, as with other forms of play, offer relationship building experiences as children, their peers, and teachers share interests and joy in being together.
Cooperative Mealtime Experiences
Mealtimes also offer developmental opportunities. Meals build a sense of community as children engage in prosocial behaviors such as setting the table, passing bowls of food around the table, talking and being together. Sensory explorations of food textures, scents, sights, and tastes promote sensory development and language skills. Math concepts, such as one to one correspondence, are supported as children place one cup and one plate at each place setting or as a teacher or other children notice: “I had three crackers. I ate one and so I have two crackers left.” Children’s sense of self and autonomy are supported as children serve themselves in family-style dining in the classroom.
What does play look like?
Play offers many developmental benefits when supported and promoted in ways that are sensitive and responsive to children’s cues and interests. Rymanowicz (2015) summarizes many of the key characteristics of high-quality play.
- Self-chosen and self-directed. The beauty of play is that it is based on children’s emerging interests and goals rather than on those of the adults. This is a critical feature of play. For example, studies have shown that child-selected activities predict greater vocabulary skills than do teacher-directed activities (Lippard, Choi & Walter, 2019).
- The process, not the product. It is through the process of play that skills are practiced and acquired regardless of what a final product might be. For example, it is the joy of feeling grass on the feet that promotes sensory development not the end result of walking outside. It is not a completed block structure that promotes skills development; it is the journey of selecting blocks, stacking them, determining what makes the structure balance or topple, and so on that builds competencies. Some play is exploratory with no particular goal in mind outside of experiencing the moment. Other play has a goal determined by the child, and, often such goals are more about the creation process than a particular product (e.g., consider how many times you notice a child’s process and ending outcomes change and morph as the child engages in play).
- Individually constructed. The child or children in play together determine the structure of the play — that is, the organization, pace and boundaries of play. As I explain below, teachers can support and scaffold children’s experiences but their actions should be guided by children’s processes and cues.
- Imaginative, Active, and Fluid. One of the most interesting things to watch in children’s play is that it is not always tied to the rules of the “real world.” In their play, children will escape the bounds of reality and, at other times, they will practice their understanding of the real world as expressed in their play. Play themes morph frequently, and these are examples of creative thinking and problem-solving. Teachers can learn a great deal about how children are feeling and what they are thinking by observing their play.
It is important to understand that every child develops differently and because of this each child’s play will look differently. It is through play that young children learn about our “symbolic world” and the themes and subjects we experience every day. Child psychiatrist Stanley Greenspan created the Floortime approach, which emphasizes the importance of child-led floor time to engage the child in complex play scenarios that build on real world readiness skills. Floortime encourages children to take initiative but also learn to negotiate and tolerate frustration, to engage in longer play episodes as skills are acquired, to communicate interests and needs, and to plan and carry out actions. Greenspan’s model has most often been applied to children with special needs, but the principles of his approach are relevant to children of all developmental abilities. Greenspan’s approach also emphasizes the importance of the symbolic world and recommends identifying and supporting real-life experiences (e.g., encouraging role playing) that are known to the child and are of interest to the child.
How do we support learning in play using a relationships-based approach?
In an early childhood classroom, play should comprise the majority of the day. When children are enacting their own choices, they are fully engaged, which means their focus and attention are in full bloom and the opportunities are endless. Not only does this promote brain development and skill development, but it makes a young one want to come to school, want to learn and want to explore. But how is play best supported by relationships? Relationships promote play in two key ways.
First, from an attachment-based perspective, young children’s experiences reflect a balance between the need for autonomy and exploration and the need for emotional security.
When the needs for emotional security are not met, emotional and physical energy is channeled to security needs at the expense of autonomy and exploration.
So, building close, predictable, warm relationships with young children affords them greater energy to devote toward autonomy and exploration, and that equates to greater learning and more optimal development. For example, research has shown that warm, secure teacher-child relationships promote preschoolers’ self-regulation skills (Cadima, Verschueren, Leal, & Guedes, 2016), and teachers’ responsive interactions with children are linked to children’s cognitive skills (Hamre, Hatfield, Pianta, & Jamil, 2014).
Second, relationships provide the context in which teachers scaffold children’s play in individualized ways. As we observe young children in play, an infant mental health perspective leads us to ponder not only “What about the baby?” but “What about this child?” We ask ourselves, “What is the child thinking, feeling, experiencing in this moment? What does this child want and need in this moment?” From this reflective stance, with the goal of understanding the child’s internal states (e.g., thoughts, feelings, needs, goals), teachers respond with intention to support and scaffold children’s play in ways that are aligned to the child’s interests and goals. By carefully considering what children need from us, teachers communicate respect and appreciation for young children as individuals each with their own unique experiences, interests, and goals.
In short, teacher-child relationships enable the child to feel felt and heard, and, in turn, children are emotionally fueled to learn and grow.
Below are teaching practices that use the relationship to scaffold play and learning.
- Be physically and emotionally present. Teaching is complex, challenging work. Given high rates of teacher stress, it can be difficult to be fully present in the moment with the child. Teachers have the difficult task of managing competing demands for their time, attention and support while also regulating their internal thoughts, emotions, and perceptions of stress. Yet, it is the teacher’s emotional presence and participation with children that promote children’s learning in the most optimal ways.
