NC Foundations for Early Learning and...

NC Foundations for Early Learning and Development:

Advanced Course on Emotional & Social Development and Family Engagement

Unique Handouts for Module 9

Pre-Learning Activity Directions Module 9: Recognizing and Controlling Anger & Impulses

Effective Teacher Practices for Providing Targeted Social Emotional Supports NC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 2014

Read Helping Children Control Anger and Handle Disappointment. As you read the article, consider these questions:

1. What are two ways that teachers can model for children how to manage anger and handle disappointment?

2. What are some cognitive behavioral intervention strategies that you have used in your classroom? What

specific examples have you used with your children?

3. How have you prepared individual children in your classroom for potential disappointing situations before they occur?

4. What are four key features of a reinforcement system that are likely to help strengthen children’s

management of frustration and anger?

Handout 2.7: Social Emotional Teaching StrategiesModule 2

The Center on the Social and Emotional Foundations for Early Learning University of Illinois at Urbana-Champaign csefel.uiuc.edu H 2.7(p. 1/5)

Rev. 5/06

Gail E. Joseph, Ph.D. & Phillip S.Strain, Ph.D.

Center on Evidence Based Practicesfor Early Learning

University of Colorado at Denver

As a result of his teachers’ carefulselection of toys, materials, andplay themes, 3 year old Eduardo

now is able to benefit from his activeparticipation in a full range of freeplay activities. Yet, it is still the casethat without this level of planning andsubsequent, ongoing praise, Eduardowould spend most days playing alonewith a particular Tonka truck. On thisday the truck has been retired fromservice due to a broken and nowdangerous part. Visibly upset,Eduardo begins to whimper as histeacher explains the situation with thetruck and promises to get it replacedsoon. She offers Eduardo other playideas and begins to play with othertrucks herself encouraging him to joinin. The disappointment is toooverwhelming, however, and Eduardojust sits passively, shaking his head,No. His teacher next prompts severalof his usual play partners to, “AskEduardo to help with their building.”When asked, Eduardo screams “No,”stomps over their building project andgets a predicable response from hispeers. The teacher intervenes at thispoint to protect Eduardo, his peersand the ongoing program.

Mattie, a 4 year old in a localHead Start classroom is always thefirst to organize fun play when thewater table comes out each Friday.She often talks with great anticipationand excitement (especially onThursday) about what she is going todo at the water table with her friends.

On this Friday, the water table hasbeen borrowed by the class next doorand is not available. When Mattierealizes that the water table is notavailable she seeks out her teacher forhelp. She does this with a clearexpression of frustration anddisappointment. Her teacher explainswhat happened and asks Mattie todescribe how she is feeling. She saysshe is frustrated. Her teacheracknowledges the legitimacy of herfeelings and asks her if she can thinkof what she and her classmates havepracticed when they feel frustrated.With some prompting, Mattie recallsthe plan—takes three deep breaths,tell yourself to calm down, and thinkof some solutions. Mattie and theteacher generate some options at thispoint, including; a) playing with hernext favorite toy; b) asking her bestfriend what she wants to play; and c)pretending to use the water table. Shechooses b, and has a fun freeplay.

As young children gain a betterunderstanding of emotions, theybecome more capable of emotionalregulation. Controlling anger andimpulse is perhaps the most difficulttask of emotional literacy. In real lifesituations that are upsetting,disappointing and frustrating it is atough undertaking to remain calm.Remaining calm in the presence ofadverse situations is not about thesuppression of emotions, but thedynamic engagement of affective,cognitive and behavioral processes.In order to regulate emotions onemust bring into play the rapid andaccurate recognition of physiologicalarousal, the cognitive processrequired to think, for example, “Ineed to calm down” and, the

behavioral pretense of taking a deepbreath and reacting calmly. Childrenwho learn to cope with their emotionsconstructively not only have an easiertime with disappointments,aggravation, and hurt feelings that areso ubiquitous in the lives ofpreschoolers but they also have aneasier time relating to other childrenand adults at home, in school or childcare, and on the playground (NationalResearch Council and Institutes ofMedicine, 2000).

On the other hand, young childrenwho have failed to master the earlyregulatory tasks of learning tomanage interpersonal conflict andcontrol aggressive and disruptiveimpulses are more likely than theirself-regulated peers to display earlyconduct problems. Children withconduct problems and poor impulsecontrol are more likely to be peer-rejected and do more poorly in schoolthan children who are more capableat emotional regulation and problemsolving (Strain, Kerr, Stagg &Lenkner, 1984). Before children caneffectively manage interpersonalconflict, they need to be able torecognize and regulate their ownemotional responses and stress level.Teachers can play a significant role inhelping children learn to control theiranger and impulses and to handledisappointment in appropriate waysby identifying and intervening withchildren who need extra help indeveloping these competencies.Some teaching strategies includemodeling remaining calm; cognitivebehavioral interventions; preparingchildren for disappointing situationsbefore they occur; recognizing andreinforcing when children remain

Helping Young Children Control Angerand Handle Disappointment

calm; and involving parents and othercare providers.

Model remaining calmTeachers can model how to

manage anger and handledisappointment for young children.For example, a teacher can share withher class how she felt angry whensomeone hit her car in the parking lot– but then she decided that feelingmad wasn’t helping her think of goodsolutions – so she took three deepbreaths and thought about somethingrelaxing and then when she felt calmshe thought of some solutions forfixing her car. In addition to recallingincidents when one felt angry butremained in control – teachers canalso model remaining calm asnaturally occurring disappointing,scary, frustrating and difficultsituations happen throughout the day(e.g., a fire drill; being yelled at;having something break, etc.).

Teach children how to controlanger and impulse

While it may be true that childrenoften hear adults telling them to“calm down,” it is very unlikely thatthis simple direction will result in anychanges in children’s affect orbehavior. In some instances this kindof command may even escalate achild’s angry response. Cognitivebehavioral intervention (CBI)strategies can provide children withthe requisite skills to control angerand handle disappointment. CBIsoffer strategies for teachingappropriate replacement skills toangry outbursts and aggression. CBIsengage a relationship betweeninternal cognitive events andbehavioral change through teachingstrategies that guide performance andreduce inappropriate behaviors.Using CBI, teachers can provideyoung children with strategies to

modify their thoughts and promoteself-regulation. With preschooler,many accidents occur in classrooms(e.g., children bumping into oneanother; children knocking overothers’ constructions) and somechildren interpret these accidents aspurposeful, hostile acts. An essentialingredient of CBI is to help childrenreframe and modify their processes inorder to substitute more neutralinterpretations of others’ behaviors.The “turtle technique” is a CBIstrategy that has been usedsuccessfully with preschool andkindergarten age children (Greenberg,Kusche & Quamma, 1995;Webster-Stratton & Hammond, 1997).

The turtle technique was originallydeveloped to teach adults angermanagement skills then wassuccessfully adapted for school agechildren (Robin, Schneider &Dolnick, 1976; Schenider, 1974).Since then, the turtle technique hasbeen adapted and integrated intosocial skills programs for preschoolers(PATHS, Dinosaur School). The basicsteps of the turtle technique are:

Recognizing that you feel angryThinking “stop”Going into your “shell” and taking

three deep breaths and thinkingcalming, coping thoughts, “It was anaccident. I can calm down and thinkof good solutions. I am a goodproblem solver.”

