Mental Health Consultation Resource Manual for Early Care and … Manual.pdf · 2018-09-25 · - Mental health consultation at early care and education sites - Mental health treatment

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A C O L L A B O R A T I O N B E T W E E N

NYC Early Childhood Mental Health Training and Technical Assistance Center

TTAC

NYC Early Childhood Mental Health Network

Mental Health ConsultationResource Manual for Early Care

and Education Staff

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TableofContents

I. AboutthisManual..........................................................................................................................................2

II. WhatisEarlyChildhoodMentalHealthConsultationandWhyisitImportant?...............3

III. RoleoftheTeacherandDirectorinPromotingSocialandEmotionalDevelopment……5

IV. SocialandEmotionalMilestones………………………………………………………………………...........8

V. HowtoUnderstandChildren'sBehaviorProblems……………………………………………………9

VI. ProvidingPositiveGuidanceandBehaviorManagement……………………………………..….10

VII. IdentifyingRedFlagsforSocialandEmotionalProblems………………..………………...........13

VIII. EngagingParents……………………………………………………………………………………….…..….......18

IX. ReferraltootherServices………………………………………………………………………………............20

X. StressandTakingCareofOurselves……………………………………………………………….........…24

XI. OtherResources……………………………………………………………………………………………........…25

• WaystoPraise

• IncredibleYearsBlackboardNotes

• FeelingsCharts

• FlipIt

• TuckerTurtle

• Yoga

• ClassroomActivityGuidance

• IdeasforTeachingChildren

• ClassroomPosters

• Children’sBookList

• StressManagement

• HelpfulLinks

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I. AboutthisManualThisResourceManualwasdevelopedforearlycareandeducationstaffwhoreceive

mentalhealthconsultationthroughtheNYCEarlyChildhoodMentalHealthNetwork.

TheNetworkwaslaunchedinJuly2016,aspartoftheThriveNYCSocialandEmotional

Learninginitiative.Itconsistsof7EarlyChildhoodTherapeuticCenters(ECTCs)anda

citywideTrainingandTechnicalAssistanceCenter(TTAC).

ECTCsprovide:

- Mentalhealthconsultationatearlycareandeducationsites

- Mentalhealthtreatmentservicesinlicensedmentalhealthclinics,tochildren5

yearsandunder,andtheirfamilies

- FamilyPeerSupportservices

ForinformationontheECTCclinicsortomakeareferral,pleasegotopages14-17.

ForinformationaboutTTACpleasevisitwww.ttacny.orgoremailttac.info@nyu.edu.

Wehopeyoufindthismanualhelpful!Itprovidesinformation,strategiesandresources

forsupportingandpromotingchildren’sdevelopmentandsocialandemotional

wellbeinginyourearlycareandeducationcenter.Italsoincludesinformationabout

managingyourownstresswhiledoingyourimportantworkwithyoungchildren.

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cooperativeness(Thompson,R.A.,&Raikes,H.A.,2007).Teachersreportthattheyare

seeinganincreaseinthenumberofchildrendemonstratingchallengesintheirsocial

andemotionalfunctioningintheearlyyears(Brauner&Stevens,2006).Particularly

concerningistheincreaseinpreschoolexpulsionratesnationwide(Gilliam&Shahar,

2006).Acentralroleofearlychildhoodprogramsistosupportchildren’ssocialand

emotionalwellnesstoensurethattheystartkindergartenreadytolearn.

“Children’sschoolexperienceismorepositiveandproductivewhentheyhaveasenseofpersonalwell

being,groundedinstable,caringrelationshipsintheirearlylives.Unhappy,fearful,orangrychildrenarepreoccupied,unabletogivetheirfullattentionand

engagementtolearningexperiences.Asolidbaseofemotionalsecurityandsocialcompetenceenables

childrentoparticipatefullyinlearningexperiencesandformgoodrelationshipswithteachersandpeers”

NationalEducationGoalsPanel(1999)

Thefocusofourworkistopromoteearlychildhoodmentalhealth.Whenwetalkabout

mentalhealthwearenottalkingaboutmentalillness,butratheraboutthechild’ssocial

andemotionalwell-being.Inordertosustaintheworkwehavestarted,itisimportant

tocontinueusingthislanguageandtohelpfamiliesandstaffunderstandwhyearly

childhoodmentalhealthissoimportant.Belowisasimpleandeffectivesummaryfor

usewithteachers,families,andadministrators.

EarlyChildhoodMentalHealthreferstothedevelopingcapacityoftheyoungchildto:

• formclosesecurerelationships• experience,regulateandexpressemotions

• exploretheenvironmentandlearnallwithinthecontextoffamily,communityandculturalexpectationsfor

youngchildren

ZerotoThreeInfantMentalHealthTaskForce(2004)

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Noonecandothisworkalone.Tocreateanoptimallearningenvironment,teachersand

teacherassistantsshouldcommunicateeffectivelywithoneanotherandwork

collaborativelyasateam.

KeyFeaturesofaGoodPartnership• Showmutualrespectfortheskillsoftheother

• Createexpectationsandopportunitiesforhonestandclearcommunication

• Developandworktowardsmutuallyagreedupongoals

• Shareplanninganddecisionmaking

• Exchangeresources

• Modelunderstandingandempathy

• Beaccessibleandresponsive

• Avoidlabelingandblame

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IDENTIFYING WHEN TO REFER YOUNG CHILDREN AND THEIR FAMILIES FOR MENTAL HEALTH SERVICES

Infant (birth through one year) • Very difficult to soothe/console – excessive fussiness • Shows limited or no interest in things or people • Fails to gain weight • Reacts very strongly to touch, sounds, or movement • Sleep problems • Feeding problems • Somber, worried, sad; flat affect or facial expression • Does not coo, make noises, have reciprocal “conversations”• Has history of major traumatic event or loss of primary caregiver (through death, incarceration, placement in foster care).

Toddler (one-to-three years) (Includes the preceding concerns in addition to the following) • Shows very little emotion • Unable to calm self • Does not turn to adults for comfort or help • Extremely fearful or sad • Withdrawn or extremelyclingy • Aggressive toward self or others • Impulsive and hyperactive • Has excessive tantrums or defiance • Has language delays • Not performing typical developmental tasks • Does not point, has difficulty with joint attention • Appears hypervigilant, easily startled, anxious, excessively worried or frozen at time • Regresses in development; loses skills previously gained.