- Watch and Respond to Cues: As noted by Rymanowicz (2015), teachers participate most sensitively by watching and responding to children’s cues. This allows the child to stay in the lead of play while also helping children to form connections between concepts in play. When teachers allow children to take the lead and wait for invitations to play, children are more likely to feel felt and heard.
- Use Open-Ended Questions and Comments Wisely: Research has shown that teachers’ sensitive (well-timed and not intrusive) open-ended questions promote children’s more complex block building and pretend play skills. Well-placed questions and comments (e.g., observations about children’s activities) promote and extend play.
- Value the Importance of Observation: Sally Provence once wisely advised, “Don’t just do something. Stand there and pay attention!” Sometimes being physically and emotionally present does not always involve direct interaction with the child. Sometimes supporting play means observing and learning about the child’s development from your observations. Being an active observer and learner alongside the child gives teachers important insights into children’s developmental needs and interests. These observations come in handy when planning future learning experiences. Sometimes supporting means interacting and scaffolding sensitively.
- Share the Same Level in Space: Finally, being physically and emotionally present also extends to where and how teachers place themselves in the classroom. Taking time to talk with children at their eye level and using open body position/body language communicates to children that their thoughts, communicative intentions and/or words are valued and desired.
- Respect the child’s discoveries. From our adult perspectives, we know how things are “supposed” to work; we understand the most effective and efficient ways to engage materials. We want to see children succeed. Collectively, this means that teachers may be tempted to show children the “right” way to engage materials or carry out play. Yet it is the creative process, the mistakes, the rethinking and execution of a new plan and “owning” the experiences and discoveries that promote children’s critical thinking, problem solving skills, conceptual development and sense of mastery (Rymanowicz, 2015). Support the child by using well placed open-ended questions to allow deeper investigations to take place. Early childhood teachers are most effective as partners in children’s play rather than as supervisors or leaders of the play.
- Trust the process. Growth and development progresses in each child in unique timetables. A “one size fits all” approach to curricular development and teaching rarely works. Individualizing experiences for children and tailoring our interactions to each child’s temperament, prior experiences, interests and goals is most effective in promoting early development.
- Avoid interruption and be flexible. As a teacher, I’d like to add another important attribute to this section. Play needs to be uninterrupted. Uninterrupted play means allowing a child to be an explorer and learner and being flexible when young children are immersed in play. For example, teachers who allow a child to finish play or come to a natural pausing or stopping point before inviting the child to diapering or toileting communicate respect for the child as an individual. Extending free play time for a few minutes to allow children to complete their play or supporting children who wish to bring a toy with them for self-care routines are other examples of flexibility.
Finally, relationship-based approaches also inform how teachers create the early childhood environment. The environment is thought of as the third teacher and reflects teachers’ perspectives about relationships. Here are some aspects to think about when setting up a learning environment.
- A classroom should be an inviting space that the children see as their own. Spaces for personal belongings, such as a cubby, and spaces for community belongings, such as where the watering can for the class plants is stored, help children know what to expect and to feel welcomed and valued. Other strategies include displaying children’s work throughout the classroom, involving children in care of the classroom, and creating photo books featuring children in the classroom, families, and shared experiences reflect high-quality relationship-based practices. Experts also suggest using the language of community, such as referring to the children in the classroom as “friends” and referring to “our classroom” to build relationships and emotional closeness (which translates into emotional energy for well-being and learning).
- Another important element is the design of the room. Materials should be chosen for a reason rather than to fill shelves. Making materials easily accessible to children builds autonomy. The room should be created to inspire and promote wonder and curiosity.
Play is for a critical component in healthy, early development. When supported and facilitated in effective ways, play has a dramatic impact on cognitive, language, physical and social-emotional development. As early childhood educators we have a huge job on our hands. A job that when done in effective, relationship-based ways contributes to children’s bright futures. I challenge you to imbed play into your curriculum. Allow children the time for uninterrupted, meaningful play and you will see the results! Good luck!
Cadima, J., Verschueren, K., Leal, T. & Guedes, C. (2016). Classroom interactions, dyadic teacher–child relationships, and self–regulation in socially disadvantaged young children. Journal of abnormal child psychology, 44(1), 7-17.
Christakis, E. (2016). The new preschool is crushing kids. The Atlantic, January/February. Retrieved from https://www.theatlantic.com/magazine/archive/2016/01/the-new-preschool-is-crushing-kids/419139/.
Cohen, L. & Uhry, J. (2007). Young children’s discourse strategies during block play: A Bakhtinian approach. Journal of Research in Childhood Education, 21(3), 302-315.
Hamre, B., Hatfield, B., Pianta, R., & Jamil, F. (2014). Evidence for general and domain‐specific elements of teacher-child interactions: Associations with preschool children’s development. Child development, 85(3), 1257-1274.
Hauf, P. & Aschersleben, G. (2008). Action-effect anticipation in infant action control. Psychological Research, 72(2), 203-210.