Coming out of your “shell” whencalm and think of some solutions tothe problem.

Teaching the turtle technique toyoung children can happen at largeand small group times. A turtle puppetis helpful and keeps children engagedduring the lesson. The teacher canbegin by introducing the turtle to theclass. After the children get a chanceto say hello and perhaps give a gentlepet, the teacher shares the turtle’sspecial trick for calming down. The

turtle explains a time he got upset inpreschool (selecting an incidentfamiliar to the children is best). Hedemonstrates how he thinks to himself“STOP,” then goes in his shell andtakes three deep breaths. After hetakes three deep breaths, he thinks tohimself “I can be calm and think ofsome solutions to solve my problem.”When he is calm, he comes out of hisshell and is ready to problem solvepeacefully. The teacher can theninvite the children to practice turtle’ssecret. Children can “go in theirshells” as a group and together takethree deep breaths. Then anindividual child can model the “turtletechnique” in front of the class.Practice small group activities caninclude making paper plate turtleswith moveable heads and arms that“go in their shell.” Children can thenrehearse the steps with the paper plateturtle.

Preparing children to handledisappointment

Teachers can help children byrehearsing some strategies to handledisappointment before a potentiallydisappointing incident occurs. Forexample, Elizabeth knows that somechildren will be disappointed becauseshe can only choose one “helper” tofeed the pet goldfish. Before sheannounces who the helper will be shesays to the class, “Remember, I willonly be able to select one fish feedertoday, and that may make some of youfeel disappointed. What can you do ifyou feel disappointed?” The childrentogether snap their finger and say, “Ohwell, maybe next time.” Elizabethsays, “That is right you can say –‘Maybe next time.’” After she selectsthe fish feeder, she reinforces thechildren who remained calm andhandled their disappointment.Similarly, a teacher can prepare asingle child for a disappointing



Rev. 5/06

situation before it occurs. Elizabethknows that Jordan will be disappointedif someone else is on his favoriteswing on the playground. Before theyleave for outside, she pulls Jordanaside and says, “When we go outside,someone else might be on yourfavorite swing. And you might feeldisappointed. But, what can you do tostay calm?” She supports Jordan toremember his “turtle technique” andhelps him think of some solutions suchas asking for a turn, saying please andfinding something else to do while thechild finishes swinging. For addedsupport, because Jordan may notremember when he is in the moment,Elizabeth gives him a small plasticturtle to hold. The turtle promptsJordan to keep calm and think ofsolutions.

Posting pictures of the turtletechnique (see Box 1 ) can remindchildren of the steps to calming down.These can be posted in several placesaround the room. Visual cues can beparticularly helpful for very youngchildren, children who are easilydistracted, and children withcommunication delays. Strategicallyplaced, the visual cues can serve as:a) a permanent reminder forchildren—that is, children don’t haveto remember the steps of the process,b) an efficient prop for teachers suchthat they can simply point to the nextstep and not disrupt the ongoing classactivity with lengthy dialogue, and, c)a clear, concrete way to communicatewith children the specific behavioralsteps for which they are beingreinforced.

Recognize and comment whenchildren remain calm

There are four key features of areinforcement system that are likelyto help strengthen children’smanagement of frustration and anger.First, it must be recognized thatcontrolling one’s emotions andsubsequent behavior is hard work. Assuch, reinforcement needs to befrequent and powerful. As frequencydepends on the occurrence ofbehavior, teachers need to be equallyvigilant about planning as manyopportunities for practice as possible.Teachers may also find that theirimpact is enhanced when they areespecially vigilant to “catch thosechildren being good” who may needthe most support. A second keyfeature is to provide naturallyoccurring, vicarious reinforcementopportunities. For example, theexchanges that adults have with eachother can be planned to achieve thisaim. For example, Elizabeth mightsay, “Wow, Steven you really stayedcalm when your watch broke. I’mproud of you.”

Third, we recommend thatchildren be provided the opportunitiesfor self-reinforcement.

For example, children can chooseamong several favorite items and theycan forecast at the beginning of theday what they would wish to acquirefor managing anger and frustration.Finally, we recommend keepingreinforcers varied and fun. Box 2outlines some favorite ideas toconsider. This system, whenimplemented with a high degree offidelity, sends a clear message toyoung children that handling angerand impulse in constructive andpeaceful ways is greatly valued.



Box 1. The Turtle Technique

The Turtle Technique

Step 1 Step 2

Step 3 Step 4

Rev. 5/06

communication system in which adaily report card is sent home that: a)highlights how children havesuccessfully negotiated a frustratingsituation and b) suggests ways thatfamily members might furtherrecognize and encourage theseaccomplishments. An example homereport is found in Box 3. In this samespirit of regular communication,teachers may also wish to phone hometo report any extraordinary examplesof positive child behavior. For manyfamilies this can be a most welcomechange from the usual events thatoccasion phone calls from serviceproviders.

For families that are interested inmore directed and purposefulintervention in the home, teachersmight choose to share a video ofthemselves modeling strategies,directly teaching a techniques, andreinforcing children for successfullycalming down. Moreover, teachersshould consider the possibility ofarranging opportunities for families toshare with each other the ways theyhave been able to encourage theirchildren’s self-regulation.

ConclusionEmotional regulation is fostered

not only by the interventions andstrategies described in this article, butalso by the confidence and securitythat a warm, responsive relationshipwith a caregiver provides youngchildren. Trusting relationships allowchildren to cope with emotions that,initially without even a feelingvocabulary to describe them orstrategies to regulate them, can beoverwhelming. Moreover this kind oftrusting relationship, by definition,means that children will be moreattuned, attentive, and responsive asadults model appropriate self-regulation and praise examples thatoccur throughout the day.

Strategies like the turtle techniqueand accompanying teaching supportscan clearly offer children thecognitive and behavioral repertoireneeded to be good managers of theirfeelings—particularly thoseoccasioned by frustrating and anger-provoking circumstances. However,for children to be truly competent inthe regulation of their emotions theyoften need additional teaching aimed

Super Turtle Award: Acertificate is given out at the end ofthe day noting how a childcontrolled their anger and impulse.

“Turtle Power” Necklace: Aplastic turtle on a string is awardedto a child who was able to remainclam in an upsetting situation.

“Turtle Token Jar”: Theteacher has a collection of smallplastic turtle counters (or greenpom-poms). Every time the teachercatches a child remaining calm andhandling disappointment – a turtletoken is placed in a clear jar. Whenthe jar is full the class gets to have aturtle celebration.

“Turtle Stack”: Teachers havea supply of construction paper,turtle cut-outs. Each time a child iscaught remaining calm in anupsetting or disappointing situation,the teacher puts a paper turtle on thewall. This turtle can have thechild’s name on it. The next turtleearned is stacked on top of the first,and so on until the criterion isreached. The class then gets to havea turtle party.

“Turtle Tote”: The teacherselects a child who has done aremarkable job of controlling angerand impulse and sends them homewith a stuffed turtle puppet for theevening. The child can then re-tellhow they used the turtle techniqueto their parents.

