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Among the highest goals of education is preparing children for rewarding lives and success in whatever field they choose. A large part of that comes from instilling a sense of confidence and faith in their own value. Because confidence is such an important life skill, it’s a good idea to incorporate confidence-building activities for kids into classroom curriculum.
Confidence-Building Activities for Kids
When creating confidence-building activities for kids, the unique personalities within a class will inform the development of the curriculum. At the same time, there are quite a few fundamentally useful thoughts to help you get started.
How to Build Self-Confidence in a Child
Self-confidence comes from several sources. Some learn how to be confident at home, and others from external accomplishments. Additionally, some children develop confidence more easily than others. In a classroom setting, understanding confidence as a teachable skill means approaching it directly, instead of trusting that it will come as a result of other experiences. Techniques indicating how to build self-confidence in a child begin with lessons in self-sufficiency. (Harvard)
For instance, when small children are provided with opportunities to be “big kids,” it shows them how to take responsibility and achieve growth. If children have choices for how they dress or decorate their spaces, or, if they are encouraged to ask questions when shopping or on field trips, then they have the chance to practice forming their own opinions and seeing those opinions rewarded with respect. Ultimately, autonomy and a sense of accomplishment can occur through choices and opportunities. This can lead to confidence.
Another example of this is introducing a chore chart. Chore charts are valuable learning tools from the earliest ages. If children get to participate in the upkeep of their space, especially if that upkeep is part of a community effort, then it gives children the opportunity to understand that their actions affect their environments, and at the same time they can intentionally change their environments. When children understand they can improve their world with purpose, they gain confidence.
You can design activities to boost a child’s sense of self-worth and self-sufficiency. When deciding how to build self-confidence in a child, there are many possible activities that educators can implement.
Classroom Activities to Build Self-Esteem
Designing classroom activities to build self-esteem will depend on the specific needs of the students in the classroom. That being said, there are plenty of fun games to boost self-esteem that an educator can use as a template to begin planning their own classroom activities.
Here are some self-confidence activities for students:
Letter to yourself- In this activity, students will write a letter to themselves. Either to their future self or to their past self. Or, they can write a thank you note to themselves right now. The essence of this activity is to provide children with the tools to look at themselves with an encouraging eye and constructive self-critique.
Gratitude journaling- In this activity, students will make regular entries into a notebook with the sole purpose of appreciating something about themselves or the world around them at a regular interval, such as every day or every week. Part of building a child’s self-esteem includes introducing the habit of believing positive things about themselves. Additionally, when children regularly note positive things around them, it can create a habit of gratitude and positive thinking.
Goals journaling- Accomplishment in all its forms can contribute to confidence. A helpful activity is for students to regularly update a journal in which they write down the goals they would like to achieve in their lives. They should then note what kind of progress they have made in achieving those goals. As a bonus, incorporate a reward system when they achieve their personal goals.
Cooperative board games- A sense of self-worth can come from feeling like you are a valuable member of the community. Children can feel empowered when they can see how their contributions improve their team. Cooperative games can also provide valuable self-reflection opportunities when children work with each other to accomplish common goals.
Achievements collage or journal- When students can see evidence of what they’ve accomplished it can boost their self-confidence. They can create a collage of pictures or drawings. Older students can also create lists. Helping students to get into the habit of seeing the results of their achievements can help their self-confidence improve.
Building confidence is a skill that requires attention and nurturing. Children might not have the benefit of acquiring confidence elsewhere. Therefore, implementing ways to build self-confidence in the classroom gives students an advantage in academics as well as in life. People who are confident generally perform better at tasks, and they thrive in the workforce as they get older. (Chron)
School is a natural environment for children to make friends. Many children have a natural social instinct, though some do not. Putting several kids together and giving them activities in common creates an environment for children to develop friendships naturally at school. However, children won’t only make friends at school. After-school activities and sports, church, and other environments that encourage teamwork and socialization are also places where children will build their social circles.