Horne, A. (2018). All Work No Play. Bridges Care and Education Center https://www.bridgescareandeducationcenter.com/single-post/2018/11/15/All-Work-and-No-Play?fbclid=IwAR0UrQsUzJt3mGFDqaX32T1-to0tZ5CCJcvrRjcoL56a_wumdMvhsg2M_E4
Rymanowicz, K. (2015, Oct. 19). The power of play — Part 2: Born to play. In Michigan State University — MSU Extension. http://www.canr.msu.edu/news/the_power_of_play_part_2_born_to_play


By Mary Ann Schouten and Taylor Bardell
A child’s oral language ability provides the foundation for learning at school. This is most apparent in the early years when children entering kindergarten demonstrate a wide range of typical and later developing oral language skills. However, difficulties with oral language are more hidden in later years when students are speaking in full sentences, have experienced the routines of school and have some familiarity with “teacher talk”- the vocabulary and directions that are part of the “language of instruction”. In fact, for some children, it is difficulties in reading and writing that are the first classroom indicators a child may have an underlying oral language difficulty. Because oral language is critical to both social and academic success (Foorman et al., 2015; Ladd et al., 2012; Rubin et al., 2012) school board speech-language pathologists are invited by educators to assess, consult and sometimes provide intervention for students with oral language difficulties. One group of children with increased risk of poorer social and academic outcomes are those with a persistent problem learning and using language impacting everyday activities known as Developmental Language Disorder (DLD) (Catts et al., 2002; Conti-Ramsden et al., 2013; Cross et al., 2019; Mok et al., 2014). DLD is 5 times more common than autism spectrum disorder and 50 times more common than hearing impairment, with approximately 2 children in every classroom of 30 meeting the criteria for diagnosis (Norbury et al., 2016). A student with DLD is also 6 times more likely to have a learning disability. It is therefore critical that educators have evidence-based strategies for supporting children who struggle with oral language skills.
There is a growing body of research investigating “dose” in language intervention and the findings thus far can be extended to the classroom setting. This research looks at the frequency, intensity and length of intervention required to make a significant difference in children’s language skills. It turns out that different language targets respond differently to the variables of frequency, intensity and length of intervention (Zeng et al., 2012). At this time, we are confident that asking educators to target overarching language skills such as vocabulary and narrative (story) structure through evidence-based approaches can have an important impact (Gillam et al., 2014; Throneburg et al., 2000). The evidence suggests, however, that significant changes in specific grammatical skills such as pronouns, verb tenses and word order require more targeted practice than can be provided incidentally by educators in the classroom (Smith-Lock et al., 2013). When a child has ongoing difficulty using a variety of words and grammatical structures, hallmark features of DLD (Vissher-Bochane et al., 2016), language intervention that complements classroom instruction is a practical and effective solution.
Teachers and Speech-Language Pathologists can work together to provide robust language programming for all children including those with language disorders. Language intervention can augment classroom instruction by providing more explicit instruction and rehearsal with various forms and/or functions of language than is possible to achieve in a classroom setting. In addition, consistent strategy use between the teacher and the speech-language pathologist furthers the development of targeted language skills.
Literacy-based language intervention (also referred to as ‘literature-based language intervention’ or LBLI) is a form of language intervention that complements and informs classroom language instruction. The goal of LBLI is “not to teach these students to read. Rather, [the] goal is to improve the many aspects of language (vocabulary knowledge, grammatical acceptability, grammatical complexity, pragmatic awareness, phonological awareness, conversation, and narration) that influence the ability to participate in, and profit from, instruction in general education classrooms in both oral and print modalities” (Gillam & Ukrainetz, 2007). This is accomplished through the use of a series of children’s books, each with activities that are related to both the content and format of the stories.
In this contextualized approach to language intervention, activities and goals are embedded in appropriate and familiar contexts established through a storybook read aloud. Language skills are broken into parts that require additional practice and then the parts are brought together once again to create a whole. For example, following the story being read out loud, specific syntactic and semantic structures such as “because” and complex sentence construction are developed as discrete skills. The cohesive tie (e.g. “because”) is explicitly connected to the story elements and, in this way, contributes to the child’s verbal reasoning skills. The targeted language form is then systematically generalized into a story retelling task using strategic cueing and scaffolded language support. Vocabulary is also addressed in this whole-part-whole approach. Targeted vocabulary items are given child-friendly explanations during story reading. These are then rehearsed in familiar and novel contexts during a vocabulary task designed to deepen the child’s lexical processing. The words are also manipulated in phonological awareness tasks to help the child establish a phonological representation of the word. Finally, these words are cued through pictures or print on the student’s graphic organizer used for story retelling. The child develops oral language skills within a meaningful context without sacrificing the opportunity to rehearse discrete skills or practice generalizing the skills in a meaningful task.
Benefits of LBLI
There are numerous benefits to employing an LBLI framework when targeting oral language skills. Not only can activities based on narratives support the development of specific language skills such as syntactic rules and vocabulary knowledge, but they also provide repeated exposures to the concepts of books, print, and reading (Teale, 1984). Furthermore, the activities can be used to teach literate styles of language use, such as relating personal experiences and describing or explaining stories (Gerbers, 1990; Hoggan & Strong, 1994). LBLI interventions also familiarize children with literary conventions, which has been shown to help children better understand and remember new stories. (Teale, 1984). By integrating the activities into children’s stories, language intervention occurs in authentic literary environments rather than through discrete skill instruction and disjointed games (Gillam & Ukrainetz, 2007). Stories can also be chosen to align with the curriculum beyond language and literacy. For example, a story about the lifecycle of a frog could be chosen to coincide with a science unit on the same topic. Activities that accompany the story could address goals in both areas, benefitting the child’s literacy, language and scientific skills.