Box 2: Fun, Reinforcing Activities

Turtle Technique ReinforcingActivities



Involving parentsGiven that there is great variation

in child rearing practices specific toteaching children how to deal withfrustration and anger, it is essentialfor teachers to establish effectivehome-school collaboration. At aminimum we suggest an ongoing

GOOD BEHAVIOR REPORT CARDEric Young

4/10/02Dear Parent:Today Eric did a great job of handling frustration and notgetting angry when we ran out of his favorite cookies at snack.Instead of getting upset, Eric took three deep breaths and wetalked about other good things to eat.

You can help Eric by:Asking him to explain how he calmed downCommenting on what a great job that wasTelling him that you hope he can do that again

when he is frustrated.

Thank you so much,Mr. Phil

Box 3: Sample letter to parents

Rev. 5/06

at helping them build a strategy forgenerating solutions or alternativebehaviors to troubling events.

REFERENCESGreenberg, M. T., Kusche, C. A.,

Cook, E. T., & Quamma, J. P. (1995).Promoting emotional competence inschool-aged children: The effects ofthe PATHS Curriculum. Developmentand Psychopathology, 7, 117-136.

Kusche, C. A., & Greenberg, M. T.(1994) The PATHS Curriculum.Seattle: Developmental Research andPrograms.

Robin, A., Schneider, M., &Dolnick, M. (1976). The turtletechnique: An extended case study ofself-control in the classroom.Psychology in the Schools, 13, 449-453.

Strain, P. S., Kerr, M. M., Stagg, V.& Lenkner, D. (1984). An empiricaldefinition of elementary schooladjustment. Behavior Modification,8, 311-47.

Schneider, M. (1974). Turtletechnique in the classroom. TeachingExceptional Children, 7, 21-24.

Webster-Stratton, C. (1991). Theteachers and children videotapeseries: Dina dinosaur school. Seattle,WA: The Incredible Years.

Webster-Stratton, C., & Hammond,M. (1997). Treating children withearly-onset conduct problems: Acomparison of child and parenttraining interventions. Journal ofConsulting and Clinical Psychology,65(1), 93-109.



Rev. 5/06

Module 9: Recognizing and Controlling Anger and Impulses Instructional Practices for Recognizing and Controlling Anger and Impulses

Observer Checklist

To what extent does the teacher/staff person: Almost always

Occasionally Not yet Not observed

1. Provide children with strategies to use when they are angry in order to calm down?

2. Provide a safe space and visual reminders of calm down steps in the classroom?

3. Explicitly teach calming strategies?

4. Comment on and recognize children who have managed anger appropriately?

5. Help children reflect on their own use of calming strategies?

6. Individualize instruction on anger management based on children’s individual needs?

7. Use anger management strategies in interactions with children and model calm down steps?

8. Remind children of posted strategies when a problem behavior occurs?

9. Prompt children to use strategies when appropriate?

10. Help children debrief after problems occur?


Module 9: Recognizing and Controlling Anger and Impulses


Instructional Practices for Recognizing and Controlling Anger and Impulses Teacher/Staff Self-Assessment Checklist

To what extent do I: Almost

always Occasionally Not yet

1. Provide children with strategies to use when they are angry in order to calm down?

2. Provide a safe space and visual reminders of calm down steps in the classroom?

3. Explicitly teach calming strategies?

4. Comment on and recognize children who have managed anger appropriately?

5. Help children reflect on their own use of calming strategies?

6. Individualize instruction on anger management based on children’s individual needs?

7. Use anger management strategies in interactions with children and model calm down steps?

8. Remind children of posted strategies when a problem behavior occurs?

9. Prompt children to use strategies when appropriate?

10. Help children debrief after problems occur?



1

‘Instructional Practices Observed IN Teaching Standards’

for Administrators Recognizing and Controlling Anger and Impulses

Practice 1: When I observe a teacher provide children with strategies to use when they are angry in order to calm down…

What early learning and development standards is he/she addressing?

• Children use a variety of strategies to solve problems (APL-6) • Children express positive feelings about themselves and confidence in what they can do (ESD-2) • Children form relationships and interact positively with familiar adults who are consistent and

responsive to their needs(ESD-3) • Children demonstrate the social and behavioral skills needed to successfully participate in groups

(ESD-5) • Children identify, manage, and express their feelings (ESD-6) • Children develop awareness of their needs and the ability to communicate their needs (HPD-6)

What teaching standards is he/she demonstrating?

• Standard I: Teachers lead in the their classrooms • Standard II: Teachers establish a respectful environment for a diverse population of students • Standard IV: Teachers facilitate learning for their students

Practice 2: When I observe a teacher provide a safe space and visual reminders of calm down steps in the classroom…


• Children use a variety of strategies to solve problems (APL-6) • Children form relationships and interact positively with familiar adults who are consistent and

responsive to their needs (ESD-3) • Children identify, manage, and express their feelings (ESD-6) • Children develop awareness of their needs and the ability to communicate their needs (HPD-6) • Children develop awareness of basic safety rules and begin to follow them (HPD-8) • Children develop book knowledge and print awareness (LDC-10)





2

Recognizing and Controlling Anger and Impulses

Practice 3: When I observe a teacher explicitly teach calming strategies …


• Children use a variety of strategies to solve problems (APL-6) • Children form relationships and interact positively with familiar adults who are consistent

and responsive to their needs (ESD-3) • Children identify, manage, and express their feelings (ESD-6) • Children recognize and respond to the needs of others (ESD-7) • Children develop awareness of their needs and the ability to communicate their needs

(HPD-6)



Practice 4: When I observe a teacher comment on and recognize children who have managed anger appropriately …


• Children use a variety of strategies to solve problems (APL-6) • Children demonstrate a positive sense of self-identity and self-awareness (ESD-1) • Children express positive feelings about themselves and confidence in what they can do (ESD-2) • Children form relationships and interact positively with familiar adults who are consistent and

responsive to their needs (ESD-3) • Children identify, manage, and express their feelings (ESD-6) • Children recognize and respond to the needs of others (ESD-7)


• Standard I: Teachers lead in their classrooms • Standard II: Teachers establish a respectful environment for a diverse population of students • Standard IV: Teachers facilitate learning for their students

Practice 5: When I observe a teacher help children reflect on their own use of calming strategies…


• Children use a variety of strategies to solve problems (APL-6) • Children express positive feelings about themselves and confidence in what they can do

(ESD-2) • Children form relationships and interact positively with adults who are consistent and responsive to

their needs (ESD-3) • Children identify, manage, and express their feelings (ESD-6) • Children develop awareness of their needs and the ability to communicate their needs (HPD-6)



3


What teaching standards is he/she demonstrating? Standard I: Teachers lead in their classrooms • Standard II: Teachers establish a respectful environment for a diverse population of students • Standard IV: Teachers facilitate learning for their students

Practice 6: When I observe a teacher individualize instruction on anger management based on children’s individual needs…


• Children use a variety of strategies to solve problems (APL-6) • Children persist at challenging activities (APL-9) • Children understand communications from others (LDC-1) • Children form relationships and interact positively with familiar adults who are consistent and

responsive to their needs (ESD-3) • Children identify, manage and express their feelings (ESD-6) • Children develop awareness of their needs and the ability to communicate their needs (HPD-6)


• Standard I: Teachers lead in their classrooms • Standard II: Teachers establish a respectful environment for a diverse population of students • Standard III: Teachers know the content they teach • Standard IV: Teachers facilitate learning for their students • Standard V: Teachers reflect on their practice

Practice 7: When I observe a teacher use anger management strategies in interactions with children and model calm down steps …






Practice 8: When I observe a teacher remind children of posted strategies when a problem behavior occurs …




4


• Children use a variety of strategies to solve problems (APL-6) • Children recall information and use if for new situations and problems (CD-2) • Children form relationships and interact positively with familiar adults who are consistent and

responsive to their needs (ESD-3) • Children identify, manage and express their feelings (ESD-6) • Children develop awareness of their needs and the ability to communicate their needs (HPD-6) • Children develop book knowledge and print awareness (LDC-10)



Practice 9: When I observe a teacher prompt children to use strategies when appropriate… What early learning and development standards is he/she addressing?

