Rock Solid Foundations: Promoting the Social & Emotional Competence of

Young Children & Preventing Challenging Behaviors:

Responsive Environment & Routines

Introductions

1. Your name, program.

2. What is your role?

3. What will you do with the information you will learn today?

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INSERT PICTURE OF STATE WHERE DOING TRAINING

CYTTAP

Allison Silberber, 2007

Promote Children’s Success

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• Create an environment where EVERY child feels good about coming to school

• Design an environment that promotes child engagement

• Focus on teaching children what To Do! •Teach expectations and routines•Teach skills that children can use in place of challenging behaviors

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CSEFEL Pyramid Model

Definitions, Research

and Rationale

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CSEFEL Definition of Social Emotional Development

HANDOUT: IT 1.2

The term social emotional development refers to the developing capacity of the child from birth through five years of age to form close and secure adult and peer relationships; experience, regulate, and express emotions in socially and culturally appropriate ways; and explore the environment and learn - all in the context of family, community, and culture.

Caregivers promote healthy development by working to support social emotional wellness in all young children, and make every effort to prevent the occurrence or escalation of social emotional problems in children at-risk, identifying and working to remediate problems that surface, and, when necessary, referring children and their families to appropriate services.

Adapted from ZERO TO THREE, 2001

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The developmentally and culturally appropriate ability to:

What is Social-Emotional Development?

Manage Emotions Relate to Adults

Relate to Peers Feel Good About Self

Understanding the Importance of

Schedules, Routines, and Environments on

Young Children’s Social & Emotional

Development 9

Responsive Routines & Schedules for Infants & Toddlers

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How Schedules and Routines Support Social Emotional Development

• They are an important part of each day

• They meet children’s basic needs

• They provide opportunities for learning and development

• They help develop a sense of security and control

• They provide predictability

• They support competence and confidence11

ActivityResponsive Routines Inventory

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Handout : I/T 2.4

Routines - Eating

–

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Routines - Diapering

http://office.microsoft.com/en-au/default.aspx

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Routines – Sleeping/Resting

http://office.microsoft.com/en-au/default.aspx

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Routines – Greetings/Goodbyes

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I/T I/T

Schedules and Routines In Preschool Settings

Develop a schedule that promotes child engagement and success

A. Balance activities: - active and quiet- small group and large group- teacher-directed and child-directed

B. Teach children the scheduleC. Establish a routine and follow it consistentlyD. When changes are necessary, prepare children ahead of time 18

Teach with Visual Schedules

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Daily Schedule

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ActivityUsing Visual Schedules

1. You say it’s time for circle. One little boy roams away from circle. When you try to guide him to circle, he drops to the ground and will not budge.– How can you use your visual schedule to

teach?

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ActivityUsing Visual Schedules

2. You announce that it’s time for centers and a girl runs to go out the door yelling “No! Play out!”– How can you use your visual schedule to

teach?– What else might you be able to use to teach?

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ActivityUsing Visual Schedules

3. A child goes to play with her favorite train. When you go over to her and tell her it’s time for snack she starts screaming and throwing train pieces.– How can you use your visual schedule to

teach?– What else might you be able to do/use to

teach?

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ActivityUsing Visual Schedules

4. A new little boy arrives in your classroom and he is very scared. When Mommy says bye, he screams, cries, pulls on her leg, and tries to climb up Mommy’s body.– How can you use your visual schedule to

teach?

Plan for transitions • Minimize the number of transitions that children have

during the day• Minimize the length of time children spend waiting with

nothing to do• Prepare children for transitions by providing a warning• Structure the transitions so that children have something

to do while they wait• Teach children the expectations related to transitions.• Individualize supports and cues

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Transitions for Preschool-age

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PS

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PS

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Transition with Visual and Timer

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Transition with Visual

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Transition with Visual Choice

Individual Transition Schedule

First Then

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Responsive Infant/Toddler Environments

Caregivers are the ones responsible for setting up the physical space, choosing activities and play things and engaging in the interactions that make up the learning experiences for infants and toddlers.

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A Well Designed Infant-Toddler Environment

1. Supports the social emotional needs of infants and toddlers as well as their language, cognitive, and motor development

2. Encourages responsive care from adults

3. Supports peer relationships

4. Is developmentally appropriate– age appropriate– individually appropriate – culturally appropriate

5. Other ideas? 35

Infant/Toddler Environments

36Grossmont College Child Development CenterCourtesy of Harvest Resources

Discuss how the environment meets the four criteria.

Infant/Toddler Environment

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Infant/Toddler Environment

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Infant and Toddler Environments Planning Document

Handout I/T 2.5

1. Physical environment2. Large and small group activities3. Directions4. Classroom rules and expectations5. Positive attention6. Descriptive feedback and

encouragement… how can each child be successful?