LITES: An LBLI Program currently used in practice
To provide examples of the kinds of activities and stories that can be used to target oral language skills, we will reference an LBLI program currently in use in the Upper Grand District School Board (UGDSB) called Language Intervention Through Engaging Stories (LITES). Speech-language pathologists (SLPs) from the UGDSB developed LITES in order to provide support for children in kindergarten through grade two who have difficulty with oral language skills. Following the model provided by Gillam et al. (ASHA, 2007), the SLP team chose language skills to focus on, researched evidence-based activities to target these skills, and selected stories based on their narrative structure. In the UGDSB, LITES is administered to small groups of children outside of the classroom by Communicative Disorders Assistants, supervised by Speech-Language Pathologists. However, many of the activities used in LITES could be adapted to target oral language skills by educators within whole group or small group classroom instruction. All of the goals for LITES are tied to curriculum expectations in kindergarten through Grade 2.
Overview of LITES
The LITES program is divided into four stages: 1) Language foundations, 2) Narrative Foundations, 3) Advanced Narratives, and 4) Language for Higher Order Thinking. In each
stage, a variety of activities are used that target the following skills at increasing levels of difficulty: vocabulary, oral narration, language structure (grammar and syntax), verbal reasoning, comprehension, phonological awareness.
In Stage 1: Language Foundations, the goal is for children to develop early communication skills. Picture books used in this stage have tier 1 vocabulary (everyday words that would be familiar to most students) and simple temporal sequences, such as ‘The Very Busy Spider’ by Eric Carle and ‘Dear Zoo’ by Rod Campbell.
In Stage 2: Narrative Foundations, basic story structure is introduced, as well as the beginnings of complex language. Books with a simple plot, some complex sentences, and tier 2 vocabulary (high-frequency words found across many subjects, likely to be learned in an academic setting) are used, including books from the ‘Farmyard Tales’ series by Heather Amery.
In Stage 3: Advanced Narratives, the goal is for children to develop a more thorough understanding of story structure and more complex communication skills. Books such as ‘Russell the Sheep’ by Rob Scotton and ‘The Gruffalo’ by Julia Donaldson are used because they include more advanced plots in addition to complex sentences and tier 2 vocabulary.
Finally, in Stage 4: Language for Higher Order Thinking, simple chapter books with complex plots and vocabulary are introduced. Books from the ‘Magic Tree House’ series are used because they all have repeat characters, similar plot lines, and use tier 2 and tier 3 vocabulary (more low-frequency words that are domain-specific).
High leverage Strategies Used in LITES
A number of high leverage strategies are used in all stages of the LITES program to target oral language skills that can be adapted for classroom instruction. These include:
Repeated Interactive Read Alouds
An interactive read-aloud involves reading in a way that actively engages children and does not limit the educator to only reading the words on the page. Reading “with” rather than “to” children results in improvements in comprehension (Van den Broek, 2001), vocabulary, (Hargrave & Sénéchal, 2000), and concept development (Wasik & Bond, 2001). Throughout the reading, educators may prompt children to make connections with the story by making open-ended statements like “I wonder what will happen next” or “This part reminds me of a time when I was…”. These open-ended statements also allow for more detailed responses rather than simple yes/no questions.
Sometimes children may find it difficult to make connections and participate in meaningful discussions when hearing a story for the first time. Reading books multiple times allows them to become familiar with the narrative and begin to make deeper connections with it. Re-reading a book also creates opportunities for the educator to intentionally introduce new learning within a familiar context. For example, the first reading provides an opportunity to make predictions and personal connections with characters, while in the second reading, the educator may decide to focus on new and interesting vocabulary introduced in the text. A third reading may include a focus on story elements with some review of the content discussed during previous read-aloud discussions. McGee and Schickedanz (2007) provide early years educators additional information on the repeated read aloud technique for building comprehension and vocabulary in preschool and kindergarten.
Example: pre-story discussion:
Vocabulary Instruction Using ‘The Super 6’
Vocabulary instruction should be intentional, explicit and relevant. Using books to introduce new vocabulary is an effective technique as stories provide a context for new word learning. Prior to reading aloud, the educator selects 3-4 unfamiliar words from the story that will be targeted for instruction. Each word chosen meets the following criteria:
- The children already understand the general concept expressed by the word
- The word is useful as the children will come across it in other contexts
During the read-aloud, the educator reads the unfamiliar word and defines it using simple words. After the read aloud, the educator returns to the page in the story where the unfamiliar word was introduced and follows the 6 steps:
- Say: the word in the context of the story
- Explain: what it means using simple words
- Example: is given from the children’s or adult’s experience
- Repeat: the word after the educator
- Personalize: the word by thinking of a personal connection to the word and sharing with a peer
- Interact: with the word through a multi-sensory, kinaesthetic or concept development activity
The Super Six” is an instructional technique based on the work of Beck, McKeown and Kukan (2002) and the six-step process for building academic vocabulary by Marzano (2004).