• Children recall information and use it for new situations and problems (CD-2) • Children form relationships and interact positively with familiar adults who are consistent and

responsive to their needs (ESD-3) • Children develop awareness of their needs and the ability to communicate their needs (HPD-6) • Children understand communications from others (LDC-1)

What teaching standards is he/she demonstrating? • Standard I: Teachers lead in their classrooms • Standard II: Teachers establish a respectful environment for a diverse population of students • Standard IV: Teachers facilitate learning for their students

Practice 10: When I observe a teacher help children debrief after problems occur…. What early learning and development standards am I addressing?


responsive to their needs (ESD-3) • Children develop awareness of their needs and the ability to communicate their needs (HPD-6) What teaching standards am I demonstrating? • Standard I: Teachers lead in their classrooms • Standard I: Teachers facilitate learning for their students



1

‘Instructional Practices Observed IN Teaching Standards’

for Teachers


Practice 1: When I provide children with strategies to use when they are angry in order to calm down…

What early learning and development standards am I addressing?


responsive to their needs(ESD-3) • Children demonstrate the social and behavioral skills needed to successfully participate in groups

(ESD-5) • Children identify, manage, and express their feelings (ESD-6) • Children develop awareness of their needs and the ability to communicate their needs (HPD-6)

What teaching standards am I demonstrating?

Standard I: Teachers lead in the their classrooms Standard II: Teachers establish a respectful environment for a diverse population of students Standard IV: Teachers facilitate learning for their students

Practice 2: Provide a safe space and visual reminders of calm down steps in the classroom…


• Children use a variety of strategies to solve problems (APL-6) • Children form relationships and interact positively with familiar adults who are consistent and

responsive to their needs (ESD-3) • Children identify, manage, and express their feelings (ESD-6) • Children develop awareness of their needs and the ability to communicate their needs (HPD-6) • Children develop awareness of basic safety rules and begin to follow them (HPD-8) • Children develop book knowledge and print awareness (LDC-10)


• Standard I: Teachers lead in the their classrooms • Standard II: Teachers establish a respectful environment for a diverse population of students • Standard IV: Teachers facilitate learning for their student



2


Practice 3: When I explicitly teach calming strategies …


• Children use a variety of strategies to solve problems (APL-6) • Children form relationships and interact positively with familiar adults who are consistent

and responsive to their needs (ESD-3) • Children identify, manage, and express their feelings (ESD-6) • Children recognize and respond to the needs of others (ESD-7) • Children develop awareness of their needs and the ability to communicate their needs

(HPD-6)



Practice 4: When I comment on and recognize children who have managed anger appropriately …


• Children use a variety of strategies to solve problems (APL-6) • Children demonstrate a positive sense of self-identity and self-awareness (ESD-1) • Children express positive feelings about themselves and confidence in what they can do (ESD-2) • Children form relationships and interact positively with familiar adults who are consistent and

responsive to their needs (ESD-3) • Children identify, manage, and express their feelings (ESD-6) • Children recognize and respond to the needs of others (ESD-7)



Practice 5: When I help children reflect on their own use of calming strategies …


• Children use a variety of strategies to solve problems (APL-6) • Children express positive feelings about themselves and confidence in what they can do

(ESD-2) • Children form relationships and interact positively with adults who are consistent and responsive to

their needs (ESD-3) • Children identify, manage, and express their feelings (ESD-6) • Children develop awareness of their needs and the ability to communicate their needs (HPD-6)



3




Practice 6: When I individualize instruction on anger management based on children’s individual needs…


• Children use a variety of strategies to solve problems (APL-6) • Children persist at challenging activities (APL-9) • Children understand communications from others (LDC-1) • Children form relationships and interact positively with familiar adults who are consistent and



• Standard I: Teachers lead in their classrooms • Standard II: Teachers establish a respectful environment for a diverse population of students • Standard III: Teachers know the content they teach • Standard IV: Teachers facilitate learning for their students • Standard V: Teachers reflect on their practice Practice 7: When I use anger management strategies in interactions with children and model calm down steps … What early learning and development standards am I addressing?







4


Practice 8: When I remind children of posted strategies when a problem behavior occurs …


• Children use a variety of strategies to solve problems (APL-6) • Children recall information and use if for new situations and problems (CD-2) • Children form relationships and interact positively with familiar adults who are consistent and

responsive to their needs (ESD-3) • Children identify, manage and express their feelings (ESD-6) • Children develop awareness of their needs and the ability to communicate their needs (HPD-6) • Children develop book knowledge and print awareness (LDC-10)



Practice 9: When I prompt children to use strategies when appropriate…



responsive to their needs (ESD-3) • Children develop awareness of their needs and the ability to communicate their needs (HPD-6) • Children understand communications from others (LDC-1)

What teaching standard am I demonstrating?


Practice 10: When I help children debrief after problems occur….



responsive to their needs (ESD-3) • Children develop awareness of their needs and the ability to communicate their needs (HPD-6)

What teaching standard am I demonstrating?

• Standard I: Teachers lead in their classrooms • Standard I: Teachers facilitate learning for their students

Think like Tucker Turtle

1

Ouch!

2

Stop 3

Tuck

4

Think

Ouch!!!

!

1..

2..

3..

3..

Change the rules of a game to make it an opposite game. For ex-ample, instead of playing the familiar version of Simon Says, play Simon Doesn’t Say. Explain the new rule in words and actions: “Do the opposite of what Simon asks you to do. If Simon Says ‘Touch your head,’ you should touch your toes.” Be sure to demon-strate how this works. Keep directions simple. Take turns being Simon.

Finish what you are doing, then respond to requests for attention. For example, if you are on the phone and your child asks for something (and it’s not an emergency), let her know you need to take time to complete your con-versation. This is a good way to let your child practice waiting for a short time.

m e s s a g e i n a b a c k p a c k

A message from your child’s teacher

TEACHING YOUNG CHILDREN NAEYC.ORG/TYC 23

Help Your Preschooler Gain

Self-ControlWhen asked about school readiness skills, many teachers

say children who succeed in kindergarten know when and

how to control their impulses. They can follow through when

a task is diffi cult and listen to directions for a few minutes.

These skills are linked to self-control. Children can develop

them at preschool and at home. Here are a few ways to help

children learn self-control.

Do activities together that require following directions. For example, put together a model, play follow the leader, or cook or bake: “I’m going to read the recipe aloud. Listen carefully so we will both know what to do. I’ll read them again as we do each step.”

Help children understand how long they will have to wait for something and suggest activi-ties to do while they wait. Say to your child, “Grammy and Grampy are coming over before dinner. Would you like to draw some pictures to give them?” or “As soon as I put your sister to bed, I will read you some stories. You can choose three books for us to read together.”