Preschool (three-to-five years)(Includes the preceding concerns in addition to the following) • Consistently prefers not to play with others or with toys • Overly familiar with strangers • Destructive • Hurts animals • Limited use of words to express feelings • Changes eating habits • Very irritable, cries and cannot be calmed • Reports traumatic event spontaneously or in general conversation • Play repetitively enacting a particular event • Uses toys in unusual ways • Displays sexual behaviors • Engages in self injurious behaviors • Has new fears • Shows no response to upset of others or takes pleasure in upset of others.

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As an early childhood professional, you play an important role for the young children in your care.

The following behaviors do not indicate a definite social and emotional health concern, but are listed here as potential “red flags” or warning signs that a child and family may need help.

You may also consider making a referral when:• Parent seems very anxious, sad, overwhelmed.

• Parent seems rejecting of child, harsh or hostile to child, speaks negatively about child.

The Early Childhood Mental Health Training and Technical Assistance Center (TTAC) is a partnership between New York Center for Child Development and McSilver Institute for Poverty Policy and Research. Funded through the New YorkCity Department of Health and Mental Hygiene in contract with Public Health Solutions, TTAC provides critical training andtechnical assistance on infant and early childhood mental health across child serving systems. E-mail [email protected] for more information.Adapted from: Facilitating a Referral for Mental Health Services for Children and Their Families Within Early Head Startand Head Start. HHS/ACF/OHS/NCH. 2012.

NEW YORKCENTER FOR THE DEVELOPING CHILD

NEW YORKCENTER FOR CHILD DEVELOPMENT

N E W Y O R K C E N T E R F O R C H I L D D E V E L O P M E N T N E W Y O R K C E N T E R F O R I N F A N T S & T O D D L E R S

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1. Know the resources in your community. There are early childhood mental health clinics in every borough https://www1.nyc.gov/assets/doh/downloads/pdf/mental/echmh-flyer.pdf

2. You can also call 1-888-NYC-WELL for information about other clinics and services. Know about the clinic’s services, hours of operation, intake process, cost, location and transportation options.

3. Identify the appropriate person on your team to talk to the family about the referral.

4. Discuss the reasons for the referral and benefits of mental health services and answer the family’s questions.

5. Ask the family about their concerns or worries about the referral. Some families may be uncomfortable using mental health services because of stigma, cultural beliefs or practical barriers such as transportation or cost. Discuss how to address these barriers.

6. Talk to the family about their needs and what the most appropriate service would be to meet those needs.

7. Ask the family what kind of support you can provide them. This may be to make the appointment, to be close by when they make the appointment or to attend the first appointment with them.

8. If the family agrees for you to make the appointment and to share information about the child, discuss what information they want you to provide and obtain the family’s signed consent.

9. Call the clinic and share only the information thefamily has consented for you to share. This could be reason for referral, background and history, strengths and culture of the family.

10. If the family does not provide consent for you to make the appointment or to share information: give them contact information for the

early childhood mental health clinic or other service so they can connect to the service themselves.

11. Ask the family how they would like you to follow up with them. Then continue to check on progress and help resolve problems that arise.

The Early Childhood Mental Health Training and Technical Assistance Center (TTAC) is a partnership between New York Center for Child Development and McSilver Institute for Poverty Policy and Research. Funded through the New York City Department of Health and Mental Hygiene in contract with Public Health Solutions, TTAC provides critical training and technical assistance on infant and early childhood mental health across child serving systems.

E-mail [email protected] for more information.

Adapted from: Facilitating a Referral for Mental Health Services for Children and Their Families Within Early Head Startand Head Start. HHS/ACF/OHS/NCH. 2012.

NEW YORKCENTER FOR THE DEVELOPING CHILD

NEW YORKCENTER FOR CHILD DEVELOPMENT

N E W Y O R K C E N T E R F O R C H I L D D E V E L O P M E N T N E W Y O R K C E N T E R F O R I N F A N T S & T O D D L E R S

R E F E R R I N G YO U N G C H I L D R E N A N D T H E I R FA M I L I E S F O R M E N TA L H E A LT H S E RV I C E S

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New expert mental health services and supports for young children and their families

NYC Early Childhood Mental Health Clinics offer: Mental health treatment for children ages 0 to 5, and their families. Expert clinical staff using evidence-based and trauma-focused therapies. Short wait times for appointments. Services in languages other than English, including Spanish.

* All clinics accept Medicaid and other insurance and work with families to ensure access.

Help families take the first step to get the support they need. Call to learn about the clinics and how to refer a family.

In case of an emergency, please call 911

NYC Early Childhood Mental Health Clinics

Serving Call and ask for the “Early Childhood Mental Health Clinic”:

Bronx (South) Phone: 929-288-4320 Association to Benefit Children

Bronx (North) Phone: 1-844-ONE-CALL or 1-844-663-2255 The Jewish Board of Family and Children’s Services

Brooklyn (Central and Southern)

Phone: 1-800-603-OHEL or 1-800-603-6435 OHEL Children’s Home and Family Services

Brooklyn (Northern and Eastern)

Phone: 1-844-ONE-CALL or 1-844-663-2255 The Jewish Board of Family and Children’s Services

Manhattan Phone: 212-426-3400 Northside Center For Child Development

Queens Phone: 718-530-6892 The Child Center of New York

Staten Island Phone: 718-448-9775, ext. 551 Staten Island Mental Health Society

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Early Childhood Therapeutic Centers (Mental Health Clinics) JBFCS: The Jewish Board of Family and Children’s Services (Bronx) ABC: Association to Benefit Children (Bronx) Northside: Northside Center for Child Development (Manhattan) CCNY: The Child Center of New York (Queens) JBFCS: The Jewish Board of Family and Children’s Services (Brooklyn) OHEL: OHEL Children’s Home and Family Services (Brooklyn) SIMHS: Staten Island Mental Health Society (Staten Island)

Citywide Training and Technical Assistance Center New York Center for Child Development/ NYU McSilver Institute

SIMHS 718-448-9775, ext. 551

OHEL 1-800-603-OHEL

JBFCS 1-844-663-2255

CCNY 718-530-6892

Northside 212-426-3400

ABC 929-288-4320

JBFCS 1-844-663-2255

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Keytobuildingpartnershipswithfamilies

• Sharechildren’sstrengthsandachievementswithfamiliesonanon-goingbasis• Recognizethateachfamilyisuniqueinitscomposition,cultureandhistory• Askfamiliesquestionsandtrytounderstandtheirperspective• Usedifferentstrategiesforcommunicating,i.e.,verbal,written• Includeotherfamilymemberswhenhelpful• Supportparents’senseofcompetence

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IX.ReferraltoOtherServices:

Referralswhenthereisaconcernaboutachild’sdevelopment

Ifteachershaveaconcernaboutachild’sdevelopment,itisimportanttointerveneearly.Whenchildrengethelpfordelaysanddisabilitiesearly,theyhaveabetterchanceofreachingtheirfullpotential.