Example: The Super 6
Highlighting Story Elements
Throughout the story read aloud, the educator can also highlight key story elements such as the characters, setting, problem, and solution. In doing this, educators are helping children develop a better understanding of the story and how it is organized and also understand that all stories include these kinds of elements. This can be also helpful to children as they tell and begin to write their own stories.
Example: highlighting story elements during a read-aloud
Teaching Children to Draw Pictographs
It is critical that children are able to construct appropriate narratives, or accounts of “what happened”, to both their social and academic success. One way to work on narrative skills is to practise retelling familiar stories. For children who struggle with language, this can be difficult to do without additional support. Pictography, the combination of simple drawings and minimal writing, can help children in retelling stories (Ukrainetz, 1998). After reading a story aloud, the educator asks children to create a simple line drawing of each element in the story. These pictographs of what happened in the story serve as a reference point for oral and written story retelling. Children are able to participate in story retells independently, but do not have to rely on oral or written language skills alone. Educators can use these pictographic representations to discuss the timelines we see in narratives (i.e. introduction of characters, problem, solution, ending).
Example: Drawing Pictographs
Using Graphic Organizers
Graphic organizers are visual tools that can support students in organizing information. To be useful, the visuals must be meaningful. In the LITES program, students are introduced to story elements using simple images. These images are placed in the storybook at essential parts in the story where the story element is most evident. These images are also used to create a graphic organizer by placing them left to right across the length of a page. In preparation for oral retelling, the students draw pictographs under each story element. The educator prompts use of targeted vocabulary and cohesive ties by modelling or writing the words on the graphic organizer beside the appropriate story element. Students use the completed graphic organizer to retell the story or as a planning tool for writing the story.
Developing Phonological Awareness
Phonological awareness is a necessary skill for learning to read and write. During the Kindergarten and primary school years, educators use whole class and small group instruction to build students' awareness of rhyme and the syllables and sounds in spoken words.
Read-alouds provide an opportunity for educators to address a variety of phonological awareness skills. During whole-group instruction, educators can tap into different levels of phonological awareness thereby creating multiple entry points for student engagement. During small group instruction, the educator may intentionally select books that are well-suited to developing a particular targeted skill.
Example: Phonological Awareness activity
The first iteration of the LITES program, then simply referred to as “LBLI” was in 2007. Since that time, the program has been expanded and refined based on a) the needs of students referred by educators b) feedback by the Communicative Disorder Assistants implementing the program c) research on evidence-based practices and d) the COVID-19 global pandemic which necessitated a virtual therapy version of LITES. Currently, the Upper Grand District School Board is engaged in research with Dr. Lisa Archibald of the Unversity of Western Ontario. Together, we are investigating the efficacy of LITES as a small-group intervention for children with language disorders. In the meantime, performance measures included in the lesson plans provide promising data on the impact of our program on children’s language outcomes. Parent and Teacher reports have also provided positive outcomes of intervention including but not limited to improvements in social skills, increased classroom participation and strategy use.
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. Guilford Press.
Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002). A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments. Journal of Speech, Language, and Hearing Research, 45(6), 1142–1157. https://doi.org/10.1044/1092-4388(2002/093)
Conti-Ramsden, G., Mok, P. L. H., Pickles, A., & Durkin, K. (2013). Adolescents with a history of specific language impairment (SLI): Strengths and difficulties in social, emotional and behavioral functioning. Research in Developmental Disabilities, 34(11), 4161–4169. https://doi.org/10.1016/j.ridd.2013.08.043
Cross, A. M., Joanisse, M. F., & Archibald, L. M. D. (2019). Mathematical Abilities in Children With Developmental Language Disorder. Language, Speech, and Hearing Services in Schools, 50(1), 150–163. https://doi.org/10.1044/2018_LSHSS-18-0041
Foorman, B. R., Herrera, S., Petscher, Y., Mitchell, A., & Truckenmiller, A. (2015). The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2. Reading and Writing, 28(5), 655–681. https://doi.org/10.1007/s11145-015-9544-5
Gillam, R. B. & Ukrainetz, T.A. (2007). Language intervention through literature-based units. In T.A. Ukrainetz (Ed.), Contextualized Language Intervention: Scaffolding PreK–12 Literacy Achievement (pp. 59–94). Pro-Ed.
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Marzano, Robert J. (2005). Building Background Knowledge for Academic Achievement: Research on What Works in Schools. Association for Supervision and Curriculum Development. http://www.ascd.org/ASCD/pdf/siteASCD/video/buildingacademic.pdf
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Norbury, C. F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., Vamvakas, G., & Pickles, A. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study. Journal of Child Psychology and Psychiatry, 57(11), 1247–1257. https://doi.org/10.1111/jcpp.12573
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About the Authors:
Mary Ann Schouten is a Speech-Language Pathologist and Supervisor of Communication, Language and Speech Services in the Upper Grand District School Board. Mary Ann’s passion for oral language facilitation and emergent literacy instruction has led to the development of LITES: Language Intervention and Engaging Stories. She is deeply grateful to her team of school-based clinicians for bringing research to practice in the most creative ways
Taylor Bardell is a graduate student in MClSc program in Speech-Language Pathology at the University of Western Ontario. She is supervised by Dr. Lisa Archibald. Her research focuses on using practice-based research to examine and evaluate language intervention programs in schools. She graduated from Queen's University with a BSc in Psychology.


