Marc Brackett and a team of researchers at the Health, Emotion, and Behavior Lab at Yale developed a training program that instructs teachers in the skills, knowledge, and attitudes necessary for emotional health. They have emphasized the all-important fact that teachers need to “buy in” and be trained in emotional literacy before they can effectively teach these skills to pupils. Bracket’s program addresses five key skills: recognizing emotions in oneself and others, understanding the causes and consequences of emotions, labeling the full range of emotions, expressing emotions appropriately in different contexts, and regulating emotions effectively to foster relationships and achieve goals. These efforts are so important in helping students feel understood and respected by others, leading to dramatic and significant improvements in academics, and reductions in episodes of acting out.

It is wonderful to see that a movement has been born! Legislators in the House of Representatives have taken the bold step of introducing legislation that can help our schools to focus on all-important social and emotional skills. The Academic, Social, and Emotional Learning Act of 2011 (HR 2437) introduced by Representatives Judy Biggert (R-Ill.), Dale E. Kildee (D-Mich.), and Tim Ryan (D-Ohio) will promote quality implementation of evidence-based education, and help to ensure that all students achieve their full potential and preparation for life.

A number of scientists who conduct research in the field of child development support this vital piece of legislation, and I certainly want to add my name to the list! Songs and activities that are specifically tailored to the themes that young children face can add a considerable boost to these efforts,- providing kids with social and emotional tools to thrive in these challenging times.

There are two ways of acting with bullies that won’t work. One is to act aggressively back, which is just what some bullies want. The other thing not to do is be passive and go along with what the bully says.

Bullies are also less likely to pick on kids when they are with other friends. It can help to stand up to the bully (or bullies) and say, “Cut it out!”, walk away, or tell an adult.

An excellent means of learning these skills is to listen to the award-winning song “Bye, Bye Bully”, from Ready to Rock Kids. Your child will soon be singing in full chorus:

Hey you, cut it out.

And if you can’t, you’ll be without me

‘Cause I’ll walk away with my head up high

And say, by the way, goodbye.

Bye, bye bully…

Names will never hurt me, no matter what you say.

I’ll tell the teacher that it’s not okay

I’ll just ignore you, no matter what you say.

A bully’s just unhappy, and havin’ a bad day.   Poor bully.

Hearing this song a number of times has a profound affect on children’s levels of confidence. It gives them tools to become empowered and show the bully that what they’re doing is not okay.

Now that summer’s almost over, it’s time to close down the lemonade stands and dust off the old backpacks. Twenty percent of American families move to a new home each year, – half of them during the summer. Add to this the number of kids starting school for the first time or who are graduating to their next school, and about a third of all children will be going to a new school.

The only thing constant in life is change. New school or not, this is an excellent time to provide children with social and emotional tools to do their best in the face of life’s inevitable transitions:

1. First, ask how your child is feeling. Some parents make the mistake of either filling their child with their own fears, or telling them not to be scared about the first day. First, simply listen to your child’s thoughts and feelings. If they appear or are acting upset, suggest that “Lots of children feel sad or scared. Are you feeling something like that?”
2. Now reassure. Once the feelings are on the table and normalized, your child can more easily hear your words of encouragement and reassurance that everything’s going to be okay.
3. Help them view the change as an opportunity. Even though it’s normal to have uncomfortable feelings of anticipation, the butterflies in their tummies can also playfully be viewed as “excitement” instead of just anxiety.
4. Program positive thinking. As much as possible, scout out the school, teacher or classmates ahead of time so your child can mentally rehearse what things will be like. Have them close their eyes at bedtime and imagine how their experience will be fun and positive.
5. Re-establish routines. Providing a sense of security gives children a firm foundation for tackling the unknown. Keep things loving and positive, but with a return to the predictable routine. Sleep is essential to reducing fears and irritability. Spend a few days before the first day of school getting your child back on the new sleep schedule.
6. Create a ritual of planning. Create a checklist of things to do ahead of time, including purchases, and make it a fun adventure around decision-making. You can also avoid last-minute panic by packing the backpack and laying out the first day’s “special” clothes the night before.
7. Talk about your own experiences around transitions. It’s helpful for parents to teach by example. Share not only our childhood triumphs, but also times that, even as an adult, you overcame the butterflies and are happy you made a change.
8. Coach them to reach out. Children often wait for other kids to initiate contact with them rather than making the first move themselves. Encourage them to smile, say “Hi” to those they know, and reach out and introduce themselves to new kids.
9. Deal with your own feelings. Facing and constructively expressing your own feelings about your child’s transition provides them with a great model for letting go, and also helps to clear some family tension that could otherwise affect them adversely.
10. Celebrate the day! How about a special healthy breakfast and end of the day celebration for their accomplishment? Give yourself a pat on the back as well!