Work with your child to complete a puzzle that has a few more pieces than he or she is used to. Set up the puzzle in a place where you can work on it for several days, if needed. Celebrate together when one of you puts the last piece in place.

Plant some easy-to-grow mari-gold seeds in a pot or in a garden. Check together every day until the plants pop up. Over time, watch the plant grow leaves and fl owers.

TYC V4N2 16-32.indd 23 11/10/2010 2:59:19 PM

Anger Choice Cards For Classroom

When I’m angry, I can…

BREATHE DEEPLY When I’m angry, I can…

COUNT TO 10 When I’m angry, I can…

DRINK WATER

When I’m angry, I can… GO TO THE QUIET SPOT & USE

THE COOL DOWN BOX


GET AN ADULT TO HELP When I’m angry, I can…

DRAW A PICTURE


SING A SONG When I’m angry, I can…

WRITE ABOUT IT When I’m angry, I can…

HAVE THINK TIME


WALK AWAY When I’m angry, I can…

IMAGINE A PEACEFUL SPOT


TAKE A BRAIN BREAK


REMEMBER A HAPPY TIME


TALK TO A FRIEND When I’m angry, I can…

ASK FOR A BEAR HUG!

**Created by Mrs. Kilby at http://confessionsofaprimaryteacher.blogspot.com

http://confessionsofaprimaryteacher.blogspot.com/

Frustrated Embarrassed Sad

Mad

Happy

Scared Loved Lonely

Nervous

Proud

This is

how I

feeltoday!

❤ ❤

Feeling Wheel

Frustrated

Embarrassed

Scared

Lonely

Nervous

Happy Sad

Mad

RelaxationThermometer

Mad

Relaxed

Take 3 deep breaths

1. . . 2 . . . 3

Adapted from Incredible Years Dinosaur School

Frustrated Embarrassed Sad

Mad

Happy

Scared

Loved

Lonely

Nervous

Proud

❤ ❤

DrainExtend arms out, pretending your arms are faucets. Tighten arm, shoulder, and face mus-cles. Exhale slowly making a “sssshhh” sound and release all your muscles, draining out the stress.

S.T.A.R.Smile, Take a deep breath And Relax. Encourage belly breathing where the tummy goes out when the air goes in, and in when the air goes out. Also help children learn to exhale slower than they inhale.

BalloonPlace your hands on top of your head and interlace your fi ngers. Breathe in through your nose as you raise your arms, infl ating an imaginary balloon. Release the air in the balloon by pursing your lips, exhaling slowly, lowering your arms and making a “pbpbpbpbpb” sound.

PretzelStanding up, cross your ankles. Now cross your right wrist over left, turn your hands so your thumbs are facing the fl oor, put palms together and interlace fi ngers. Bend your elbows out and gently turn your hands down and toward your body until they rest on the center of your chest. Put your tongue on the roof of your mouth. Relax and breathe.

Self-Regulation Worksheet Module 9: Recognizing and Controlling Anger and Impulses


Self-regulation is the capacity to control one’s impulses, both to stop doing something, if needed (even if one wants to continue doing it) and to start doing something else, if needed (even if one doesn’t want to do it). Consider the students in your classroom and situations that occur throughout the routines of the day. What does self-regulation look like? What does it not look like? Indicate examples and non-examples below. Routine How does this look in children who self-

regulate? How does this look in children who do NOT self-regulate?

Center Time

Child asks a friend to play with a toy he or she has

Child grabs the toy away from the friend

Mouse Was MadBy Linda UrbanHarcourt Children’s Books

Mouse Was Mad follows a young mouse through the forest as hesearches for the perfect way to show that he is feeling mad. As Mousetries different ways to express himself, other animals in the forest try toteach him the “right” way to be mad. Hare explains how to hop, Bearshows how to stomp, Bobcat tries to teach a scream, and Hedgehogdemonstrates the perfect way to roll. But none of these are right forMouse! He becomes more and more upset until finally, he discovers hisvery own way to be mad. Mouse Was Mad provides a great opportunityto talk about feeling mad and how we express that feeling. (Ages 2-5)

Examples of activities that can be used while reading Mouse Was Mad and throughout the day topromote social and emotional development:

• Before reading Mouse Was Mad, ask the children what they do when they are feeling mad. Tell thechildren what you do when you are feeling mad. Explain that everyone has a different way to showthat they are feeling mad and that there isn’t a right or wrong way. Some of us are quiet, some shoutor cry. Some want to be alone and some want to tell someone else. Tell the children that you aregoing to read a story about a Mouse who was mad. Ask the children what they think a mouse mightdo to show that he was feeling mad. Then read the story to find out!

• Ask the children how they would know if someone was mad. What would someone’s face look likeif they were feeling mad? Would they smile or frown? Show some pictures of children showingdifferent emotions (make sure some of the faces look angry or mad). Ask how they think thechildren in the pictures are feeling and why they think that (point out facial expressions). As youread the book, ask the children to look closely at the illustrations of Mouse. What can they see thatshows that he is feeling mad? Children might notice that mouse has an angry frown on his face, orthat his hands are in fists, or that he is hopping, stomping, screaming, or rolling. Ask children tothink of what other animals might do to show they were mad. What would a lion do? Or a horse?Talk about different ways that people show that they are mad. Ask, “When Mouse was mad, hestomped his feet. Is that something a person might do if they were feeling mad? What else mightthey do?”

• Explain to the children that it is okay to feel mad. Even though we all feel mad sometimes, there aremany ways to express feeling mad and to help the feeling go away. Remind the children how, at theend of the story, Mouse finally just stood still and then he realized that he wasn’t mad any more!Ask the children to share what they do to help a mad feeling go away. Some might take a break fromwhat they are doing or tell someone else how they feel. After getting ideas from the children, explainthat you are going to teach them a special way to calm down when they feel mad. Teach the “TurtleTechnique” (See the Tucker Turtle Takes Time to Tuck and Think in the “Scripted Stories for SocialSituations” section of the CSEFEL website – www.vanderbilt.edu/csefel). By using this technique,

Book NookUsing Books to Support Social Emotional Development

The Center on the Social and Emotional Foundations for Early Learning Child Care

BureauOffice of

Head Start

Book Nook

children will learn to keep their hands, feet, and voices to themselves. They will know to take threedeep breaths to calm down, and to think of a good solution once they are calm. The website alsoincludes a list of potential solutions that children can use to help them think of good solutions. Postthe turtle technique in your classroom and talk about it often so children will know what to dowhen they feel mad.

Reading the same book for several days in a row is a great way to provide opportunities for infants,toddlers, and preschoolers to develop a sense of competence and confidence, which is an importantpart of social and emotional development. They become able to turn pages, point at and labelpictures, talk about the story, predict what will happen next, learn new vocabulary words, talk abouttheir own experiences in relation to the story and even make up their own story! Try reading MouseWas Mad for several days in a row and use some of the ideas, activities, and teaching opportunitieslisted below to enhance social and emotional skills.