The Complete Guide to Social-Emotional Learning
Creating safe learning environments requires an emphasis on social and emotional safety as well as physical safety. A critical component is a solid, evidence-based social-emotional learning (SEL) curriculum that helps students succeed academically, socially and emotionally. Aligned with the core competencies set by CASEL, one of the pioneers of social-emotional learning, Navigate360 SEL provides crucial character development and restorative curriculum to students of all ages, genders, and cultures.
This guide will:
Discover how SEL can help your students succeed academically, socially and emotionally with our Complete Guide to Social-Emotional Learning.
1. The Foundations of Social-Emotional Learning (SEL)
a. What Is Social Emotional Learning?
Social-emotional learning (SEL) is a framework that encourages students to develop positive self-identities, manage complex emotions, navigate a variety of social situations, build strong relationships with others, and develop empathetic worldviews. It fosters a healthy and trusting learning environment that can improve student behavior, address inequities in the classroom, and set students up for success both academically and personally. In short, SEL is a crucial aspect of childhood development that should be a part of every district and school curriculum.
The truth is that nobody is born understanding how to perfectly manage their emotions and handle complex challenges. Instead, those skills must be taught and taught from a place of openness and positivity. Students must feel free to express themselves, make mistakes, and ask questions in order to develop their social-emotional skills. In turn, they will be able to better handle challenges as they arise, understand and empathize with those who are different from them, and achieve the goals they set. This allows them to succeed in school and then later in college, their careers, and their lives as a whole.
b. What Are the Benefits of SEL Curricula?
Students are dealing with a lot these days. From living through a global pandemic that threw their lives into upheaval to grappling with cyberbullying and all its iterations, kids without the social and emotional skills to handle these stressors can fall behind in school, exhibit challenging behaviors, and withdraw from relationships. But in classrooms where social-emotional learning is a priority, students learn crucial skills to thrive in school and in life. According to more than two decades of research, SEL can:
- Improve academic performance and classroom behavior
- Help students better manage anxiety, depression, and stress levels
- Encourage students to have positive attitudes about themselves and the people around them
- Impact students over the long term, helping them in college and beyond
A high-quality SEL curriculum creates an avenue for students to explore their emotions and deepen their understanding of others. While it can be easy to push SEL aside for core academic requirements, the benefits are clear. Developing a child’s inner sense of self and encouraging positive social-emotional learning only serve to improve academics in the long run. And there’s an economic benefit, too. According to the Journal of Cost-Benefit Analysis, for every $1 invested in SEL programs, there is a return of $11.
c. Why SEL Is Important for Students Now
Students today have more external pressures than ever before. In 2020 alone, they dealt with the COVID-19 pandemic that dramatically shifted learning, bringing it out of the classroom and into the home with online schooling. Not to mention, an economic crisis forced many parents out of work while a racial justice movement caused societal reckoning. These unique challenges can be difficult to navigate without strong social-emotional skills. Consider some of the many stressors they are dealing with:
- Peer pressure and social stress
- Body image issues
- Academic performance
- Catching up academically
- Adjusting to life during and after COVID-19
- Anxiety and depression
A recent poll conducted by Navigate360 and John Zogby Strategies uncovered startling statistics about how teenagers are feeling these days about their physical, social, and emotional needs. For example, 61% of teens said they feel more concerned about their physical and emotional safety than they did six months prior, and 54% believe that getting COVID-19 or experiencing a violent incident could prevent them from achieving their goals.
“Maslow before Bloom” has become a popular phrase in academic circles. It’s the idea that educators must meet the basic needs of students in order to develop an effective educational learning environment. Maslow’s Hierarchy of Needs is a five-tier model of the basic needs of humans—once each basic need is met, individuals can move on to higher-level thinking and meeting more advanced needs. Bloom’s taxonomy focuses primarily on learning. The “Maslow before Bloom” concept describes how students must have their basic health and safety needs met in order to learn effectively. If a student is hungry, worried about bullying in the classroom, or dealing with trauma, then their mind is not biologically ready to handle advanced, higher-order learning.
That’s why students need SEL now more than ever. It gives them tools to better understand themselves and how they respond to stressful situations, and helps them develop strategies to handle external and internal challenges. In turn, they will be able to focus on academics as their social/emotional needs are met.