Here is a link to an article in the National Psychologist. It discusses the use of songs to help young children face and cope with the many stresses that they encounter.

http://nationalpsychologist.com/index.php?s=songs+as+adjuncts

In happy, loving families, family members take time to check in and talk and listen to one another. Perhaps the greatest gift we can give to one another is the gift of understanding when negative feelings are aroused. Studies show that people report greater life satisfaction and fewer physical symptoms on the exact days when they feel more understood by others in verbal interactions (Lun et al., 2008). Neuroscientists explain that when people feel heard and understood, their emotional brains settle down in a way that is almost miraculous… similar to a car on the freeway that is stuck in second gear and then suddenly shifts into fifth…  Ahhhhh….

At the Family Therapy Institute of Santa Barbara, we have developed a specific approach and technique to help couples and families share feelings and resolve conflict. This “repair kit,” as we call it, is equally helpful with adults and kids alike. Couples can use these tools to practice new skills for both talking and listening, and can then become effective at coaching their kids in the process.

Person #1 starts as the speaker, and person #2 as the listener, and they are positioned to sit face-to-face so knees are almost touching. Deep breaths are suggested to help the listener from becoming anxious or defensive. Person #1 shares with person #2 each of the following:

1. A genuine appreciation toward the other.

2. Something he or she is upset about.

Example: “It made me mad when you teased me about my shirt today.”

“I didn’t like it when….”  Or “I don’t like it when…

3. A wish or a want that would help fix the thing they are upset about.

Example: “I want you to be nice to me and not tease.”

After sharing one way, the flow reverses so that person #1 becomes the listener and person #2 becomes the speaker. Participants should also pause to take deep breaths while reversing roles. (Breathing consciously is one of the fastest and most effective de-stressors available…)

Since one of the most common complaints that parents have is the constant bickering between their kids, we provide this communication kit to lots of families. Once learned, this tool can be used as frequently as needed to help things run more smoothly when kids keep getting in conflict. For families with young children the “repair kit” can be used effectively with kids as young as five or six. First practice this tool with kids as part of a family meeting, when things are going well. Model how to do it and then have each one build their skills by initially “pretending” to be upset with the other about something. Parents will likely need to mediate or coach the kids even after the “repair kit” is learned.

Here is an example: First, look at this excerpt from a song, minus the wonderfully catchy tune. Talk It Out teaches children to use their words to resolve conflicts with others. The song makes a subtle but very important point: It can be as bad to ignore issues as it can be to confront them violently.

It’s a magical moment, just like a miracle’s occurred / It’s a magical moment, whenever everyone feels heard.

Instead of how we blame, or turn and walk away / Instead of calling names, or pretending that it’s all OK / Instead of how we frown, or make a yucky face / Why don’t we look around and find a magic place.

(Chorus) And, sit down and talk it out / Yeah, sit down and talk it out / ‘Cause what’s been missin’ is a little listening / So come on and talk it out.

It does not take a lot of imagination to see how this song can lead students and teachers to create a special talk-it-out space in the classroom.

Here is another  song activity, called the Listening Blues, which teaches kids the importance of listening: Pair children up and have them talk to each other at the same time, with neither child listening to the other. (For example, you can have them talk about what they did over the weekend.) Then ask them to repeat what their partner said.