When designing supportive environments for preschool-aged children - think about…

1. Physical Environment

Classroom Arrangement and Design: Traffic Patterns

•Minimize large open spaces•Minimize obstacles and other hazards•Consider the needs of children with

physical and sensory disabilities41

Classroom Arrangement and Design: Learning Centers

Physical

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Classroom Arrangement and Design:Learning Centers

Create meaningful and engaging learning centers

• Relevant to children’s needs, interests, and lives• Highly engaging and interesting• Variety of materials in each center• Changed and rotated on a regular basis

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Create Meaningful &Engaging Learning Centers

• Stand in center of the room– Is there a clear entry to each center?– Is each center inviting?– Are there enough materials (3 units of play per child allowed in

center)?– Is there a system in place for entering

and exiting centers?– Are centers & materials/shelves labeled?– Is there a rotation of materials?– Are materials highly engaging?– Are the activities relevant to children’s

needs, interests and lives?

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•Planning the activity– Consider the length– Be clear about the purpose and goals of the activities– Use circle time to teach new things

• Implementing the activity– Provide opportunities for all children

to be actively involved– Assign jobs to children– Vary your speech and intonation patterns– Have children lead activities– Pay attention to children’s behavior

2. Engaging Group Activities

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PS

Small Group Activities• Importance of small group activities

– Skill building– Individualized attention

• Planning and implementing– Be clear about the goal– Use peers as models– Ensure participation by all children– Make them fun – Provide feedback throughout

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• Minimize the number of directions given to children• Individualize the way directions are given• Give clear directions

•Develop picture cards of directions to give to children

•Make sure you have the children’s attention before you give directions

3. Giving Directions

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Giving Directions

• Give directions that are positive• Give children the opportunity to respond to a direction

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•When appropriate, give the child choices and options for following directions•Follow through with positive acknowledgment of children’s behavior

Wet hands Get soap Wash hands Dry hands Throw away

1 2 3 4 5

Washing Hands

Hand Washing Directions

Using Clip Art

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1. Turn on water. 2. Wet hands.

3. Get soap. 4. Rinse hands. 53

• Have a few simple classroom rules• Involve the children in developing the rules• Post the rules visually• Teach the rules systematically• Reinforce the rules at high rates initially and at

lower rates throughout the year

4. General Guidelinesabout Rules/Expectations

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Involving Children in Developing the Rules

• Have children help generate the rules• Name the rule and have a child demonstrate the rule• Name the rule and have the children identify the visuals that might go on a poster •Have children help decorate arules poster 55

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PS

Develop or Review Your Rules• Work together to develop a list of three to

five rules for your setting• If you have rules already, list them and check

them against the criteria• Brainstorm some fun ways you can remind

and reinforce the rules in your setting

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• Give children attention when they are engaging in appropriate behaviors

• Monitor our behavior to ensure that we are spending more time using positive descriptive language and less time giving directions or correcting inappropriate behavior

5. Ongoing Monitoring and Positive Attention

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4 Principles• Contingent on appropriate

behavior• Descriptive• Conveyed with enthusiasm• Contingent on effort

6. Using Positive Feedback and Encouragement

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Using Positive Feedbackand Encouragement

A. Remember to use nonverbal forms of positive feedback and encouragement

B. Individualize use of positive feedback and encouragement based on children’s needs and preferences

C. Encourage other adults and peers to use positive feedback and encouragement

Handout PS 1.7, “Some Starters for Giving Positive Feedback and Encouragement “

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Sample CertificateSUPER FRIEND AWARD!!!

This certificate is to certify that Marleco is a SUPER FRIEND!!

Today, Marleco used his words to ask Malen nicely for a turn on the swing. When he was done swinging, he asked Malen if she wanted another turn and then helped to push her. At circle time, he gave his friend Cesar a compliment! YAY Marleco!! What a Super Friend you are!!

Give yourself a pat on the back!!

Signed by: Miss Gail & Mr. Jim Date: January 7, 2006 63

Pulling it all Together!

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Major Messages

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• Facilitate parents’ support in creating a smooth transition for children’s arrivals and departures

• Routines offer the primary opportunity to use the adult/child relationship to enhance social emotional development in infants, toddlers and preschoolers

• Plan for transitions! Challenging behaviors often occur during transitions

• Use visual cues to teach children routines and schedules

• Develop a schedule routine that promotes child engagement and success

Major Messages to Take Home

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• The physical environment, particularly in group care, plays a major role in impacting the opportunities children have for the development of their social emotional competence

• Creating meaningful and engaging learning spaces for children is essential to designing supportive environments for young children

• Consider how the classroom arrangement and traffic patterns can minimize obstacles

Major Message• Focus on prevention and teaching appropriate skills • It is important to be intentional about supporting the

social emotional competence of children• Promoting children’s social and emotional

development requires a comprehensive approach that includes building relationships, evaluating our own classrooms and ‘hot button’ behaviors, and TEACHING

If there is anything that we wish to change in the child, we should first examine it and see whether it is not something that could better be changed in ourselves.

Carl Jung – psychiatrist

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Be the change you wish to see in the

world. Mahatma Ghandi

Review your Personal Action Plan 69

Resources

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•Childcare and Youth Training and Technical Assistance project: http://www.extension.unl.edu/web/child/cyttap

•Better Kid Care: http://betterkidcare.psu.edu/

•CSEFEL : http://csefel.vanderbilt.edu/

Evaluation

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