Educators can help children improve their friendship-building skills. Providing strong social skills to all children in the classroom helps the whole classroom by leveling the playing field for both the socially awkward children and the socially outgoing children. Teaching children how to make friends at school and providing effective conversation starters will prepare them for one of the most useful and most frequently important experiences: connecting with people.
As for homeschooled children, it might not be as easy to teach children how to make friends while at home unless in a co-op. However, homeschooled children will still be able to learn how to make friends through learning social skills taught by the parent or third-party educator. Learning effective conversation starters, and strong social skills, in general, will prepare homeschooled children for successful and rewarding social lives as well.
How to Make Friends at School
According to WebMD, “Healthy friendships are also linked to better cardiovascular health, lower blood pressure, less depression, and a longer life. So it never hurts to try to make new friends.” (WebMD)
It’s a comfort to know that there are health benefits for friendships. However, children don’t need to know that there are health benefits to recognize that making friends is a good idea.
The job of educators is to create environments where children have equal opportunities to make friends, regardless of whether children are shy or outgoing.
Skills to teach children how to make friends include:
Saying yes to invitations
Taking initiative in social situations
Starting conversations (Sharing something about themselves is a good way to start.)
Showing interest in what other people are saying
Smiling and making eye contact
Share details about themself
Practicing small acts of kindness
Demonstrating persistent interest
Social skills aren’t necessarily obvious to some children. In fact, some children might find the prospect of trying to make friends both frustrating and intimidating. Even outgoing children might not have any natural instincts for how to pursue a rewarding relationship. Designing classroom activities that encourage the social skills listed above will help children start pursuing rewarding friendships.
While children learn what skills help them make friends, some children will also benefit from learning a few things not to do in a conversation to foster stronger friendships.
For instance:
Act with honesty.
Avoid bragging. While educators should try to show children they can be proud of their accomplishments, there should be some distinction made between talking about things they’re proud of themselves for and bragging about them.
Limit aggressive conversation tactics. Children might need to learn not to be too forceful with new acquaintances. They may also need to be introduced to spacial boundaries.
Learn patience. Children might need to learn that friendships can take a long time and need to be nurtured.
Another important and not necessarily intuitive skill that children need to learn about making friends is recognizing when they have successfully made a friend.
For instance:
Another child takes the initiative in the relationship
When it feels comfortable to be around a person and talk to them
When it becomes natural to share feelings with the person
The skills involved in learning how to make friends might not seem like teachable skills. However, nothing could be further from the truth. There are objective and clear indicators related to making friends, and anything objective and clear can be taught.
Conversation Starters
A fairly straightforward skill educators can create activities around is conversation starters. It’s a mystery to some children how to initiate a conversation. It may be an effective use of classroom time to design an activity where children come up with conversation starters.
For example:
What animal would you like to be and why?
What’s the longest walk you’ve ever taken?
What would you do if you didn’t have a TV?
If you could go anywhere, where would you go?
What’s your favorite story?
What’s your favorite song and why do you like it?
If you had a superpower what would it be?
Implementing this activity in the classroom allows children to think of things they would like to use in conversations without the pressure of performing on the spot.
A follow-up activity to this is roleplaying these conversation starters with other kids in the classroom. Roleplay provides the opportunity of helping children practice starting a conversation and thinking about what happens after the conversation continues.
Conversation skills are just as important as any other life skill. Activities that foster learning opportunities for children to learn how to make friends will prepare children for success in life.
For an online program on social emotional learning that includes social engagement exercises, view Tools From The Heart.
It takes more than academic skills to sufficiently prepare children for rewarding lives. It is the responsibility of parents and educators to provide learning experiences designed to foster life skills for children, including social and emotional skills. In this article, we’ll explore life skills for students and provide activities that help children develop in these essential areas.
Life Skills for Children
The classroom is a place where children learn both how to think and how to behave. Nurturing social and emotional skills helps to shape child behavior. It also helps to promote the long-term success of a child.