Next, have them speak one at a time, listening carefully to each other, and check again to see if they can repeat their partner’s stories. Afterward, have a group discussion around the following questions:

Were you better at reporting back after speaking one at a time?

How could you tell if someone was listening to you?

How did it feel to be listened to and understood?

Why is it sometimes so hard to keep from interrupting?

What are some of the most important times to make sure others are listening to you?

What are some ways to be sure others have listened to you and understood what you have said?

Since one of the most common complaints that parents have is the constant bickering between their kids, we provide this communication kit to families. Once learned, (best in family meetings,) this tool can be used as frequently as needed to help things run more smoothly when kids keep getting in conflict. The song utilized with this particular protocol is one of many being researched in the Santa Barbara public schools. Other songs commonly prescribed by therapists focus on shyness, communication, conflict resolution, respect, responsibility, and bullying.

Anthropologists assert that music has been an important part of every culture. It serves to heal us, connect us, and shift our moods. Unlike language, it lights up over a dozen areas of our brain, thereby helping ground concepts in our minds in a unique and special way. (Responses to music are in both cortical and sub cortical areas of the brain.)

Here is an example: First, look at this excerpt from a song, minus the wonderfully catchy tune. It does not take a lot of imagination to see how this song can lead students and teachers to create a special talk-it-out space in the classroom.

Here is another terrific song activity, called the Listening Blues, which teaches kids the importance of listening: Pair children up and have them talk to each other at the same time, with neither child listening to the other. (For example, you can have them talk about what they did over the weekend.) Then ask them to repeat what their partner said.

Next, have them speak one at a time, listening carefully to each other, and check again to see if they can repeat their partner’s stories. Afterward, have a group discussion around the following questions:

Were you better at reporting back after speaking one at a time?

How could you tell if someone was listening to you?

How did it feel to be listened to and understood?

Why is it sometimes so hard to keep from interrupting?

What are some of the most important times to make sure others are listening to you?

What are some ways to be sure others have listened to you and understood what you have said?

Lun, J., Kesebir, S., and Oishi, S. 2008. “On feeling understood and feeling well: The role of interdependence,” Journal of Research in Personality, 42 (6): 1623-1628.

Children are more musically sophisticated than what we might think. They are attracted to the quality and rhythm of popular young adult music, which is often lyrically inappropriate for them. In the world of children’s music, there is a big gap between Raffi and Rap. What kids need is songs that they can really relate to that are both musically well-produced as well as provide tools for learning social and emotional skills.

The full-production songs of Ready to Rock Kids are both highly entertaining and age appropriate—adult quality music, but with words and themes to which kids can really relate. The different adult and child soloists, children’s chorus, and wide range of instruments and styles of music easily hold children’s attention. While enjoying the music and singing along, kids are learning to feel good about themselves and to get along with others. This music has to be heard to be appreciated and understood. Parents love it too!

I love your CD so much that I drop the kids off at school and turn it on full blast and sing and sing and sing…
-Lynn Kelly, Washington, D.C.

I listened to your CDs with my grandchildren, and we loved them…

-Daniel Goleman, Ph.D. author, Emotional Intelligence

From an early age, children are learning about their world, soaking up what’s happening around them. One of the most important things they can learn, and isn’t revealed on any tests, is how to make relationships with other people positive experiences. Parents everywhere are often overwhelmed with the problems their kids are having,- challenges with academics, being respectful, getting along with friends or siblings, worrying too much, or learning manners and important character values. Now there is an engaging way to do just that. The songs and activities in this book are fun, positive learning tools that support children’s social and emotional development.

Most of us remember the words to songs we heard as young children. Don’t you still sing the ABC song in your head when you’re trying to remember alphabetical order? There may be no more powerful method of learning than through music, and no more important lessons for children than those that focus on social and emotional skills. And as far as academics are concerned, happy kids learn better!

This article, recently posted on the Edutopia website, advocates for the sensible imperative that we provide teachers and schools with the necessary tools to implement the building of social and emotional skills.

