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Emotional Support Domain Focuses on children’s social and emotional functioning
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A Closer Look at the Pre-K EMOTIONAL SUPPORT DOMAIN
Emotional Support
EMOTIONAL SUPPORT DOMAIN
Focuses on children’s social and emotional functioning
Child Outcomes• Children’s social and emotional functioning in
the classroom is increasingly recognized as an indicator of school readiness
• Children who are motivated and connected to others in the early years are much more likely to establish positive trajectories of development in both social and academic domains
• POSITIVE CLIMATE
There are four dimensions under the EMOTIONAL SUPPORT DOMAIN
THE EMOTIONAL SUPPORT DOMAIN
• TEACHER SENSITIVITY
• NEGATIVE CLIMATE
• REGARD FOR STUDENT PERSPECTIVES
POSITIVE CLIMATEReflects the emotional connection between
staff and children and among children and the warmth, respect, and enjoyment
communicated by verbal and non-verbal interactions
POSITIVE CLIMATE OVERVIEW
Within the dimension of POSITIVE CLIMATE there are four categories of behavioral markers observed:
• Relationships
• Positive Communication
• Positive Affect
• Respect
RelationshipsThere are many indications that the
staff and children enjoy warm, supportive relationships with one another
• Close Physical Proximity
• Shared Activities
• Peer Assistance
• Matched Affect
• Social Conversations
Positive AffectThere are frequent displays observed
of positive affect by staff and/or children
• Smiling
• Laughter
• Enthusiasm
Positive CommunicationThere are frequently positive communications,
verbal or physical, among staff and children
• Verbal Affection
• Physical Affection
• Positive Expectations
RespectStaff and children consistently demonstrate
respect for one another
• Eye Contact • Warm, Calm Voice
• Respectful Language • Cooperation and/or Sharing
NEGATIVE CLIMATEReflects the overall level of expressed
negativity in the classroom; the frequency, quality, and intensity of staff and peer
negativity are key to this scale.
NEGATIVE CLIMATE OVERVIEW
Within the dimension of NEGATIVE CLIMATE there are four categories of behavioral markers observed:
• Negative Affect
• Sarcasm/Disrespect
• Punitive Control
• Severe Negativity
Negative AffectStaff and children should not display strong
negative affect and only rarely, if ever display mild negativity such as:
• Irritability
• Anger
• Harsh Voice
• Peer Aggression
• Disconnected or escalating Negativity
Punitive ControlStaff should not yell or make threats to
establish control. Examples of Punitive Control are:
• Yelling
• Threats
• Physical Control
• Harsh Punishment
Sarcasm/DisrespectStaff and children should not be sarcastic or
disrespectful. Examples of sarcasm or disrespect are:
• Sarcastic Voice/Statement
• Teasing
• Humiliation
Severe NegativityThere should be no instances of severe negativity
between staff and children or children and their peers such as:
• Victimization
• Bullying
• Physical Punishment
TEACHER SENSITIVITYEncompasses staff’s awareness of and
responsivity to children’s academic and emotional
needs; high levels of sensitivity facilitate
children’s ability to actively explore and learn because staff consistently provides comfort, reassurance, and
encouragement
TEACHER SENSITIVITY OVERVIEW
Within the dimension of TEACHER SENSITIVITY there are four categories of behavioral markers observed:
• Awareness
• Addresses Problems
• Responsiveness
• Student Comfort
AwarenessStaff is consistently aware of children who need
extra support, assistance, or attention
• Anticipates problems and plans appropriately
• Notices lack of understanding and/or difficulties
ResponsivenessStaff is consistently responsive to children and
matches his or her support to their needs and abilities
• Acknowledges Emotions
• Provides Individualized Support
• Provides Comfort and Assistance
Addresses ProblemsStaff is consistently effective at addressing
children’s problems and concerns
• Helps in an Effective and Timely Manner
• Helps Resolve Problems
Student ComfortThe children appear comfortable seeking support
from, sharing their ideas with, and responding freely to staff
• Seeks Support and Guidance
• Freely Participates
• Takes Risks
REGARD FOR STUDENT PERSPECTIVESCaptures the degree to which classroom
activities and staff’s interactions with children place an emphasis on children’s interests,
motivations, and points of view and encourage child responsibility and autonomy
REGARD FOR STUDENT PERSPECTIVES OVERVIEW
Within the dimension of REGARD FOR STUDENT PERSPECTIVES there are four categories of behavioral markers observed:
• Flexibility and Student Focus
• Student Expression
• Support for Autonomy and Leadership
• Restriction of Movement
Flexibility and Student FocusStaff is flexible in his or her plans, goes along with
children’s ideas, and organizes instruction around children’s interests
• Follows Children’s Lead
• Incorporates Children’s Ideas• Shows Flexibility
Support for Autonomy and LeadershipStaff provides consistent support for children’s
autonomy and leadership
• Allows Choice
• Gives Children Responsibility
• Allows Children to Lead Lessons
Student ExpressionThere are many opportunities for children’s talk
and expression
• Staff Encourages Children’s Talk
• Staff Elicits Children’s Ideas and Perspectives
Restriction of MovementThe children have freedom of movement and
placement during activities
• Staff is not Rigid• Staff Allows Movement
In conclusion, staff’s abilities to support social and emotional
functioning in the classroom are central to any conceptualization of
effective classroom practice
For additional information…
Please visit the www.forumpac.com website for informational videos and recorded webinars regarding CLASS and classroom best practices
For more information on the Strong Minds Program, please contact the Strong Minds Navigators:
Irene Apolinar(561)374-7521
Natasha Smith(561)374-7532
The Children’s Forum Program Assessment Center website :
www.forumpac.com
For copies of this PowerPoint, to view a recording of this webinar, and to watch our informational videos please visit
Questions?