In academia, some “softer” life skills necessary for living a rewarding life are referred to as executive function and self-regulation. These are terms that refer to skills like focus, switching focus, and coping with distractions. They also refer to self-control, working memory, and mental flexibility.
These soft skills are important life skills children will grow up and use to function well in society, hold a job, and connect with peers.
Additionally, these core skills provide the underpinnings for other life skills like empathy and acceptance, or social skills like politeness and cooperation. All of these skills help children to thrive in group settings while building confidence in themselves. Exercises designed to encourage children to practice empathy, acceptance, politeness, cooperation, etc., create opportunities for children to develop core skills of executive function and self-regulation.
Teaching activities that promote life skills for children can be incorporated into the classroom or implemented at home. These activities can help prepare children for success.
Examples of Life Skills Activities
There are many life skills activities educators and parents can incorporate into the education of the children in their care. Educators might find it more useful to tailor life skills activities to the specific needs of the children in their particular classrooms. It’s not only possible to do this, it might prove essential in many cases. Different groups of children have different specific needs, and the principles of teaching core skills will be similar. Here are a few examples to give educators and parents a place to start thinking about designing life skills activities for primary school children:
Bake a Snack
Every aspect of baking contributes positively to a child’s development. It gives a child a sense of accomplishment and gratification that they can do something both positive and constructive for themselves. Baking provides an opportunity for children to practice patience and to practice recognizing the connection between actions and results. Bonus: make it a group activity and build in chances for children to cultivate social skills and communication.
Learn Emergency Numbers
There are a lot of things considered by adults to be common knowledge. As a result, it can be a worrying thing for a child to feel unprepared. Helping children with knowledge such as the numbers for their local police departments and fire departments can provide a sense of security.
Learn to Use Simple Tools
Understanding the use of tools, like screwdrivers and socket wrenches, fosters a broader understanding of how the world is put together. It encourages imagination in addition to providing a sense of self-reliance.
Grow Plants from Seeds
Growing plants from seeds provides children a chance to cultivate patience and sustained attention over weeks. Furthermore, growing living things provides an opportunity for children to develop nurturing instincts towards other living things. Make it a group activity and give children a chance to practice mutual accountability and working together.
Sew Buttons on Clothes
Culturally, many of us are getting further and further away from the source of our commodities. We don’t typically think about where our stuff comes from. As a result, children might develop a sense that if their stuff breaks they can’t do anything about it. Learning a skill like putting buttons back on clothes provides children with the opportunity to learn that they can take care of their things. In turn, this creates a sense of confidence and contribution.
Play Games as a Group
We know that playing is an integral part of childhood learning. Additionally, when children play in a group they learn social skills and how to cooperate with others. Pull out a board game, play charades in teams, or enhance listening skills with the game of telephone. Because social emotional skills are so important in a child’s development, interacting with peers in a cooperative setting promotes important life skills.
Teaching Life Skills in Primary School
It’s important to prepare children in multiple areas of life. The whole concept of life skills may include practical skills, social skills, and academic skills which all prepare children for success in adulthood. Here are some activities you can implement to enhance social emotional life skills:
When educators need assistance with lessons that encourage core skills like executive function and self-regulation, Soul Shoppe helps with online SEL programs. Soul Shoppe encourages empathy and emotional awareness in children. Whether helping in the classroom or assisting parents at home, Soul Shoppe brings social skills to the forefront of the discussion. Click for more information on SEL Programs for Elementary Schools or our parent support programs.
Teaching is a challenging job. Creating an environment where children can develop comes with a range of obstacles.
As educators, the best-case scenario is to recruit the children, in the long run, to help in their own education. Where it is appropriate, it’s not only valuable to help children take ownership of their own education, it is a mark of successful education.