AchildandfamilycangetsupportfordevelopmentalconcernsfromtheNYCEarlyInterventionProgram(EIP)andtheNYCDepartmentofEducationCommitteeonPreschoolSpecialEducation(CPSE).

BoththeEIPandCPSEservicesareVOLUNTARYandrequiretheparentorlegalguardian’sconsent.Havingatrustingrelationshipfromthebeginningofyourinvolvementwiththefamilywillaidincommunicationaboutthechild’sdevelopmentalconcerns.

Makesurethatyouusesensitive,supportivelanguagetospeaktoparentsaboutthechild’sdevelopmentandtheneedforsupportinthisarea,recognizingthatallparentshavestrengths.Oncetheparentisreceptivetobeingreferredforservices,earlyeducationstaffshouldsupporttheparentthoughthereferralprocesstoensurethefamilyhasasmoothandsuccessfulexperience.

• Forchildrenunderage3yearsofage:

Ifadevelopmentaldelayordisabilityissuspected,areferralcanbemadetotheNewYorkCityEarlyInterventionProgram.Thisprogramprovidesservicesandsupportstochildrenwhomaynotbemakingprogressbecauseofadevelopmentaldelayanddisability.Theseservicesareprovidedtoeligiblechildrenfreeofcharge.Servicescanbeprovidedinthehome,earlychildhoodprogram,schooloranywhereinthecommunitythatthechildtypicallyspendstheday.

Call311andaskfortheEarlyInterventionProgram.

Thechartonthefollowingpage(page21)describestheEarlyInterventionProgramprocess

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18 New York State Department of Health

FamilyConcern

*Parent/guardian may access due process procedures.

Parent/guardian consent is required for evaluation,IFSP, provision of services in IFSP, and transition.

1. Referral (Unless parent objects)

• Referral source or parent suspects child of having developmental delay or disability

• Family informed of benefits of Early Intervention Program (EIP)

• Child referred to Early Intervention O�cial (EIO) within two days of identification

• EIO assigns Initial Service Coordinator 2. Initial Service

Coordinator• Provides information about EIP

• Informs family of rights

• Reviews list of evaluators

• Obtains insurance/Medicaidinformation

• Obtains other relevant information

3. Evaluation*• Determine eligibility

• Family assessment (optional)

• Gather information for Individualized Family Service Plan (IFSP)

• Summary and report submitted prior to IFSP

4. The IFSP Meeting* (If child is eligible)

• Family identifies desired outcomes

• Early Intervention services specified

• Develop written plan

• Family and EIO agree to IFSP

• Identify Ongoing Service Coordinator (OSC)

• EIO obtains social security number(s)

Early Intervention Services*• Assistive technology

devices and services

• Audiology

• Family training,counseling, homevisits, and parentsupport groups

• Medical servicesonly for diagnosticor evaluationpurposes

• Nursing services

• Nutrition services

• Occupational therapy

• Physical therapy

• Psychological services

• Respite services

• Service coordination

• Social work services

• Special instruction

• Speech-language pathology

• Vision services

• Health services

• Transportation and related costs

5. IFSP Review Six Months,Evaluate Annually• Decision is made to continue, add, modify

or delete outcomes, strategies and/or services

• If parent requests, may review sooner(If parent requests an increase in services,EIO may ask for supplemental evaluation)

AREAS OF DEVELOPMENT• Cognitive

• Physical (including vision and hearing)

• Communication

• Social/emotional

• Adaptive development

6. Transition• Plan for transition

included in IFSP

• Transition to:

- Services under Section 4410 of Education Law (3-5 system)

OR

- Other early childhood services, as needed

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“Early Intervention Steps” Chart

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• Forchildrenage3yearsto5years:

Forachildage3yearstoage5yearsareferralcanbemadetotheNYCDepartmentofEducationCommitteeonPreschoolSpecialEducation(CPSE).Preschoolspecialeducationservicesareavailableforchildrenages3-5whohavedisabilitiesordevelopmentaldelaysthatimpacttheirabilitytolearn.Theseservicesareprovidedtoeligiblechildrenfreeofcharge.

AreferralneedstobemadetotheCPSEdirectlyfromparents.YourstaffshouldsupportparentstowritealettertotheirlocalCPSEtoaskforpreschoolspecialeducationevaluations.

Thereare10CPSEoffices,andeachonecoversadifferentareaofthecity.TofindoutwhichCPSEofficecoversthefamily’saddress:

o Call311andaskfortheCommitteeofSpecialEducationfortheaddressor

o VisittheDOE’sSchoolSearchwebsiteathttp://schools.nyc.gov/SchoolSearch/Maps.aspx

Thechartonthefollowingpage(page23)describestheCPSEProcess.

Referralswhenthereisaconcernaboutachild’smentalhealth:

MakeareferraltooneoftheEarlyChildhoodTherapeuticCentersifachildneedsservicesrelatedtotheiremotionalorbehavioralhealth(contactprogramdirectly–seepage16ofthismanual).

ContactNYCWell(1-800-NYC-WELL)formorereferraloptionsforchildrenandadults.NYCWellistheCity’sconnectiontofree,confidentialmentalhealthsupport.Speaktoacounselorviaphone,textorchatandgetaccesstomentalhealthandsubstancemisuseservices,inmorethan200languages,24/7/365.Call1-800-NYC-WELLortext“WELL”to65173.https://nycwell.cityofnewyork.us/en/

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NEW YORK CITY PRESCHOOL SPECIAL EDUCATION PROCESS FOR CHILDREN AGES 3 - 5

Referral to local District’s Committee on Preschool Special Education (CPSE)• If a parent is concerned about their preschool child’s development and wants an evaluation,

s/he should make a written referral to the District CPSE• Referrals may also come from the Early Intervention Service Coordinator (if the child received

EI services and the parent consents) or other professionals

Upon the CPSE receiving the referral, the CPSE Administration must issue to the parents:

• Notice that the CPSE has received the referral (R-1P form)• Notice of due process rights and free/low cost legal services listing• Consent for Initial Preschool Evaluation (C1-P form)• List of approved preschool evaluation sites in New York City• Parent must select an evaluation site and schedule an appointment• Parent must sign consent for the evaluations to begin (C-1P form)

