From Chaotic to Competent

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From Chaotic to Competent

• Tips Tools to Support Social Emotional
  Development in Young Children

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What is Social Emotional Development?

• Social refers to how individuals interact with
  others
• Emotional refers to how individuals feel about
  themselves, others, and the world

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What is Social Emotional Development?

• Social-emotional development involves the ability
  to form close, secure relationships and to
  experience, regulate, and express emotions.
  Social-emotional growth is affected by a variety
  of factors such as an individuals unique biology
  and temperament, as well as life experiences.
• Maines University Center for Excellence in
  Developmental Disabilities Education, Research,
  and Service

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Why Is it Important To Support Young Childrens
Social-Emotional Development?

• When children feel good about themselves, have
  positive relationships with others, and know how
  to regulate their emotions, they are more likely
  to
• Succeed in group situations
• Effectively communicate their feelings
• Be able to concentrate and learn
• Develop confidence and self esteem
• Develop attachment
• Maines University Center for Excellence in
  Developmental Disabilities Education, Research,
  and Service

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Facts

• The correlation between preschool-age aggression
  and aggression at age 10 is higher than that for
  IQ (Kazdin, 1995)
• Early appearing aggressive behaviors are the best
  predictor of juvenile gang membership and
  violence (Reid, 1993)
• When aggressive and antisocial behavior has
  persisted to age 9, further intervention has a
  poor chance of success (Dodge, 1993)
• Center for Evidence Based Practice Young
  Children with Challenging Behavior

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Facts

• Young Children with Challenging Behavior
• Are rejected by peers
• Receive less positive feedback
• Do worse in school
• Are less likely to be successful in kindergarten
• Center for Evidence Based Practice Young
  Children with Challenging Behavior

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Facts

• Of the young children who show early signs of
  problem behavior, it has been estimated that
  fewer than 10 receive services for these
  difficulties. (Kazdin Kendall, 1998)
• Center for Evidence Based Practice Young
  Children with Challenging Behavior

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Facts

• There are evidence-based practices that are
  effective in changing this developmental
  trajectorythe problem is not what to do, but
  rests in ensuring access to intervention and
  support.
• Center for Evidence Based Practice Young
  Children with Challenging Behavior

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CSEFEL

• Center on the Social and Emotional Foundations
  for Early Learning (CSEFEL) is a five-year
  project focused on improving the social and
  emotional outcomes of young children.

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CSEFEL

• The center develops and disseminates
  evidence-based, user-friendly information to help
  early childhood educators meet the needs of the
  growing number of children with challenging
  behaviors and mental health needs in Child Care
  and Head Start programs.
• http//www.vanderbilt.edu/csefel

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Inventory of Practices for Promoting Social
Emotional Competence

• Made up of four areas and two components
• Building Positive Relationships
• Designing Supportive Environments
• Social Emotional Teaching Strategies
• Individualized Intensive Interventions
• Inventory of Practices
• Action Plan

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Inventory of Practices for Promoting Social
Emotional Competence

• Purpose is to help identify training needs
  related to specific topics
• Designed to be used by individuals and/or teams
• Best utilized when it encourages reflection and
  discussion
• Action plan portion assists in identifying
  strategies for addressing target training needs
  and identifying supports and services to address
  those needs

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• INVENTORY OF PRACTICES FOR PROMOTING SOCIAL
• EMOTIONAL COMPETENCE
• BUILDING POSITIVE RELATIONSHIPS
• Developing meaningful relationships with
  children and families
• Examines personal, family, and cultural views
  of childs challenging behavior
• Examines own attitudes toward challenging
  behavior
• DESIGNING SUPPORTIVE ENVIRONMENTS
• Designs the physical environment
• Develops schedules and routines
• Ensures smooth transitions
• Designs activities to promote engagement
• Giving directions
• Establishes and enforces clear rules, limits,
  and consequences for behavior

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• INVENTORY OF PRACTICES FOR PROMOTING SOCIAL
• EMOTIONAL COMPETENCE
• SOCIAL EMOTIONAL TEACHING STRATEGIES
• Interacts with children to develop their
  self-esteem
• Shows sensitivity to individual childrens needs
• Encourages autonomy
• Capitalizes on the presence of typically
  developing peers
• Utilizes effective environmental arrangements to
  encourage social interactions
• Uses prompting and reinforcement of interactions
  effectively
• Provides instruction to aid in the development of
  social skills
• Explores the nature of feelings and the
  appropriate ways they can be expressed
• Creates a planned approach for problem solving
  processing within the classroom

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• INVENTORY OF PRACTICES FOR PROMOTING SOCIAL
  EMOTIONAL COMPETENCE
• INDIVIDUALIZED INTENSIVE INTERVENTIONS
• Teams with family to develop support plans
• Teams use functional assessment
• Develops and implements behavior support plan
• Teaches replacement skills
• Monitors progress

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Twinkle, Twinkle, Little Star

• Twinkle, twinkle, little star
• What a wonderful child you are!
• With big bright eyes and nice round cheeks,
• Talented person from your head to your feet.
• Twinkle, twinkle little star,
• What a wonderful child you are!
• From I Love You Rituals by Dr. Becky A. Bailey,
  www.consciousdiscipline.com

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Designing Supportive Environments

• Labeling Hierarchy
• Exact item
• Photograph
• Catalog/magazine exact match
• Boardmaker icon
• Drawing
• Outline-filled in
• Outline only
• Word

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Designing Supporting Environments

• Safe Place

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Designing Supportive Environments

• Relaxation Techniques

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Designing Supportive Environments

• Care Box

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Designing Supportive Environments

• Job Chart

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Designing Supportive Environments

• Job Chart/Hugger

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Designing Supportive Environments

• Job Chart/Star

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Designing Supportive Environments

• Job Chart/Kindness Recorder

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Social Emotional Teaching Strategies

• If a child doesnt know how to read, we teach.
• If a child doesn't know how to swim, we teach.
• If a child doesnt know how to multiply, we
  teach.
• If a child doesnt know how to drive, we teach.
• If a child doesnt know how to behave,
• we.. ..teach? ..punish?
• Why cant we finish the last sentence as
  automatically as we do the others?
• Tom Herner (NASDE President) Counterpoint 1998,
  p. 2

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Acknowledgement

• Photos used are from Judy Deramo Klems
  classroom, Orange County Public Schools
• Orlando, FL