Self-soothing is a particularly important area to give children tools to take care of themselves. Teachers and parents won’t be present every time a child feels worried or anxious. In the long run, it would not be helpful to a child’s development if they came to rely on the adults in their lives to fix their problems. To ensure balance in development, it’s essential for children to learn how to self-soothe.
Teaching Children How To Self-Soothe
What is Self Soothing?
People instinctively try to soothe their own stress. In children, this instinct to self-soothe can often look like fidgeting. Thumb-sucking, biting fingernails, and sucking on clothes, are all examples of potential self-soothing habits that children sometimes use to help them cope with stressful situations. Children might develop many other habits and behaviors to self-soothe as they grow. As a result, their instinctive behaviors might evolve or change.
Self-soothing can take many forms. Not all of them are clear and external, and not all of them are healthy or helpful. In fact, some children have trouble developing mechanisms for soothing their own stressful emotions. As children age, it becomes more important to teach children how to self-soothe, since some of the behaviors that small children use to self-soothe grow less socially appropriate.
In cases where children have developed potentially unhelpful self-soothing methods, or in situations where they have trouble developing self-soothing strategies of any kind, it might be prudent to teach better self-soothing techniques.
How to Teach an Older Child to Self-Soothe
Because coping with stress is the goal of self-soothing, children might instinctively resist learning new or different self-soothing strategies. An attempt to teach alternative self-soothing habits might look to children like taking away their coping mechanisms. As a result, educators must approach teaching new techniques with delicacy.
At the same time, it can be important to help children learn better self-soothing strategies as they grow. Stressors increase as children age. The self-soothing techniques that may have come instinctively to children may grow insufficient as they age.
The self-soothing techniques might also contribute to the stress and anxiety of the child if the technique attracts ridicule from other children. This might end up sabotaging their technique because a child might grow self-conscious about their instinctive technique, try not to use it, and then grow more and more agitated. Therefore, they need to replace the self-soothing technique with another soothing strategy.
When deciding how to teach an older child to self-soothe, there are two stages an educator should go through.
The first stage of teaching a new strategy for self-soothing is identifying any self-soothing techniques a child might already have a habit of using to cope with stress. For example:
Biting nails
Thumb sucking
Picking at cuticles
Sucking on clothing
General fidgeting
This is far from an exhaustive list. Educators and parents need to get to know their children’s habits. Once they do, it will become possible to identify which behaviors manifest to cope with stress. Identifying the self-soothing habits adopted by children will also mean gaining an idea of what causes them stress and gives them a need to use self-soothing strategies.
After working with the child to learn more about their self-soothing habits, then it’s possible to help them learn other self-soothing techniques. Some self-soothing techniques that might be useful to suggest include:
Changing their environment or something about their environment
Doing some stretches
Imagining soothing imagery
Focused breathing or counting breaths
Butterfly hugs–or the practice of gently patting themself on the chest with their hands crossed and telling themself they are safe
These self-soothing techniques are valuable tools to add to an educator’s or parent’s toolbox. There are a lot of legitimate and valuable self-soothing techniques out there. When deciding how to teach an older child to self-soothe, there are several options. Teaching these techniques prepares them for strong childhood development and long-term success in life.
Key adult figures in any child’s development include their parents, guardians, and teachers. Sometimes those are the same people if the children are homeschooled.
It’s valuable for every adult involved in the development and preparation of children to approach that responsibility seriously. It’s good to grow more familiar with the tools currently in use and to learn more about the other ways of doing things with proven value.
According to the National Library of Medicine, there are four different parenting styles (NIH). Parents will tend to default to one parenting style depending on their personality, but they will also use tools from the other parenting styles depending on the demands of a given situation. A balanced approach to parenting overall may prove most effective in the long run. So, it’s important to understand all four styles of parenting and the impact of parenting styles on child development.
4 Different Parenting Styles
What are the Four Basic Parenting Styles?
Let’s break down what the four basic parenting styles are and then take a look at their impact on the development of children.