Quantify SEL’s Positive Outcomes for Students & Schools
Research consistently shows that social-emotional learning programs have positive effects that result in improved safety and security for schools. According to the Journal of Cost-Benefit Analysis, for every $1 invested in SEL programs, there is a return of $11. (Belfield et al, 2015).
d. Why SEL Is Important for Students’ Futures
Emotional intelligence, interpersonal skills, stress tolerance, and resilience are some of the leading job skills that employers will be looking for in the future. What’s more, the job market is changing so rapidly that, according to a report by Dell Technologies, 85% of the jobs that will exist in 2030 haven’t been invented yet. With this in mind, it’s easy to see why SEL is crucial for students’ futures. What awaits them in the future is uncertain, but it’s clear that having strong social and emotional skills will be necessary. Being able to work well with others, see opposing viewpoints, think critically, problem-solve effectively, and achieve goals are all skills that students learn from SEL, which will equip them well for the future.
e. Expected Outcomes of Well-Executed SEL Programs
While helping kids become well-rounded individuals who understand their social and emotional needs is a worthwhile goal, so is teaching traditional academic curriculum to impart essential knowledge to ensure students become productive members of society. It’s natural for educators to be concerned that implementing a social-emotional curriculum will be just one more thing on their already overcrowded plate. The good news is that high-quality SEL instruction can be integrated into existing programs and that SEL actually helps students become more engaged and excited about learning. Take a look at some of the ways well-executed SEL programs have a positive academic impact:
- Improved student engagement
- Better content absorption
- Increased knowledge retention on a long-term basis
- Improved social behavior and fewer conduct problems
- Enhanced academic performance
In turn, these positive outcomes in the classroom allow students to thrive and cultivate a curious, growth mindset that serves them well in the future. A social-emotional foundation can influence students’ college and career readiness, ensuring they develop the self-management skills, social skills, and self-confidence that are required in post-secondary life. These students also go on to become more engaged citizens who have better mental health, more positive relationships, and career success.
f. Learn More About SEL
SEL is a broad subject with a tremendous amount of positive implications for students and educators. If you’d like to learn more about this topic, Navigate360 offers a free on-demand webinar called “Supporting the Health & Wellbeing of Students Through Social-Emotional Learning” that features well-versed subject-matter experts. This webinar includes:
- An introduction to the topic of SEL
- A discussion about the current landscape of student health and wellbeing
- Recent sentiments about how students are feeling about their physical and emotional safety
- How an effective SEL program can better support students and educators during difficult times
Get expert insights on what schools are looking for in SEL and how to implement a program that stands the test of time.
2. Introducing: CASEL
a. Who Is CASEL?
The Collaborative for Academic, Social, and Emotional Learning (CASEL) provides trusted, evidence-based resources for K-12 educators and policy leaders. Over two decades ago, CASEL developed its SEL framework and has been dedicated to implementing SEL in schools and districts nationwide ever since. Recently, in the fall of 2020, CASEL updated its framework and SEL definition to better affirm the experiences and identities of all children—notably, those who have traditionally been marginalized in academic spaces. These updates come after decades of research and changes to SEL practices and aim to create more caring and just schools for all students. Providing equitable learning environments that allow all students to thrive is the ultimate goal of CASEL’s SEL framework.
b. Why Is it Important for an SEL Curriculum to Align With the 5 CASEL Core Competencies?
The five CASEL competencies are at the core of the SEL framework and provide the foundation for high-quality SEL curricula. They are based on an immense amount of research from the pioneers of SEL education. These competencies pinpoint five interrelated areas that advance a student’s learning and development and can be applied from preschool to high school and beyond. They help educators understand what is needed from their students to encourage academic success, civic engagement, health and wellness, and more.
The five CASEL core competencies are:
- Self-awareness – Students understand their own culture, language, beliefs, and values. Students recognize their emotions, understand their needs, and are aware of their strengths and limitations.
- Self-management – Students know how their thoughts, feelings, and actions are influenced by their belief and value systems. They can monitor their behavior and understand how to effectively respond in different situations.
- Social awareness – Students have empathy for others. They understand that everyone has a different worldview, and they can appreciate the perspectives of others.
- Relationship skills – Students form positive, healthy relationships with others, including those who may look, act, or behave differently than they do. They can effectively deal with conflict and work with others toward a common goal.
- Responsible decision-making – Students recognize that they have an impact on the people around them and act accordingly. They also understand the differences between good and bad decisions.
c. What Other Factors Are Important in an SEL Curriculum? Why?
S.A.F.E. Classroom Environments
The acronym S.A.F.E. is the cornerstone of a well-executed SEL program. It stands for:
- Sequenced – Activities should be coordinated and connected, and build on one another to develop the social-emotional skills students need.
- Active – Educators should develop active forms of learning, such as roleplaying, to help students master new skills.
- Focused – There should be time set aside to develop the personal and social skills of students.
- Explicit – The program should clearly state which social-emotional skills are being learned.
Recent neuroscience research has delivered startling results about the ways in which SEL impacts cognitive learning. Johns Hopkins University, a leader in neuroeducation, is the birthplace of Dr. Mariale Hardiman’s Brain-Targeted Teaching® (BTT) model that has uncovered the links between cognitive processes and SEL. BTT is an instructional framework that consists of six stages crucial to the learning process. And the very first stage? Setting up a positive emotional climate.
At the base of the brain, just above the brainstem, is the limbic system, which is responsible for emotional responses. All information a student receives is first processed through the limbic system before moving on to the frontal lobe, or the cognitive area of the brain. This means that a student who is stressed, depressed, anxious, or otherwise emotionally distressed cannot appropriately process information, which impacts their learning. Developing educational environments that emphasize positive emotions, providing a space of belonging and community, and allowing students to connect emotionally with their studies are crucial to optimal academic performance.
d. Learn More About CASEL
To learn more about CASEL, its mission, and how it has developed SEL competencies to help children grow into well-rounded adults, feel free to check out this helpful brochure.