CPSE Meeting• The CPSE meeting must be held within 45 school days from receipt of referral by the CPSE or 30 school

days of the parent signing consent (C1-P form) for the evaluation; whichever date is earlier • The CPSE team will review the evaluations and determine eligibly for CPSE services• If eligible for CPSE services, a classification of “Preschool child with a disability” is typically assigned• An Individualized Education Program (IEP) is developed and written• The IEP will describe the student’s goals and recommended services in the least restrictive environment

DEPARTMENT OF EDUCATION APPROVES SERVICES• Annual reviews of the IEP must be held at least once a year• A parent may request that a CPSE meeting be held at any time if they would like to review the

school placement or services provided to the child

The recommended services/programs should start within 30 school days of the CPSE recommendation

• The parent must sign consent in order to initiate services; this consent form is called the C-7P form.Services will not begin without parental consent

• Even if the parent signs consent for CPSE evaluations, the parent can still refuse to consent to CPSEservices

• Examples of related services include: speech therapy, occupational therapy, physical therapy, assistivetechnology, parent education/ training, and counseling

• Approved programs: Special Education Itinerant Teacher (SEIT), Special Class in an Integrated Setting(SC/IS) and Special Class (SC)

• Transportation needs must be considered and noted on the IEP

The Evaluation Team seeks input, evaluations and reports to the CPSE• Social history, educational evaluation, psychological evaluation and other assessments are

completed

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ClassroomActivityGuidance

Thesepostersprovideguidanceforteachersonusingeverydayroutines

tosupportchildren’ssocialemotionaldevelopment.

Copiesoftheseposterscanbefoundhere:

https://www.ecmhc.org/documents/Posters_Provider.pdf

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• Delivered at eye level, using children’snames and delivered directly toindividual children.

• Delivered with enthusiasm.• Delivered with a SMILE!

Description: At this time of the day, children are arriving from the bus, and/or parents are dropping offchildren. There are greetings, children are hanging up coats and backpacks, and entering the classroom.

ARRIVAL

POSITIVE COMMENTS:

• Keep choices simple.• Keep choices reasonable.• Be sure the choices are available now.• Choices are between options that are

positive for the child.

CHOICES:

• Covers a range of emotions, both positive and negative.

• Describes what the child is feeling in the moment.

• Adults can model by describing their own feelings.

• Validates how the child is feeling, not how the child “should” feel.

PROMOTING EMOTIONAL VOCABULARY:

Hi {Child’s Name}, it’s so good to see you today!

{Child’s Name}, you put your backpack away!

{Child’s Name}, I love what you are wearing today!

Wow {Child’s Name}, you came into the classroom sonicely and quietly today!

Wow {Child’s Name}, look what you’ve alreadymade/built/done/drawn!

{Child’s Name}, do you want to hang up your coat or take off your backpack first?

{Child’s Name}, would you like to play in the (_____) area or the (_____) area?

{Child’s Name}, who would you like to play with, (child A) or (child B)?

Wow {Child’s Name}, you look very grouchy this morning.

Hi {Child’s Name}, you look excited to be at school today.

{Child’s Name}, you put your coat and backpack awayall by yourself, you must feel very proud.

{Child’s Name}, you and (child) look like you’re havinglots of fun playing together!

Center for Early Childhood Mental Health Consultation • Georgetown University Center for Child and Human Development

Funded by the Office of Head Start/ACF, DHHS (#90YD0268)

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Description: Tooth brushing is an activity that occurs in many childcare centers. The tooth brushing routineincludes transitioning to the tooth brushing area and the act of brushing teeth.

BRUSHING TEETH

POSITIVE COMMENTS:



CHOICES:






Wow {Child’s Name} you’ve opened your mouth really wide!

{Child’s Name} you’re remembering to brush all your teeth.

That’s it {Child’s Name}, you’re done!

{Child’s Name}, who do you want to invite to brushyour teeth with you, (child A) or (child B)?

{Child’s Name}, do you want to brush your top teethfirst or your bottom teeth?

{Child’s Name}, watching you brush your teeth byyourself makes me very happy.

{Child’s Name}, I know brushing your teeth makes youmad but we are almost done.



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Description: During these activities, children are gathered together in a large group, perhaps sitting on acarpet in a circle area. Children are expected to follow directions, participate, and attend to the teacher.

LARGE GROUP

POSITIVE COMMENTS:



CHOICES:






Awesome {Child’s Name}, you came right to circle and sat down!

Wow {Child’s Name}! You did so well singing that song!

Very cool {Child’s Name}, you are listening to{Teacher’s Name}!

{Child’s Name}, I’ll bet you feel proud, you came tocircle all by yourself and sat right down.

In this story, Susan looks very surprised. {Child’s Name},show me how you look when you are surprised.

{Child’s Name} you must be thrilled, you knew all thewords to that song.

{Child’s Name} you look very happy sitting next to (child).


{Child’s Name}, do you want to sit on the green squareor the blue square?

Hey {Child’s Name}, come up here and choose a songfor us to sing.

{Child’s Name}, you have been such a good listener,would you like to sing one more song or go right tofree play?

For our motor action, we can choose to hop or clap our hands. {Child’s Name}, which one would you like to do?


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Description: Transitions can occur within the classroom or between the classroom and another setting(outside). One scheduled activity is ending and children are finishing up (cleaning up) and moving on to the next scheduled activity.

TRANSITIONS

POSITIVE COMMENTS:



CHOICES:

Wow {Child’s Name}, you’ve started cleaning up already!

Alright! {Child’s Name} and (child) are working togetherto clean up.

Great {Child’s Name}, you’re using your walking feet tocome over to (area).

{Child’s Name}, I love the way you came over to (area)and are ready to start.


{Child’s Name}, do you want to clean up in the (______)area or the (______) area?

{Child’s Name}, who do you want to clean up with, (child A) or (child B)?

{Child’s Name}, do you want to walk to (area) by yourselfor with (child)?

{Child’s Name}, I see a blue carpet square and a greencarpet square, which one do you want to sit on?






Wow {Child’s Name}, you cleaned it all up, I’m feeling soproud of you.

{Child’s Name}, you look disappointed that play time is over.

{Child’s Name}, I’m thrilled you are using your walking feet.

{Child’s Name}, you and (child) look excited to come to circle.


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Description: Centers (play areas) such as housekeeping or dramatic play area, block area, art andmanipulative areas, writing area and large motor areas are available for children to choose to play in, and move about the room freely.

FREE PLAY/CENTERS

POSITIVE COMMENTS:



CHOICES:






{Child’s Name}, you are playing in (area), wonderful!

Great {Child’s Name}, you have picked the (area) toplay in today!

{Child’s Name} and (child b) are building together inthe blocks!

