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Promoting Children’s Success: Building Relationships and
Creating Supportive Environments (Module 1)
WestEd San Marcos
Welcome & IntroductionsWe’re happy to be here too!• The Leadership Team• Sites• WestEd
We are all jumping for joy to see you here!
Connecting with Others• This group will be
together over the next few months
• During breaks and small group activities, please introduce yourself
• Take advantage of the time together
Who Are We?
• WestEd San Marcos A part of the WestEd Center for Child & Family Studies Our projects focus on inclusive practice for all children Website: www.CAinclusivechildcare.org
• CSEFEL: Federally funded Office of Head Start/Child Care Bureau Center on the Social and Emotional Foundations for Early Learning Website: www.vanderbilt.edu/csefel/
• TACSEI: Federally funded Office of Special Education Programs Technical Assistance Center on Social Emotional Interventions Website: www.challengingbehavior.org
Materials For You!• Notebook:
Today is Module 1 Many of the Modules handouts will be
added at future trainings• Make the Materials Useful to You
Take notes (Paper provided or on the handouts) Mark for later review (use the post-it notes) Articles provide lots of background
information• Bring the Notebook to every training
Climate for Learning• Take Care of Yourself
Move or stand if you need to (Stretch) Use the restroom as needed Jot down question as we go Make notes of ideas to try in your setting
• Take Care of Each Other Turn cell phones off or on silent Speak up when sharing from the audience Be mindful of those around you
Learner Objectives• Participants will be able to identify
strategies that can be used to build positive relationships with children,
families and colleagues; design environments, schedules, and routines; structure transitions; help children learn expectations and routines;
and plan activities that promote engagement acknowledge and encourage children’s
positive social behaviors
What is Social-Emotional Development?
The developmentally and culturally appropriate ability to: Manage Emotions Relate to Adults Relate to Peers Feel Good About Self
What Does Healthy Social Emotional Development Look Like?
• A sense of confidence and competence• Ability to develop good relationships with
peers and adults/make friends/get along with others
• Ability to persist at tasks• Ability to follow directions• Ability to identify, understand, and
communicate own feelings/emotions• Ability to constructively manage strong
emotions• Development of empathy
When there is NOT Healthy Social Emotional Development
• What do children do when they don’t develop these skills?
• When children do not have these skills, they often exhibit challenging behaviors
• We must focus on TEACHING the skills!
Teacher Training and Implementation
Administrative Supports
Program Philosophy
Well defined procedures
Designing Supportive EnvironmentsDesigning Supportive Environments
Building Positive RelationshipsBuilding Positive Relationships
Social Emotional Social Emotional Teaching StrategiesTeaching Strategies
Module 1Module 1
Module 2Module 2
Module 3a, 3bModule 3a, 3b
Promoting Social Emotional Competence
Individualized Individualized Intensive Intensive
InterventionsInterventions
Building the Pyramid
“If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave, we…….....
Why can’t we finish the last sentence as automatically as we do the others?”
Tom Herner (NASDE President ) Counterpoint 1998, Tom Herner (NASDE President ) Counterpoint 1998, p.2)p.2)
We Need to Teach!
…….teach? …….punish?
Some Basic Assumptions• Challenging behavior usually has a
message- I am bored, I am sad, you hurt my feelings, I need some attention
• Children often use challenging behavior when they don’t have the social or communication skills they need to engage in more appropriate interactions
• Behavior that persists over time is usually working for the child
• We need to focus on teaching children what to do in place of the challenging behavior
What is “Good” Or “Bad”?• What is “good” or
acceptable behavior to you?
• What is “bad” or unacceptable behavior?
• Do you think that your answer matches that of the families of the children in your settings?
• Does your answer match your colleagues?
Behavior is in the Eye of the Beholder
• Our views of behavior are shaped by our family, values, culture, beliefs, and information we receive.
• You may have different definitions, yet be able to make it work for the child
• What do you believe about behavior?
• What ideas do you bring from your family and culture about behavior?
Getting To Agreements About Behavior
• Why do we have rules? • To let us know what we expect from
each other• When rules are “told” to children, they
do not necessarily represent agreements• We want agreements between all
members of the class and school – adults & children
• Take a moment to write down the “rules” you have in your classroom
How Do Children Know What Is Expected of Them?