Discover SEL that Meets K-12’s Highest, Most Accepted Standards
3. FAQs: Important Factors When Launching a Successful SEL Curriculum
a. Are There Standards/Guidelines at the State Level for SEL programs?
Currently, 29 states have established specific SEL standards or requirements. These standards allow educators to understand exactly what students should be learning from an SEL curriculum and how to apply it in the classroom. However, it should be noted that just because a state doesn’t have specific SEL guidelines, that doesn’t mean they don’t promote SEL. It simply means they haven’t codified definitive standards for students. You can find a list of the standards by state here.
Additionally, a handful of states have enacted SEL legislation to establish advisory boards, commissions, committees, and task forces to promote, expand, and set up SEL programs in K-12 schools. For a list of the specific state legislation that has been enacted, click here.
b. How Is SEL Being Evaluated at a District Level?
Currently, there is no gold-standard measuring tool for evaluating SEL at the school district level. District leaders can create their own SEL evaluation programs that use the CASEL core competency framework as a guide. School districts can also work with SEL researchers to evaluate their programs. For example, Navigate360 regularly partners with school districts to engage in SEL research. What’s more, in SEL for Students, there is a CASEL-developed, pre– and post-measurement tool that was established in association with the University of Illinois and the Washoe County School District, a helpful addition for evaluating the effectiveness of an SEL program in a school.
c. Are There Funding Sources Available for SEL Curriculum?
SEL programs can receive funding under the following programs:
- CRRSA (CARES Act 2) – With this funding source, schools can implement mental health and wellbeing support programs for students.
- Title IV funding – Schools can develop and implement comprehensive programs that foster supportive, safe, and healthy environments that encourage student achievement using Title IV funding.
- Elementary and Secondary School Emergency Relief (ESSR) funds – Part of the Education Stabilization Fund in the CARES Act, schools can use the ESSR fund to allocate money to address students’ social, emotional, mental health, and academic needs as a result of the pandemic.
- Community Mental Health Services Block Grant – This grant provides funds to help communities develop comprehensive mental health services and to address needs in existing treatment services for individuals with severe mental health conditions.
Discover how Navigate360 SEL empowers educators, administrators, parents, caregivers and students to take an active role in the social and emotional growth needed to turn students into happy, healthy and capable adults.
d. Common Challenges and Best Practices for Implementing SEL Curriculum
There are many common challenges that districts and schools may come across in the process of developing SEL curricula, such as:
- An abundance of SEL frameworks from many different disciplines that complicates the process of choosing the right framework for your school
- Teachers who may not feel that they have the luxury of integrating social-emotional lesson plans in between teaching core academic curricula and getting students ready for standardized testing
- Inconsistent language between SEL frameworks that can make it difficult to understand what skills are being taught to students and how to measure success rates
- Lack of support for teachers and administrators who may need more guidance and mentorship during the early stages of SEL program implementation
Administrators and educators can work through these challenges by understanding the best practices of planning, developing, and implementing an SEL program:
- Build the foundational elements – Create a committee that will develop the vision for your SEL program and collaboratively plan the implementation.
- Strengthen adult SEL – In schools where adult SEL is prioritized, the implementation of student-centric SEL is more effective. Schools should lead professional development courses for adult SEL. Additionally, educators should reflect on their own social-emotional competencies and put together strategies to model them in the classroom.
- Implement an SEL strategy for the students – Put SEL into action. School curricula and programs should promote students’ social-emotional learning by fostering supportive learning environments, elevating student voices, and establishing equitable discipline policies. The SEL program should be delivered via technology, rather than using an analog, paper-and-pencil method, for greater and on-demand access
- Create ongoing SEL processes – The SEL program is a dynamic one that will need to be refined and evaluated regularly. Districts and schools should have a structured plan for collecting data, analyzing outcomes, and making adjustments.
- Create a shared SEL culture across stakeholders – Students, parents, caregivers, teachers, and other school staff should have a shared vocabulary and structure for talking about and reinforcing SEL skills.
e. What Is the Best Way to Deliver SEL Curriculum?
Students these days have always existed in a world filled with smartphones, boundless WiFi, and social media. They are the first true digital natives. In fact, by age 12, nearly 70% of American students have a smartphone. That’s why an effective SEL program for Gen Z and Alpha students needs to meet the learning preferences and attention spans of these highly connected, digital-savvy generations.
Digital SEL platforms that create visually engaging, interactive lessons spanning videos, games, articles, and other multimedia are exactly what students these days are looking for. These programs deliver important lessons about character development, social-emotional learning, cyberbullying, mental health, college and career prep, and communication skills—and do it in a digital-savvy way that keeps students engaged while teaching them crucial life skills. Plus, with students able to access their lessons via a web-based platform or a mobile app, digital SEL programs are flexible with their busy, connected lifestyles.
Getting Started with SEL Curriculum
It’s clear that a Social-Emotional Learning curriculum positively impacts the future of students academically, emotionally and socially. After all, if the goal of education is to help children become productive members of society, then ensuring they are well-rounded and emotionally intelligent is crucial.
Contact us today to learn more about Navigate360 Social-Emotional Learning and Restorative Curriculum, the most effective way to engage students, staff and caregivers with the information they need to support a successful school career and future.