{Child’s Name}, look at what you made with (child A),that is super!

{Child’s Name}, would you like to play in housekeepingor in the art area today?

{Child’s Name}, the large motor area or the puzzlesare open for you to play in, which one will you pick.

LOOK {Child’s Name}, we can read the “brown bear”book or the “five little monkeys” book, what should we pick.

I can see that {Child’s Name} is not happy that theblock area is full, I am disappointed too.

Look at you {Child’s Name}, you are being so patientwaiting for your turn in large motor.

{Child’s Name}, you look so excited that you get toplay in writing center.



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Description: During snack and meals children transition to the table, pass and receive food items, requestfood items and engage in some self help skills like learning to pour juice, use a cup or eat with utensils.

SNACK/MEALS

POSITIVE COMMENTS:



CHOICES:






Great Job, {Child’s Name} you poured your own juice!

Excellent, {Child’s Name} you opened your snack by yourself!

Amazing, {Child’s Name}, you finished your breakfast!

Thanks for coming over to snack {Child’s Name}, wouldyou like to sit next to (child A) or (child B)?

OK {Child’s Name}, do you want to pass out thenapkins or the cups?

{Child’s Name} what would you like first, crackers or juice?

{Child’s Name}, you look pleased with today’s snack.

{Child’s Name}, you look upset that the cookies are allgone, I’m sad too, I love cookies.

{Child’s Name}, I know using your spoon can befrustrating but you are trying really hard.


SNACK/MEALS


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Description: Toileting and diapering can occur at various times throughout the day as a planned routine, butalso as needed. During this time children transition to the bathroom, sit on the potty or have their diaperschanged and wash their hands. Other self help skills like dressing can also be part of the toileting routine.

TOILETING/DIAPER CHANGING









{Child’s Name}, you pee peed on the potty, you mustbe very proud of yourself.

It’s OK {Child’s Name}, I know you’re embarrassed thatyou had an accident, but accidents happen.

CHOICES: {Child’s Name}, who do you want to come to the pottywith you (child A) or (child B)?

{Child’s Name}, do you want to use the red potty or theblue potty?

POSITIVE COMMENTS: Look at you {Child’s Name}; you’re sitting on the potty!

Hurray {Child’s Name}! You went pee pee!

{Child’s Name}, you washed your hands all by yourself!


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Description: Activities with 3–5 students that can include art, manipulatives, games. Activities can be teacheror child directed.

SMALL GROUP

POSITIVE COMMENTS:



CHOICES:






{Child’s Name}, I see you made a _________.

Oh {Child’s Name}, you are sharing your toys with (child)!

Cool {Child’s Name}, you are coloring that picture witha green marker!

Very lovely {Child’s Name}, that is a beautiful pattern!

{Child’s Name}, would you like to write your name withthe red marker or the blue marker.

Look {Child’s Name}, I have the small trucks and bigtrucks, which one do you want to play with.

Let’s play with the blocks. {Child’s Name}, would youlike to play at the table or on the floor.

{Child’s Name}, it makes me so happy that you areworking so hard with your friends.

{Child’s Name}, you look like you are really enjoyingthis game.

{Child’s Name}, I can see that you are gettingsad/frustrated because you are having trouble with that puzzle.

{Child’s Name}, you look so serious when you are coloring.



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Description: Rest time is part of many early childhood center days. Children should be resting quietly on theircots or mats and may be engaged in quiet independent activities like looking at books or doing puzzles.

REST TIME/NAP

POSITIVE COMMENTS:



CHOICES:






{Child’s Name}, you came right over to your cot!

Wow {Child’s Name}, you’re the first to have their head down!

{Child’s Name}, that’s so nice, you helped (child) set up his cot.

{Child’s Name}, you put all your naptime stuff away!

{Child’s Name}, do you want to rest next to (child) or (child)?

{Child’s Name}, you can take your ______ toy or your_____ toy to your cot.

{Child’s Name}, which story shall I read for nap time,______ or _______?

{Child’s Name}, you look so happy that (child) chose tonap next to you.

I’m feeling so proud of each of you, everyone was soquiet during nap time.

{Child’s Name}, you slept so soundly, you must feelreally rested.



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Description: Special activities may involve a special guest like a story reader or music person, a trip to thelibrary or a field trip. Children are expected to follow directions, stay with the group, be good listeners andattend to the speaker.

SPECIAL ACTIVITIES

POSITIVE COMMENTS:



CHOICES:






Spectacular {Child’s Name}, you are walking verynicely with your buddy!

Wow {Child’s Name}, you are looking at the musicteacher and paying attention!

Fantastic {Child’s Name}, you are keeping yourself safeon the bus.

Look {Child’s Name}, there are two spaces right upfront, which one do you want to sit at?

Wow {Child’s Name}, in the instrument box there aretwo different shakers, which one would you like to use?

Hey {Child’s Name}, would you like to walk with (child A) or (child B)?

{Child’s Name} you are laughing, you must be enjoyingthis trip to the park.

{Child’s Name} you are crying, you seem very sad toleave the zoo.

{Child’s Name} you must be very excited to walk withyour good friend (child).



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Description: At this time of the day children are preparing to leave the classroom; they may be gatheringtheir personal belongings, engaging in some goodbye routine with classmates and exiting the building.

DEPARTURE

POSITIVE COMMENTS:



CHOICES:






{Child’s Name}, it was so wonderful to see you today!

{Child’s Name}, you shared so nicely with (child) today!

{Child’s Name}, thank you for helping with snacktoday, you were a big help!

{Child’s Name}, make sure you take your beautifulpicture home!

{Child’s Name}, would you help me with the table orthe chairs?

{Child’s Name}, are you going to put your hat or yourcoat on first?

{Child’s Name}, would you like to walk to the bus with(child) or (child)?

{Child’s Name}, you have such a big smile on yourface; you must have enjoyed school today.

Wow {Child’s Name}, you put your coat on all byyourself, you must feel so proud!

{Child’s Name}, you and (child) look like you enjoyedplaying together today.