Playground/Outdoor: Before you go outside to play, review some of the things that Mouse did to tryto show that he was mad (stomp, hop, roll, etc.). Explain to the children that you are going to play anoutdoor game using all of the actions from Mouse Was Mad. When you get outside practice each ofthe actions together so that everyone knows how to do them. Then play a “Simon Says” type gamethat incorporates the actions along with direction following skills and numbers/colors/letters. You cansay things like, “If you are wearing red, hop like Hare two times” or, “If you have the letter “M” inyour name, roll once like Hedgehog.” You can make the instructions as simple or as complex asneeded depending on the group of children. At the end, everyone can practice the Turtle Techniquetogether by standing very still (just like Mouse did) and taking three deep breaths. Use a parachute orgreen sheet as Tucker turtle’s shell so everyone can go under the sheet (adults can hold the sheet) topractice taking three deep breaths. Remind children that they can do this when they are feeling madto help themselves calm down.

Art: Reread the first part of the story where Mouse falls into a mucky mud puddle every time he triesto follow the other animal’s advice on how to be mad. Ask children how they would feel if they fellinto a big mud puddle. Would it make them mad? Tell the children that they can make their own“mucky mud puddle” finger paintings. Give the children smocks and large sheets of paper. Providevarious shades of brown, black, and grey washable finger paints that will look like the mucky mudpuddles from the story. If some children don’t want to get paint on their hands, they can use a brushor other tools (plastic silverware, old toy cars, leaves) to make designs with the paint. Then dive inand have fun!

Dramatic Play: Help children “act out” the Mouse Was Mad story. They can pretend that they areeither Mouse or the other animals in the forest. Talk about how the other animals in Mouse Was Madtried to tell Mouse what he was doing wrong when he stomped, hopped, rolled and screamed. Askthe children what they would do if they saw that a friend was mad. Would it be a good idea to tell thefriend what they were doing was wrong? Or, would it be better to help him calm down and think of agood solution? Children can practice being Mouse and the other animals, but instead of trying to tellMouse what he is doing wrong, they can help mouse think of a solution. This is a great time topractice the turtle technique and coming up with good solutions! This could also be a group activityduring story time.

This Book Nook was developed by Erin Olinger and Tweety Yates.

Feeling Mad

Sometimes I’m Bombaloo by Rachel Vail

Sometimes when Katie loses her temper she uses her feet andher fists instead of her words. She’s Bombaloo! Being Bombaloocan be scary! With a little time to calm down and think aboutwhy she’s mad and a little love from her mother, Katie feels likeherself again. (Ages 3-8)

Examples of activities that can be used while reading Sometimes I’m Bombaloo and throughout theday to promote social and emotional development:

• As you introduce the book and title, ask children what they think it means to feel bombaloo! Havethe children try to say bombaloo! Tell them that you are going to read them a story about a little girlnamed Katie who sometimes feels bombaloo. Ask the children to listen carefully to the story to see ifthey can figure out what it means to feel bombaloo. Pause while reading the story to see if childrencan guess what bombaloo means.

• Ask the children what makes them angry or upset? What do they do when they feel angry or upset?How do they stop being angry or calm themselves down? Does it sometimes feel a little scary whenthey are angry or upset? How did Katie calm down when she was bombaloo? Talk about differentways they might handle situations that make them angry or upset without going bombaloo? Make achart that shows the kinds of situations that makes the children angry or upset (add columns to thechart as you discuss what makes them happy). Teach children Tucker Turtle’s secret strategy forcalming down when he gets angry. For detailed information on the turtle strategy, refer to theCSEFEL website at www.vanderbilt.edu/csefel/practical-ideas.html. Read the story “Tucker TurtleTakes Time to Tuck and Think,” which can also be found on the website. Remember to provide lotsof opportunities to practice using the turtle technique. Have the children role play how they wouldteach Katie the turtle technique.

• “Bombaloo” is a funny word that Katie uses when she is very angry or upset. Help children think ofa word they can use as a class to explain how they feel when they are angry or upset. Think of timeswhen they might use the word and what they might do to not feel that way anymore.

• Remind the children how Katie smiles and gives good hugs when she is happy. What do they dowhen they are happy? What makes them feel happy? How do they show other people they arehappy?

• Talk about how Katie can do all kinds of things by herself! She can brush her teeth and put on hershoes! How do they think Katie feels when she does things all by herself? Ask the children what theycan do all by themselves? How do they feel when they do something all by themselves? Do they feelproud?

Book NookUsing Books to Support Social Emotional Development

The Center on the Social and Emotional Foundations for Early Learning Child Care

BureauOffice of

Head Start

Book Nook• The story talks about how Katie has good manners. Ask the children what it means to have good

manners. Give examples to help children understand. What are some good manners they use at schooland at home? How do they think it makes others feel when they use good manners? How do they feel?

Reading the same book for several days in a row is a great way to provide opportunities for infants,toddlers, and preschoolers to develop a sense of competence and confidence, which is an important part ofsocial and emotional development. They become able to turn pages, point at and label pictures, talk aboutthe story, predict what will happen next, learn new vocabulary words, talk about their own experiences inrelation to the story and even make up their own story! Try reading Sometimes I’m Bombaloo for severaldays in a row and use some of the ideas, activities, and teaching opportunities listed below to enhancesocial and emotional skills.

Art: Make a classroom “Feel Better Book.” Remind the children how Katie started to feel better whensomething funny happened and she laughed. Ask the children to think of things that make them feelbetter when they are angry. Have the children draw pictures of things that make them feel better whenthey are upset and write about them. Compile the pictures to make a “Feel Better” book of all the thingsthat make the children happy. Refer to the class “Feel Better” book for ideas children can use when theyare feeling angry or upset. Post ideas on a bulletin board in the room — Our “Bombaloo” Board!

Sensory: Use play dough as a way to get angry feelings out. Talk with the children about how Katiewanted to use her hands and feet to hurt her brother when she was “bombaloo.” Talk with the childrenabout how it is okay to feel angry, but it is not okay to use our hands to hit or hurt friends. One way toget out some of that “bombaloo” feeling might be to work it out by playing with play dough. Invitechildren to knead the dough using their hands. They can pound the play dough using their hands orplastic hammers. They can also create things that make them feel better. For example, if a child really likesto play with trains, he can use the play dough to make a train, which might help him feel happy again.Encourage children to talk about how this might help them feel better when they are angry. Talk aboutother ways children can deal with their anger.

Music and Movement: Draw or paint to music with sounds that represent many emotions. Pick somemusic that might portray different emotions: happy, sad, angry, excited, etc. Play the different types ofmusic and let the children draw or paint to each type. While they are working, talk with the childrenabout the feeling that it represents to them. What are they drawing, and why? After an angry piece ofmusic, try to play some calming music. Discuss with the children how listening to music might be oneway to calm down when they are angry.

Dramatic Play: Provide a cardboard box for children to decorate as the Bombaloo House. This can be aplace to go when they are feeling bombaloo (of whatever class word the children picked to representbombaloo!) or they just want to be alone. Provide copies of the turtle technique steps to put inside theirhouse to help them remember Tucker Turtle’s secret way of calming down. Encourage the children to “tryout” their Bombaloo house by thinking of a time they might feel bombaloo. They can then go inside theBombaloo House and try to calm down and think of a way to feel better.