Research shows that promoting social and emotional skills leads to reduced violence and aggression among children, higher academic achievement, and an improved ability to function in schools and in the workplace. Students who demonstrate respect for others and practice positive interactions, and whose respectful attitudes and productive communication skills are acknowledged and rewarded, are more likely to continue to demonstrate such behavior. Students who feel secure and respected can better apply themselves to learning. Students who are encouraged to practice the Golden Rule find it easier to thrive in educational environments and in the wider world.

kadslkjalk HERE

These thoughts tie right into a number of songs for social and emotional learning that can be found in the Ready to Rock Kids series of songs and activities. The songs “Talk It Out,” “The Golden Rule,” “Sailing on the Seven C’s,” and “Reach Out” are particularly geared toward accomplishing these efforts.

This article comes to us from the Daily Parent online blog, and talks in support of boosting children’s social and emotional skills through music.

What do grocery stores, hotels, restaurants, places of worship, shopping malls, and automated phone systems have in common? It’s music. When you’re out and about, almost wherever you go, you will hear some sort of music. It affects how you feel, helps you to relax, or makes you want to move and dance.

Music is a part of life in every country and every culture. Music is used as part of our celebrations, holidays, religious or worship experiences, as well as for pure entertainment. Although no one can quite explain the reason why music has such an important role in our every day lives, it does. Music inspires, soothes, excites, and bonds people of all ages and from all walks of life.

When a baby is born, somehow we know to cradle and sing to him or simply hum a melody while rocking him to sleep. What is a natural instinct for parents to surround their new infant with music and song is also a natural way to start building the brain’s connections to growth and learning. Music affects and works on all levels of development: social, emotional, physical, and cognitive growth.

Music and Social Interaction

Music is a natural connection tool. It brings people together and helps them interact with one another. It is part of many social events. How many parties, weddings, or receptions have you attended that didn’t have music?

The same sort of connection can happen between you and your child. Play music and you’ll see children respond. Children will sway, swing, move, bang out a rhythm on a table, and bob their heads. Music is an easy way for parents to relate to their children. When an infant hears you sing to them, you are connecting with them, and they are connecting to you. It doesn’t matter what the song is, just sing. It is making a difference.

Music and Emotional Development

Music is associated with our earliest memories, and experiences throughout our lives. It definitely has an emotional impact. Think of a song or piece of music that stirs up strong emotions every time you hear it. Almost no one is unaffected by its power on our moods.

Music has the ability to comfort and soothe children. Children will often sing to themselves as a way to self-soothe. You can use music to help calm your baby, or get your toddler to relax for naptime. If your preschooler is sleepy in the morning or sad, you can sing a song or play music that is cheery and makes them want to jump around and get moving.

Music and Physical Development

You can’t dance without music, right? Well, you can, but music makes it much more fun. Music and movement naturally go together. Children most naturally respond to music by moving and being active with it. Music helps children learn about rhythm, timing, orientation, and coordination. You can use music to get children marching, jumping, and hopping, or during any kind of physical activity.

In addition to being fun for children, The “Hokey Pokey” dance, line dancing, square dancing and all group dances help children learn: their body parts (put your right foot in, raise your hands), sense of direction (turning around, going left and right, moving back and forth), or rhythm patterns (tapping to the beat).

Music and Cognitive Development

Toddlers and preschoolers love rhymes and songs. Not only do they enjoy them, but they help children learn about numbers, letters,and sounds (“ABC song”, “This Old Man”). As children’s brains are developing at their fastest when they are very young, with 80 percent of brain development occurring by age 3, and 90 percent by age 5, music helps with making connections in the brain.

Although there is some controversy on exactly how much music affects children’s learning abilities, it is known that music is linked to improved math, memory and reading skills. When children are creative and make up their own rhymes and songs, they are also building their knowledge of words and sounds. They are building the connections in the brain. It doesn’t matter what kind of music they hear or create, all music matters.

Click HERE to continue reading this excellent article over at www.childcareaware.org

Social and emotional development can also be significantly enhanced through songs and activities such as Ready to Rock Kids. See the article just preceding this one!