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IdeasforTeachingChildren–TipSheets

Theseguidancedocumentsprovidealotofsupportforteachersin

helpingchildrenwiththeirsocialemotionaldevelopment.They

include:

• IdeasforTeachingChildrenAboutEmotions

• IdeasforTeachingChildrenAboutFriendship

• IdeasforTeachingChildrenaboutHandling

Disappointment/DifferentEmotions

• IdeasforTeachingChildrenAboutProblemSolving

Youcandownloadthesedocumentshere:https://www.ecmhc.org/ideas/emotions.htmlhttps://www.ecmhc.org/ideas/friendship.htmlhttps://www.ecmhc.org/ideas/dissapointment.htmlhttps://www.ecmhc.org/ideas/problemsolving.html

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A Rainbow of Friends by P.K. Hallinan (Ages 4-8)Best Friends by Charlotte Labaronne (Ages 3-5)Can You Be a Friend? by Nita Everly (Ages 3-6)Can You Talk to Your Friends? by Nita Everly (Ages 3-6)Care Bears Caring Contest by Nancy Parent (Ages 3-6)Care Bears The Day Nobody Shared by Nancy Parent (Ages3-6)Fox Makes Friends by Adam Relf (Ages 3-5)Gigi and Luluʼs Gigantic Fight by Pamela Edwards (Ages 3-7)Heartprints by P.K. Hallinan (Ages 3-6)How Do Dinosaurs Play with Their Friends by Jane Yolen and Mark

Teague (Ages 3-5)How to be a Friend by Laurie Krasny Brown and Marc Brown (Ages 4-8)Hunterʼs Best Friend at School by Laura Malone Elliot (Ages 4-7)Iʼm a Good Friend! by David Parker (Ages 3-5)I Can Share by Karen Katz (Ages infant-5)I Can Cooperate! by David Parker (Ages 3-5)I am Generous! by David Parker (Ages 2-5) Iʼm Sorry by Sam McBratney (Ages 4-7)Itʼs Hard to Share My Teacher by Joan Singleton Prestine (Ages5-6)Jamberry by Bruce Degan (Ages 2-5)Join In and Play by Cheri Meiners (Ages 3-6)The Little Mouse, The Red Ripe Strawberry, and The Big Hungry Bear by Don &

Audry Wood (Ages 2-5)Making Friends by Fred Rogers (Ages 3-5)Making Friends by Janine Amos (Ages 4-8)Matthew and Tilly by Rebecca C. Jones (Ages 4-8)Mine! Mine! Mine! By Shelly Becker (Ages 3-5)Mine! A Backpack Baby Story by Miriam Cohen (Ages infant-2)My Friend Bear by Jez Alborough (Ages 3-8)My Friend and I by Lisa John-Clough (Ages 4-8)One Lonely Sea Horse by Saxton Freymann & Joost Elffers (Ages 4-8)Perro Grande…Perro Pequeno/Big Dog…Little Dog by P.D. Eastman (Ages 4-8)The Rainbow Fish by Marcus Pfister (Ages 3-8)Share and Take Turns by Cheri Meiners (Ages 5-8)Sharing How Kindness Grows by Fran Shaw (Ages 3-5)The Selfish Crocodile by Faustin Charles and Michael Terry (Ages 4-7)Simon and Molly plus Hester by Lisa Jahn-Clough (Ages 5-8)Sometimes I Share by Carol Nicklaus (Ages 4-6)Strawberry Shortcake and the Friendship Party by Monique Z. Sephens (Ages 2-5)Sunshine & Storm by Elisabeth Jones (Ages 3-5)Talk an d Work it Out by Cheri Meiners (Ages 3-6)Thatʼs What a Friend Is by P.K. Hallinan (Ages3-8)We Are Best Friends by Aliki (Ages 4-7)

Child Care Bureau

Office ofHead Start

Administration forChildren & Families

The Center on the Social and EmotionalFoundations for Early Learning

Children’s Book ListBeing a Friend

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And Hereʼs to You by David Elliott (Ages 4-8)Big Al by Andrew Clements (Ages 4-8)The Brand New Kid by Katie Couric (Ages 3-8)Chesterʼs Way by Kevin Henkes (Ages 5-7)Chrysanthemum by Kevin Henkes (Ages 4-8)Franklinʼs New Friend by Paulette Bourgeois (Ages 5-8)Horace and Morris But Mostly Dolores by James Howe (Ages 4-8)I Accept You as You Are! by David Parker (Ages 3-5)Itʼs Okay to Be Different by Todd Parr (Ages 3-8)Margaret and Margarita by Lynn Reiser (Ages 5-8)

ABC Look at Me by Roberta Grobel Intrater (Ages infant-4)“Baby Faces” books (most are by Roberta Grobel Intrater) (Ages infant-4)Baby Faces by Margaret Miller (Ages infant-3)Baby Senses Sight by Dr.S. Beaumont (ages infant -3)Can You Tell How Someone Feels? (Early Social Behavior Book Series)by

Nita Everly (Ages 3-6)Double Dip Feelings by Barbara Cain (Ages 5-8)The Feelings Book by Todd Parr (Ages 3-8)Feeling Happy by Ellen Weiss (Ages infants -3) Glad Monster, Sad Monster by Ed Emberley & Anne Miranda (Ages infant-5)The Grouchy Ladybug by Eric Carle (Ages 1-6)The Pout Pout Fish by Deborah Diesen (Ages 3-5)The Three Grumpies by Tamra Wight (Ages 4-8)Happy and Sad, Grouchy and Glad by Constance Allen (Ages 4-7)How Are You Peeling: Foods with Moods/Vegetal como eres: Alimentos con

sentimientos by Saxton Freymann (Ages 5-8)How Do I Feel? by Norma Simon (Ages 2-7)How Do I Feel? Como me siento? by Houghton Mifflin (Ages infant-4)How I Feel Proud by Marcia Leonard (Ages 2-6)How I Feel Silly by Marcia Leonard (Ages 2-6)How Kind by Mary Murphy (ages 2-5)I Am Happy by Steve Light (Ages 3-6)If Youʼre Happy and You Know it! by Jane Cabrera (Ages 3-6)Little Teddy Bearʼs Happy Face Sad Face by Lynn Offerman (a first book about

feelings)Lizzyʼs Ups and Downs by Jessica Harper (Ages 3-9)My Many Colored Days by Dr. Seuss (Ages 3-8)On Monday When It Rained by Cherryl Kachenmeister (Ages 3-8)Proud of Our Feelings by Lindsay Leghorn (Ages 4-8)See How I Feel by Julie Aigner-Clark (Ages infant-4)Sometimes I Feel Like a Storm Cloud by Lezlie Evans (Ages 4-8)Smudgeʼs Grumpy Day by Miriam Moss (Ages 3-8)The Way I Feel by Janan Cain (Ages 4-8)Today I Feel Silly & Other Moods That Make My Day by Jamie Lee (Ages 3-8)The Way I Feel by Janan Cain (Ages 3-6)

Child Care Bureau

Office ofHead Start



Accepting Different Kinds of Friends

General Feelings

102

Child Care Bureau

Office ofHead Start



What Makes Me Happy? by Catherine & Laurence Anholt (Ages 3-6)What I Look Like When I am Confused/Como me veo cuando estoy confundido