This Book Nook was developed by Jenna Shepcaro and Tweety Yates

Dealing with Angry Feelings

Strategies for Helping Children Develop and Practice Impulse Control



“Simon Says” is a wonderful game to practice impulse control. Using a variation of the game, nobody is out and everyone gets a turn. When children make a mistake they are simply reminded to listen carefully for “Simon says” and try again. Call-and-Response songs are another way to help children process information before they act. When children become familiar with a song, it can be challenging for them to hold back and not sing until it is time for a response. Repetition and practice is key! Two popular children’s call-and-response songs are “Did You Feed My Cow” by Ella Jenkins and “Candy Man” sung by Greg and Steve. Freeze Dancing is a great way for children to practice controlling their impulsive urges. Children love to dance and move about. They can dance freestyle while the music is being played. When the music is turned off they are told to “stop and freeze.” These same words can then be taught for emergency situations on field trips or on the playground. Ella Jenkins song, “Stop and Go” is another alternative for freeze dancing. There are also a variety of developmentally appropriate videos that children can watch and practice their impulse control while freeze dancing. The Hold Still – Yo Gabba Gabba video is one fun example. It can be accessed on You Tube at https://www.youtube.com/watch?v=sLSpXaokFkc Obstacle Courses provide children practice shifting gears from active play to more quiet play. They are specifically designed to help children move from loud to quiet, from using large muscles to using small muscles and from moving quickly to moving slowly. When children practice modulation in play activities, they can begin to transfer that learning to other times when they need to settle down. References Bilmes, J. (2004). Beyond Behavior Management: The Six Life Skills Children Need to Thrive in

Today’s World. St. Paul, Minnesota : Red Leaf Press.

https://www.youtube.com/watch?v=sLSpXaokFkc

Teaching the Turtle Technique Ideas for helping children learn to control anger and manage impulses

Environmental Supports

Keep copies of the Turtle Story in your book area and read it frequently

Post visuals of the Turtle Technique steps

Include Turtle Technique steps in your solution kit (as a laminated poster, or a set of smaller cards on a ring)

Use Tucker as a mascot for teaching your classroom rules o Tucker’s 3 T’s

I Take Care of Myself I Take Care of My Friends I Take Care of my Things

Large Group Strategies – Introducing the Turtle Technique

Use a turtle puppet. Give the puppet a name (or have the children name it – we call our turtle Tucker)). Use the puppet to illustrate the story of how Tucker has learned to tuck inside his shell, take deep breaths, relax, and think of a solution to his problems. We have found it more effective to “tell” the story rather than read it directly from the visuals available on the CSEFEL website, as you can adjust language as necessary for your group, ask children to make predictions and offer suggestions etc. BE ANIMATED! Add an element of surprise (e.g. storing puppet in a box and have children guess what’s in the box before you introduce the puppet).

Sing a song about Tucker

Sing If You’re Angry and You Know it (take a breath)

Read Mouse Was Mad. Discuss how different animals in the story had different ways of dealing with their anger. Mouse uses deep breathing. (There are more ideas for extension activities in the CSEFEL Book Nook for this book).

Read other books with themes of anger and self regulation Small Group Strategies – Providing opportunities for practice

Using a parachute, have children practice going inside their shells (under the parachute) to take 3 breaths. Group counts together 1, 2, 3, while floating the parachute up and down to represent breaths. Can do a similar activity using a stretchy body sox that the child crawls into to simulate turtle shell. You could also make an inexpensive stretchy shell using jersey fabric or a jersey sheet.

Make turtle puppets using socks (that you can roll over the turtles head for tucking)

Teach multiple ways to “tuck” o inside a box or calming area o inside your clothing o hands in front of face

Read the Tucker the Turtle story, inserting conflict or problem examples, which are relevant to your specific classroom, and engage the children in problem solving brainstorming.

Teach specific breathing techniques, use visuals to make it more concrete o Smell the flower, blow the petals o pretzel o drain o STAR breathing (Stop, Take a breath And Relax)

http://www.soesd.k12.or.us/files/tuckerturtle.pdf

http://www.soesd.k12.or.us/files/pbis_think%20_like_tucker_turtle.pdf

http://www.soesd.k12.or.us/files/solutkitcuecards.pdf

http://www.soesd.k12.or.us/files/getatimer2006.pdf

http://www.soesd.k12.or.us/files/Rules.jpg

http://www.folkmanis.com/handpuppet_detail.php?item_no=2881=

http://www.soesd.k12.or.us/files/Tucker%20Turtle%20and%20Take%20Care%20Song.pdf

http://csefel.vanderbilt.edu/resources/strategies.html#booknook

http://www.soesd.k12.or.us/files/self_regulation.pdf

http://www.soesd.k12.or.us/files/Safe_Place_Breathing_Icons.pdf

o balloon o feather on a string o blow bubbles

Demonstrate and practice breathing techniques o Child lies on table or floor, place small stuffed animal on belly, breathe deeply enough to

cause animal to fall off belly o Use a balloon pumper to blow up and release balloons. Children practice filling and

releasing their own air (breaths)

Read When Sophie Gets Angry…by Molly Bang. o Make volcanoes (baking soda, vinegar, dish soap, food coloring) to illustrate explosion of

feelings and release/relaxation from breathing. Relate the “explosion” and the fizzing out of the bubbles to how it feels when you’re angry, and how breathing can help. (This idea was actually inspired by a child in our program, who, during the volcano making activity exclaimed “Look! It’s going away just like my anger.” )

Large papier mache’ volcano Multiple volcanoes created with cups, plastic funnels in sensory table -this

version traps the elements and results in a forceful spray – pretty cool! Fish bowl with volcano container inside Individual volcanoes made in Dixie cups set on trays

o There are other extension ideas for this book in the CSEFEL Book Nook. Individual Strategies – Reinforcing and sustaining the teaching

Keep a copy of the Turtle Story in your reading area and read it frequently

Support children in using breathing techniques, and problem solving steps, during naturally occurring situations, and provide frequent encouragement and acknowledgement.

Use breathing techniques in the moment to support children in de-escalating

Send Tucker’s Traveling Bag home with children. Backpack contains a turtle puppet, the Tucker story, visuals, music, a journal for families to write in, a digital camera for families to take picture of their child with Tucker, and ideas for families to carry over the learning into the home.

Write Social Stories to individualize anger management –what are this child’s triggers, and new responses the child needs to practice?

Ideas from the Rogue Valley PBIS Leadership Team, and staff of SOESD –Early Childhood Services in Josephine County, Southern Oregon Head Start, Child Development Services in Jackson County.

http://www.soesd.k12.or.us/files/tucker%20turtle%20bags.pdf

http://www.soesd.k12.or.us/files/photo2.JPG

Post-learning Activity: Extension into the Classroom Module 9 : Recognizing and Controlling Anger and Impulses

Effective Teacher Practices Supporting High Quality Supportive Environments and Nurturing & Responsive Relationships

NC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 2014

Refer back to the handout titled Teaching the Turtle Technique. This can also be accessed on line at www.soesd.k12.or.us/SIB/files/teaching_the_turtle_technique(5).pdf. Develop a plan for teaching one of the Cognitive Behavioral Intervention techniques (i.e. Relaxation Thermometer, Safe Place Breathing) or Impulse Control Strategies that were covered in the module. There is a template on the next page of this handout that you may choose to use.

Elaborate on the following:

• The environmental supports needed • The large group strategies you will use for introducing the technique to the children • The small group strategies you will use to give the children opportunities to practice • The individual strategies you plan to use to reinforce and sustain the strategies with children.