These four different parenting styles were identified by the psychologists, Baumrind, Maccoby, and Martin (MDPI).
Authoritarian parenting is rules-based parenting. It’s a parenting style based on structure and the understanding of consequences if rules are not followed. Authoritarian parenting tends to set high expectations and limits flexibility.
When children develop in an authoritarian environment, they are usually well-behaved, because they tend to grow up used to associating misbehavior with negative consequences. Children who grow up in an authoritarian parenting environment are generally good at following rules, since they develop a sense that things go well when they follow rules.
Children who grow up in an authoritarian parenting environment may also develop tendencies toward aggression. Or, they may develop shyness and social ineptness. It is possible that children developing in mainly authoritarian environments will develop poor self-esteem without the situation getting tempered with other parenting styles.
Authoritative Parenting
A communication-heavy style of parenting, authoritative parenting is based on guidelines and clear statements of expectations by both parents and children. In an authoritative parenting style, while parents retain their role as provider and primary decision-maker, children are encouraged to participate in decisions around setting goals and expectations.
Authoritative parenting strategies create a developmental environment where children gain confidence, responsibility, and a sense of self-regulation. Children who grow up in an authoritative parenting environment tend to develop a sense of their own value. As a result, they are more likely to aim for and achieve high performance in whatever endeavor they set their minds to.
Permissive Parenting
While the context of permissive parenting might create a warm and nurturing environment, it can also create an environment where children develop a sense that their actions have no consequences. Parents with tendencies towards permissive parenting styles often act more like friends than parents.
Growing up with few rules can encourage children to develop habits of indulgence with potential negative consequences. For example, poor self-regulation around snacks. Children who grow up in a permissive parenting environment may also develop lax habits about homework and excessive habits about entertainment. A lack of significant moderation in parenting can lead to an absence of sense of urgency in a child’s development.
Uninvolved Parenting
An uninvolved parenting environment is an environment with little to no structure or involvement between parents and children. Uninvolved parenting environments still provide for a child’s basic needs, but do not create much structure for the child.
Without any particular discipline or encouragement structure, children who develop in an uninvolved parenting environment often grow to possess a high sense of self-sufficiency and resilience. On the other hand, these children might also have trouble controlling and expressing emotions. Or, they might develop ineffective or relatively non-existent coping strategies. They may also have trouble academically and socially due to an untethered sense of accomplishment and consequence. Children who develop in an uninvolved parenting environment may also have trouble building strong relationships with their peers.
Impact of Parenting Styles on Child Development
It is fair to say that a child will develop in profoundly different ways depending on the most prevalent style of parenting.
Different children and different situations need different kinds of nurturing. Everyone with the responsibility of nurturing children should develop their own parenting skills in order to foster the best possible developmental environments for the children in their charge.
Soul Shoppe provides social emotional learning programs for children. For more than twenty years we’ve created tools and empowered educators to incorporate emotional intelligence into curriculum. Soul Shoppe strategies encourage empathy and emotional awareness in children. Whether helping in the classroom or assisting parents at home, Soul Shoppe brings social skills to the forefront of the discussion. Click for our parent support programs.
Educators might assume that their classrooms feel safe to all their students. However, creating an inclusive classroom requires active work and a plan.
Creating An Inclusive Classroom
The process of creating an inclusive classroom may come intuitively to some educators, while some features might be surprising. Actively creating an inclusive classroom requires educators and students alike to learn more about what’s going on in the lives of other people in order to more effectively create an inviting and inclusive classroom environment for children of all backgrounds.
To start, here are a few inclusive classroom examples to get educators thinking about nurturing a more inclusive classroom setting.
Inclusive Classroom Examples
Creating an inclusive classroom includes many different aspects of education. Active pursuit of fair-minded and empathy-driven educational practices requires a holistic approach to education and development. While in essence, inclusive education is as simple as being fair to everyone, like so many simple ideas it isn’t easy to implement.