(Letʼs Look at Feeling Series) by Joanne Randolph (Ages 5-8)When I Feel Frustrated by Marcia Leonard (Ages 2-6)When I Feel Jealous by Marcia Leonard (Ages 2-6)feelings)Lizzyʼs Ups and Downs by Jessica Harper (Ages 3-9)My Many Colored Days by Dr. Seuss (Ages 3-8)On Monday When It Rained by Cherryl Kachenmeister (Ages 3-8)Proud of Our Feelings by Lindsay Leghorn (Ages 4-8)See How I Feel by Julie Aigner-Clark (Ages infant-4)Sometimes I Feel Like a Storm Cloud by Lezlie Evans (Ages 4-8)Smudgeʼs Grumpy Day by Miriam Moss (Ages 3-8)The Way I Feel by Janan Cain (Ages 4-8)Today I Feel Silly & Other Moods That Make My Day by Jamie Lee (Ages 3-8)The Way I Feel by Janan Cain (Ages 3-6)What Makes Me Happy? by Catherine & Laurence Anholt (Ages 3-6)What I Look Like When I am Confused/Como me veo cuando estoy confundido

(Letʼs Look at Feeling Series) by Joanne Randolph (Ages 5-8)When I Feel Frustrated by Marcia Leonard (Ages 2-6)When I Feel Jealous by Marcia Leonard (Ages 2-6)

Amadeus is Happy by Eli Cantillon (Ages 2-5)Feeling Happy by Ellen Weiss (ages 2-5)If Youʼre Happy and You Know it! by David Carter (Ages 2-6)If Youʼre Happy and You Know It by Scholastic/Taggies book (Ages

infant-2)The Feel Good Book by Todd Parr (Ages 3-6)Peekaboo Morning by Rachel Isadora (Ages 2-5)When I Feel Happy by Marcia Leonard (Ages 2-6)“What Went Right Today?” by Joan Buzick and Lindy Judd (Ages 3 – 8)

Letʼs Talk About Feeling Sad by Joy Wilt Berry (Ages 3-5)Franklinʼs Bad Day by Paulette Bourgeois & Brenda Clark (Ages 5-8)How I Feel Sad by Marcia Leonard (Ages 2-6)Hurty Feelings by Helen Lester (Ages 5-8)Knuffle Bunny by Mo Willems (Ages 3-6)Sometimes I Feel Awful by Joan Singleton Prestine (Ages 5-8)The Very Lonely Firefly by Eric Carle (Ages 4-7)When Iʼm Feeling Sad by Trace Moroney (Ages 2-5)When I Feel Sad by Cornelia Maude Spelman (Ages 5-7)

Happy Feelings

Sad Feelings

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Child Care Bureau

Office ofHead Start



Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst(Ages 4-8)

Andrewʼs Angry Words by Dorothea Lackner (Ages 4-8)Bootsie Barker Bites by Barbara Bottner (Ages 4-8)The Chocolate Covered Cookie Tantrum by Deborah Blementhal (Ages 5-8)How I Feel Frustrated by Marcia Leonard (Ages 3-8)How I Feel Angry by Marcia Leonard (Ages 2-6)Llama Llama Mad at Mama by Anna Dewdney (Ages 2-5)Sometimes Iʼm Bombaloo by Rachel Vail (Ages 3-8)That Makes Me Mad! by Steven Kroll (Ages 4-8)The Rain Came Down by David Shannon (Ages 4-8)When Iʼm Angry by Jane Aaron (Ages 3-7)When Iʼm Feeling Angry by Trace Moroney (Ages 2-5)When I Feel Angry by Cornelia Maude Spelman (Ages 5-7)When Sophie Gets Angry – Really, Really Angry by Molly Garrett (Ages 3-7)Lilyʼs Purple Plastic Purse by Kevin Henkes. (Ages 4-8)

Creepy Things are Scaring Me by Jerome and Jarrett Pumphrey (Ages 4-8)Franklin in The Dark by Paulette Bourgeois & Brenda Clark (Ages 5-8)How I Feel Scared by Marcia Leonard (Ages 2-6)I Am Not Going to School Today by Robie H. Harris (Ages 4-8)No Such Thing by Jackie French Koller (Ages 5-8)Samʼs First Day (In multiple languages) by David Mills & Lizzie Finlay (Ages 3-7)Sheila Rae, the Brave, by Kevin Henkes (Ages 5-8)Wemberly Worried by Kevin Henkes (Ages 5-8)When Iʼm Feeling Scared by Trace Moroney (Ages 2-5)When I Feel Scared by Cornelia Maude Spelman (Ages 5-7)

Bear Feels Sick by Karma Wilson and Jane Chapman (Ages 3-5)Can You Tell How Someone Feels by Nita Everly (ages 3-6)Understand and Care by Cheri Meiners (Ages 3-6)

When I Care about Others by Cornelia Maude Spelman (Ages 5-7)

Angry or Mad Feelings

Scared or Worried Feelings

Caring About Others and Empathy

Problem Solving

Donʼt Let the Pigeon Drive the Bus by Mo Willems (Ages 2-7)Donʼt Let the Pigeon Stay Up Late! by Mo Willems (Ages 2-7)I Did It, Iʼm Sorry by Caralyn Buehner (Ages 5-8)It Wasnʼt My Fault by Helen Lester (Ages 4-7)Talk and Work it Out by Cheri Meiners (Ages 4-8)

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Child Care Bureau

Office ofHead Start



ABC I like Me by Nancy Carlson (Ages 4-6)Amazing Grace by Mary Hoffman (Ages 4-8)Arthurʼs Nose, by Marc Brown (Ages 3-8)The Blue Ribbon Day by Katie Couric (Ages 4-8)Can You Keep Trying by Nita Everly (Ages 3-6)I Can Do It Myself (A Sesame Street Series) by Emily Perl Kingsley (Ages 2-4)Iʼm in Charge of Me!, by David Parker (Ages 3-5)I am Responsible!, by David Parker (Ages 3-5)The Little Engine that Could by Watty Piper (Ages 3-7)Susan Laughs by Jeanne Willis (Ages 4-7)Too Loud Lilly by Sophia Laguna (Ages 4-7)Try and Stick With It by Cheri Meiners (Ages 4-8)26 Big Things Little Hands Can Do by Coleen Paratore (Ages 1-6)The Very Clumsy Click Beetle by Eric Carle (Ages 3-7)Whistle for Willie/Sebale a Willie by Erza Jack Keats (Ages 4-7))You Can Do It, Sam by Amy Hest (Ages 2-6)