Share this plan with other teaching staff in your classroom and decide how and when you will prepare the resource materials and implement the activities in your classroom.

http://www.soesd.k12.or.us/SIB/files/teaching_the_turtle_technique(5).pdf

Post-learning Activity: Extension into the Classroom Module 9 : Recognizing and Controlling Anger and Impulses

Effective Teacher Practices Supporting High Quality Supportive Environments and Nurturing & Responsive Relationships

NC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 2014

Cognitive Behavioral Intervention Technique/Impulse Control Strategy: _______________________ Environmental Supports Large Group Strategies – Introducing the technique Small Group Strategies – Providing opportunities for practice Individual Strategies – Reinforcing and sustaining the teaching

Module 9: References and Resources

Anthony, M. (2011). Why Impulse Control Is Harder Than Ever. Retrieved from http://www.scholastic.com/parents/resources/article/why-impulse-control-is-harder-than-ever

Bailey, B. (2001). Conscious Discipline. Oviedo, Florida: Loving Guidance, Inc.

Bilmes, J. (2004). Beyond Behavior Management: The Six Life Skills Children Need to Thrive in Today’s World. St. Paul, Minnesota: Red Leaf Press.

Bodrova, E., & Leong, D.J. (2007). Tools of the mind: The Vygotskian approach to early childhood education (2nd ed.) Upper Saddle River, NJ: Pearson Education.

Boyd, J., Barnett, W.S., Bodrova, E., Leong, D.J., Gomby, D. (2005). Promoting Children’s Social and Emotional Development Through Preschool Education. Retrieved from http://nieer.org/policyreports/report7.pdf

CEFEL Book Nooks - http://csefel.vanderbilt.edu/resources/strategies.html

Conscious Discipline. (2015). Breathing Star. Retrieved from : http://consciousdiscipline.com/resources/breathing_star.asp

Corno, L., & Mandinach, E. B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18(2), 88-108.

Dodge, K. (1993). The future of research on conduct disorder. Development and Psychopathology, 5, 311-320.

Iowa State University Department of Human Development & Family Studies. (2013). Train-Coach-Train. Retrieved from https://iastate.app.box.com/s/9rg5sxh5mfh43da7e05k

Joseph, G. E. & Strain, P.S. (2006, May). Module 2 Handout: Helping young Children Control Anger and Handle Disappointment. Retrieved from The Center on Social Emotional Foundations for Early Learning: www.csefel.uiuc.edu

Kazdin, A. (1993). Adolescent mental health: Prevention and treatment programs. American Psychologist, 48, 127-141.

Khadaroo, S. (2014). Racial gap in discipline found in preschool, US data show. Retrieved from http://www.csmonitor.com/USA/Education/2014/0321/Racial-gap-in-discipline-found-in-preschool-US-data-show

Kusche, C. A., & Greenberg, M. T. (1994) The PATHS Curriculum. Seattle: Developmental Research & Programs.

National Association for the Education of Young Children. Message in a Backpack. (No date). Washington, DC: National Association for the Education of Young Children. http://www.naeyc.org/tyc/backpack

National Center on Parent, Family, and Community Engagement. (No date). Family Engagement and School Readiness. US Department of Health and Human Services, Administration for Children and Families, Office of Head Start. Retrieved from: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family/docs/schoolreadiness-pfce-rtp.pdf

North Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Retrieved from http://www.ncpublicschools.org/docs/effectiveness-model/ncees/instruments/teach-eval-manual.pdf

http://www.scholastic.com/parents/resources/article/why-impulse-control-is-harder-than-ever

http://nieer.org/policyreports/report7.pdf

http://csefel.vanderbilt.edu/resources/strategies.html

http://consciousdiscipline.com/resources/breathing_star.asp

https://iastate.app.box.com/s/9rg5sxh5mfh43da7e05k

http://www.csefel.uiuc.edu/

http://www.csmonitor.com/USA/Education/2014/0321/Racial-gap-in-discipline-found-in-preschool-US-data-show

http://www.csmonitor.com/USA/Education/2014/0321/Racial-gap-in-discipline-found-in-preschool-US-data-show

http://www.naeyc.org/tyc/backpack

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family/docs/schoolreadiness-pfce-rtp.pdf

http://www.ncpublicschools.org/docs/effectiveness-model/ncees/instruments/teach-eval-manual.pdf

North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Retrieved from http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf

Pathways.org. (2016). The 7 Senses. Retrieved from: https://pathways.org/topics-of-development/7-senses/

Reid, J.B. (1993). Prevention of conduct disorder before and after school entry: Relating interventions to developmental findings. Development and Psychopathology, 5, 243-262.

Relaxation thermometer: http://csefel.vanderbilt.edu/modules/2006/feelingchart.pdf

Ritchie, S. and L. Gutmann, Eds. (2014). FirstSchool: Transforming PreK- 3rd grade for African American, Latino and low- income children. New York, NY, Teachers College Press.

Schneider, M. (1974). Turtle technique in the classroom. Teaching Exceptional Children, 7, 21-24.

Southern Oregon ESD. (no date.) Teaching the Turtle Technique. www.soesd.k12.or.us/SIB/files/teaching_the_turtle_technique(5).pdf.

Sweetgum Puppets https://www.etsy.com/shop/SweetgumPuppets.

Think Like Tucker Turtle. (no date). Retrieved from: (http://www.soesd.k12.or.us/files/pbis_think%20_like_tucker_turtle.pdf)

Think Like Tucker Turtle. (no date). Retrieved from: (http://www.soesd.k12.or.us/files/pbis_think%20_like_tucker_turtle.pdf)

Tools of the Mind http://www.toolsofthemind.org/philosophy/self-regulation/

University of New Mexico Center for Development and Disability. (n.d.). Self-regulation/self-control: Tips and strategies. Retrieved from https://www.cdd.unm.edu/ecspd/resources/pdfs/QualityChildcare/Resource%20Guide/SelfRegulationTipsandStrategies.pdf

Voss, A. (2014). A Sensory Life. https://www.scribd.com/doc/251779161/Sensory-Tools-and-Strategies-for-the-Classroom#fullscreen=1

Webster-Stratton, C. (1999). How to promote children’s social and emotional competence. London: Paul Chapman Publishing

Yo Gabba https://www.youtube.com/watch?v=sLSpXaokFkc

http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf

https://pathways.org/topics-of-development/7-senses/

http://csefel.vanderbilt.edu/modules/2006/feelingchart.pdf






https://www.etsy.com/shop/SweetgumPuppets

https://www.etsy.com/shop/SweetgumPuppets



http://www.toolsofthemind.org/philosophy/self-regulation/

https://www.cdd.unm.edu/ecspd/resources/pdfs/QualityChildcare/Resource%20Guide/SelfRegulationTipsandStrategies.pdf

https://www.cdd.unm.edu/ecspd/resources/pdfs/QualityChildcare/Resource%20Guide/SelfRegulationTipsandStrategies.pdf

https://www.scribd.com/doc/251779161/Sensory-Tools-and-Strategies-for-the-Classroom

https://www.scribd.com/doc/251779161/Sensory-Tools-and-Strategies-for-the-Classroom



NC Foundations for Early Learning and...

Documents

Transcript of NC Foundations for Early Learning and...