Thanks for reading!

(reprinted from California Psychologist, May-June 2011.

Children today are experiencing levels of stress like never before, and what they see and hear is forming new connections in their rapidly growing brains. Music has been shown to be an effective, almost magical medium for teaching skills (Sacks, 2007). Most of us have experienced its long-lasting effects for learning and retention. Isn’t it how you still remember your ABCs? We can remember the words and meanings of songs we haven’t heard for years, perhaps music lights up a such a variety of brain centers, including language, hearing, and rhythmic motor control (Pinker 1997.)

The February 2011 journal of Child Development had an article entitled “The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions.” The authors provide a meta-analysis of 213 school-based, social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants showed significant improvements in social and emotional skills, attitudes, and behavior. Not surprisingly, there was also an average 11-percentile-point gain in academic achievement.

Similar to these results, a research project in the Santa Barbara and Goleta, California schools studied the effects of songs and related activities on children’s social and emotional skills. Using songs from Ready to Rock Kids, 320 first and second grade children from sixteen classrooms were involved. The children each received a CD, and in a subsequent condition, college students were trained to provide forty-minute lessons using songs and activities on nine Friday afternoons.

The lessons included themes of:

1. Friendship and Reaching Out

2. Respect and Caring

3. Celebrating Differences

4. Expressing and Managing Feelings

5. Communication and Conflict

6. Positive Thinking

7. Dealing with Fears

8. Best Effort

9. Manners and Review

In order to study the impact of the interventions, teachers filled out standardized BESS (Behavioral and Emotional Screening System) tests on each child four times over the course of the year. They also provided repeated assessments of their classroom in general. The school principals, college students, and parents of the children also provided feedback about their respective experiences with the program.

Significant changes occurred in the children, both under the conditions of having the CD alone, and also by participating in the school lessons. Some of the most significant improvements for both first and second graders were in “encouraging others to do their best,” as well as following rules in the group. There were also positive changes with confidence.

First graders showed more dramatic changes than second graders, learning skills in approaching peers, using effective tools with teasing and bullying, understanding and using the Golden Rule, resolving conflicts by talking out feelings, staying on task, having a positive attitude, and applying concepts learned from Ready to Rock Kids to every day situations. Parents were enthusiastic, reporting that the project prompted meaningful and helpful family discussions. The college student “teachers” also made significant gains in their own social and emotional skills.

Brain researchers note that music activates neural systems of reward and emotion similar to those stimulated by food, sex and drugs (Blood and Zatorre, 2001). Music “tickles” the brain in a highly pleasurable way. It releases endorphins that provide feelings of happiness and energy. A fun way to “make the medicine go down,” kids welcome tools to better handle their feelings, relationships, and practice positive thinking. Anthropologists point out that all cultures embrace music in a variety of forms, and it’s the only thing that, worldwide, people spend more on than prescription drugs!

Despite mounting evidence that supports the benefits of social and emotional learning, schools are still prone to focus on academics through testing and drill. The studies cited here demonstrate that even when time is taken away from the traditional “Three Rs” to focus on SEL, academic scores improve. Perhaps a fitting analogy is that of computer memory. When children are preoccupied, they have far less “memory” or attention available for cognitive inputs. Imagine a kid who has just been teased on the playground and is then expected to pay attention to the teacher putting arithmetic problems up on the blackboard. Little brains are often too easily “hijacked” by their amygdalas to pay attention. No surprise, it seems that happy kids learn better!

References:

Blood, A. and Zatorre, R. (2001) Intensely pleasurable responses to music correlate with activity in brain regions implicated in reward and emotion. Proceedings of the National Academy of Sciences. Vol. 98, 11818-11823.

Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R., Schellinger, K. (2011) The Impact of Enhancing Students’ Social and Emotional Learning:

A Meta-Analysis of School-Based Universal Interventions, Child Development, 82, 405-432.

Pinker, Steven (1997) How the Mind Works, New York: Norton.

Sacks, Oliver. (2007) Musicophilia, New York: Alfred A Knopf.