Can You Listen with Your Eyes? by Nita Everly (Ages 3-6)Can You Use a Good Voice? by Nita Everly (Ages 3-6)David Goes to School by David Shannon (Ages 3-8)David Gets in Trouble by David Shannon (Ages 3-8)Excuse Me!: A Little Book of Manners by Karen Katz (Ages infant-5)Feet Are Not for Kicking (available in board book) by Elizabeth Verdick (Ages 2-4)Hands are Not for Hitting (available in board book) by Martine Agassi (Ages 2-8)Hands Can by Cheryl Willis Hudson (ages 1-5)I Tell the Truth! by David Parker (Ages 3-5)I Show Respect! by David Parker (Ages 3-5)Know and Follow Rules by Cheri Meiners (Ages 3-6)Listen and Learn by Cheri Meiners (Ages 3-6)No Biting by Karen Katz (Ages infant-5)No David by David Shannon (Ages 3-8)No Hitting by Karen Katz (Ages infant-5)Please Play Safe! Penguinʼs Guide to Playground Safety by Margery Cuyler (Ages 2-5)26 Big Things Small Hands Can Do by Coleen Paratore (Ages 3-5)Quiet and Loud by Leslie Patricelli (Ages 1-3)Words Are Not for Hurting by Elizabeth Verdick (Ages 3-6)

Self Confidence

Good Behavior Expectations

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Child Care Bureau

Office ofHead Start



Are You My Mother? by P.D. Eastman and Carlos Rivera (Ages infant-5)Baby Dance by Ann Taylor (Ages infant-4)Because I Love You So Much by Guido van Genechten (Ages 2-5)Counting Kisses by Karen Katz (Ages infant-5)Full, Full, Full of Love by Trish Cooke (Ages 4-6)Donʼt Forget I Love You by Mariam Moss (Ages 2-7)Guess How Much I Love You By Sam McBratney (Ages infant-5)Guji Guji by Chih-Yuan Chen (Ages 5-8)How Do I Love You? by P.K. Hallinan (Ages infant-5)I Love it When You Smile by Sam McBratney (Ages 3-5)I Love You All Day Long by Francesca Rusackas (Ages 3-5)I Love You: A Rebus Poem, by Jean Marzollo (Ages 1-6)I Love You the Purplest, by Barbara M. Joose (Ages 4-8)I Love You Through and Through by Bernadette Rossetti-Shustak (Ages 1-5)The Kissing Hand by Audrey Penn (Ages 3-8)Koala Lou By Mem Fox (Ages 4-7)Mama, Do You Love Me?/Me quieres, mama? By Barbara Joosse (Ages 3-6)More, More, More, Said the Baby: Three Love Stories By Vera B. Williams Morrow

(Ages infant-3)No Matter What by Debi Gliori (Ages 2-5)Owl Babies by Martin Waddell (Ages 3-7)Please, Baby, Please by Spike Lee (Ages infant-5)Te Amo Bebe, Little One by Lisa Wheeler (Ages infant-3)Youʼre All My Favorites by Sam Mc Bratney (Ages 5-7)

A Weekend with Wendell, by Kevin Henkes (Ages 4-8)The Berenstain Bears and the Bully by San and Jan Berenstain (Ages 4-7)Big Bad Bruce by Bill Peet (Ages 4-8)Chesterʼs Way by Kevin Henkes (Ages 5-7)Coyote Raid in Cactus Canyon J. Arnosky (Ages 4-8)Gobbles! By Ezra Jack Kets (Ages 4-8)Hats by Kevin Luthardt (Ages 3-6)Hooway for Wodney Wat! by Helen Lester (Ages 5-8)Hugo and the Bully Frogs by Francesca Simon (Ages 3-7)

The Fall of Freddie the Leaf by Leo Buscaglia (Ages 5-adult)Goodbye Mousie by Robert Harris (Ages 3-8)I Miss You by Pat Thomas (Ages 4-8)The Next Place by Warren Hanson (Ages 5-adult)Sad Isnʼt Bad: Grief Guidebook for Kids Dealing with Loss Series by Michaelene

Mundy (Ages 5-8)

Family Relationships

Bullying/Teasing

Grief and Death

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StressManagement

Childrenbenefitwhentheirteachershavegoodstrategiesformanagingtheir

ownstress.

Theresourcesinthissectionareprovidedtosupplyteacherswithideasfor

managingtheirownstress.

ThelinkfortheEnglishversionishere:

https://www.ecmhc.org/documents/TakingCare_ProviderBk_final.pdf

ThelinkfortheSpanishversionishere:

https://www.ecmhc.org/documents/TCO_Providers_Spanish_P2.pdf

107

HelpfulLinks

EarlyChildhoodSocialandEmotionalDevelopmentResources:

CenterforEarlyChildhoodMentalHealthConsultation

https://www.ecmhc.org

Materialswithpracticalguidanceoneffectivewaystopromoteyoungchildren’ssocialandemotionaldevelopment,andreducechallengingbehaviors.

ZerotoThree

https://www.zerotothree.org/resources/series/parent-favorites

Collectionofresourcesforparents.Alsousefulforteachingstaff.Includesearlylearning,play,challengingbehaviorsandothertopics.

CenterontheSocialandEmotionalFoundationsforEarlyLearning

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

Resourceswithpracticalstrategiesforteachersandcaregivers

CollaborativeforAcademic,Social,andEmotionalLearning(CASEL)

https://casel.org/about-2/

Resources,research,andapproachestoSEL

ThriveNYC:

EarlyChildhoodMentalHealthNetwork

NYCEarlyChildhoodMentalHealthTrainingandTACenterfundedbyNYCDepartmentofHealthandMentalHygienethroughThriveNYC

http://www.ttacny.org

108

ThriveNYCwebsite:

ThriveNYCisthecomprehensiveplantoimprovethementalhealthofallNewYorkers

https://thrivenyc.cityofnewyork.us

ProfessionalOrganizations:

NYEarlyChildhoodProfessionalDevelopmentInstitute(PDI)atCUNY

http://earlychildhoodny.org

NationalAssociationfortheEducationofYoungChildren(NAEYC)

https://www.naeyc.org

NAEYCResourcesonSocialandEmotionalDevelopment

https://www.naeyc.org/resources/topics/social-and-emotional-development

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NOTES

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NOTES

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NOTES

Documents

Mental Health Consultation Resource Manual for Early Care and … Manual.pdf · 2018-09-25 · - Mental health consultation at early care and education sites - Mental health treatment