So what does an inclusive classroom look like? According to Harvard University, educators have to, “Learn high-leverage Instructional Moves to make your classroom discussions more inclusive, student-centered, and purposeful.” (Harvard)
Here are some inclusive classroom examples to guide educators in their educational strategy (Harvard):
Active learning: It might sound only obliquely related, but the pursuit of active learning strategies and incorporating active learning techniques into curricula will promote an inclusive learning environment. This is because active learning promotes complex thought processes and active attempts to understand other perspectives and ways of thinking.
Growth mindset: The inability to accept alternative lifestyles tends to stem from a habit of seeing the world as restrictive and very much set in its ways. Promoting a growth mindset in the classroom enables students to see value in attempting to understand alternative perspectives.
Get to know your students: Not every fix will work the same for every student. An educator can create a curriculum designed to promote inclusiveness, and with the very best of intentions, they might neglect the tools necessary for some group that they themselves might never have encountered, for instance. It’s essential for educators to get to know their students and make adjustments to their inclusive classroom activities.
Build opportunities for work outside the classroom: The essential purpose of a classroom is to prepare students to succeed in life. However, there are other opportunities to grow ideas. Seek opportunities outside of the classroom to give students the chance to see how ideas work in the wild.
Group expectations and guidelines: In order to make the environment safe for all students, it’s important to communicate to all students why it’s important to create an inclusive learning environment for everyone.
Educators may have to ask, “What does an inclusive classroom look like?” The answer will vary from one classroom to the next. In principle, however, the characteristics of an inclusive classroom will include the opportunities for students to learn empathy and the tools for understanding different perspectives.
Inclusive Classroom Activities
An inclusive classroom often looks like a thoughtful classroom. The characteristics of an inclusive classroom create a sense that all perspectives, and therefore all students, are embraced and valued. There has to be a sense of belonging achieved through an active pursuit of learning the values and perspectives of all students.
In the pursuit of this strategy of active learning to create an inclusive learning environment, here are a few activities to get educators started (LSA):
Core Values Exercise
Students may have never expressed their values before. While they might not need to define their values to the precision that some adults decide to define theirs, creating a sense of inclusiveness in the classroom might be easier if students have the opportunity to express what they value. This can help them recognize that some people share their values, and some people don’t. The goals of this activity include:
Helping students determine their own values
Helping students appreciate diversity in values
Prompt discussion among students about values
How to do it:
Moderated in-class discussion
Dialogue Blocker Exercise
Classrooms are microcosms of the greater community, and community runs on effective communication. Sometimes listening and empathically responding during conversations is excluded. This exercise is meant to create a scenario where students can learn to recognize dialogue blockers, or communication strategies getting in the way of effective communication. In recognizing them, students are better able to avoid them. The goals of this activity include:
Helping students recognize dialogue blockers
Encourage students toward more introspection during conversation
How to do it:
Find an example from a book or show where a conversation was ineffective and left its participants dissatisfied with the results.
Through moderated discussion, lead students through the poor communication displayed and talk about possible improvements.
Name Story Exercise
This inclusive classroom activity is designed to help students see each other and appreciate each other. At the same time, it gives every student the opportunity to feel like they have something inherently valuable about themselves that they can share with the class. The goals of this activity include:
Building community
Promoting a sense of diversity in the classroom
How to do it:
Give every student a chance to tell everyone their first, middle, and last names.
At the same time, every student has an opportunity to tell any story about their name that they know or like.
Since every classroom and every set of students presents different needs and challenges, it may be necessary to design exercises more specific to a given classroom or set of students. Everyone comes from different backgrounds, and in order to prepare students for success in life, educators need to create inclusive classrooms to help students feel safe and connected.
Soul Shoppe provides social emotional learning programs and can help you learn how to create a safe space in the classroom or at home. Soul Shoppe encourages empathy and emotional awareness in children. Click here to get into contact with us.