• Most classroom rules group together under three broad expectations1. We Are Safe2. We Are Respectful3. We Are Friendly
• Try this with your rules• Keep this in mind as we move
through the day
Reflect and Check• Throughout the day we will stop and
reflect on what we’ve just done and think of how you might use the information
Check Number 1 of your Personal Action Plan
Circle1-2 key points that you want to remember
On your Team Plan, write one thing you might want to think about, discuss in your team, or have help with in the third column
Abstract thoughtAbstract thoughtLogicLogicReasoningReasoning
AttachmentAttachmentContextual MemoryContextual MemorySexual BehaviorSexual BehaviorEmotional ReactivityEmotional ReactivityAppetite/SatietyAppetite/SatietyBlood PressureBlood PressureBody TemperatureBody Temperature
Motor RegulationMotor RegulationBalanceBalanceHeart RateHeart RateBreathingBreathing
FOREBRAINCortex
“Executive Center”
MIDBRAINLimbic
“Emotional Center”
HINDBRAINCerebellum &
Brainstem“Alarm Center”
Hierarchy of Brain Development
Buttons in Our BrainAnalytic
al Respons
e
Emotional
Response Reactiv
e Respons
e
Reflexive
Response
Buttons in Our BrainAnalytic
al Respons
e
Emotional
Response
Reactive Response
Reflexive
Response
Buttons in Our BrainAnalytic
al Respons
e
Emotional
Response
Reactive
Response
Reflexive
Response
Buttons in Our BrainAnalytic
al Respons
e
Emotional
Response
Reactive
Response
Reflexive
Response
1.2
Handout 1.2
Hot Button Activity
Behaviors
Feelings
Impact
Examining Our Attitudes about Challenging Behaviors
• What behaviors push your buttons?
• How do these behaviors make you feel?
• How does this impact your relationship with a child and his/her family?
If there is anything that we wish to change in the child, we should first examine it and see whether it is not
something that could better be changed in ourselves.
Carl Jung – psychiatrist .
Upsetting Thought(Representing the Problem)
“I can’t handle this job anymore!”
“She ruins everything! This is going to be the worst year of my career.”
Calming Thoughts(Reframed Statement)
“I feel undervalued right now – I need to seek support from my peers and supervisor.”
“Having her in my class is going to be a wonderful Professional Development experience.”
Managing Personal Stress: Reframing
Upsetting Thought(Representing the Problem)
“That child is a monster. This is getting ridiculous. He’ll never change.”
“She never sits in circle time. I’m sick of dealing with these behaviors!”
Calming Thoughts(Reframed Statement)
“This child is testing to see where the limits are. My job is to stay calm and help him learn better ways to behave.”
“I can handle this. I need to move to my thinking brain. My buttons are being pushed.”
Managing Stress from Children: Reframing
Reframing ActivityIn pairs or in groups of 3(no one from your
classroom)• See Handout 1.3 (Reframing Activity)• Read the four examples listed and choose
two to three other challenging behaviors from your hot button activity and how you might reframe your thinking about each one.
• In reframing the challenging behaviors, do not come up with solutions but rather come up with a different way to think about it.
• Be prepared to share your ideas with the large group.
Reflect and Check• Get out the Action plan!
Check Number 2 of your Personal Action Plan
Circle1-2 key points that you want to remember
On your Team Action Plan, write one thing you might want to do or have help with in the third column
Supportive EnvironmentsSupportive EnvironmentsModule 1Module 1
Building Positive Relationships with Building Positive Relationships with Children, Families, and Other Children, Families, and Other
ProfessionalsProfessionalsModule 1Module 1
Social-Emotional Social-Emotional Teaching Teaching
StrategiesStrategiesModule 2Module 2
Individualized Individualized Intensive Intensive
InterventionsInterventionsModule 3a/bModule 3a/b
Few children
Children at-risk
All Children
Module 4: Leadership Strategies
Module 1: Relationships
Why Build Relationships?• Relationships are at the foundation
of everything we do. Build relationships early – don’t wait until there is a problem
• Children learn and develop in the context of relationships
• Children with the most challenging behaviors especially need these relationships, and yet their behaviors often prevent them from benefiting from those relationships
Strong Relationships• Help each child feel accepted in the group• Assist children in learning to communicate
and get along with others• Encourage feelings of empathy and
mutual respect among children and adults• Provide a supportive environment in
which children can learn and practice appropriate and acceptable behaviors as individuals and as a group
Building Positive Relationships• Adults’ time and attention are very
important to children • We need to give time and attention at times
other than when they are engaging in challenging behavior
• Family members and other colleagues (mental health providers, therapists) are critical partners in building children’s social emotional competence
• We should all work together to ensure children’s success and prevent challenging behavior
“Every child needs one person who is crazy about him.”
Uri Bronfenbrenner
PlayTime &
Attention
Home
visits
ShareEmpathy
Happy
Grams
Carolyn Webster-Stratton
Making deposits into children’s emotional banks.
Notes
home
Building Positive Relationships with Children
Ideas for Making Deposits
•Think of ways that you can makedeposits with the children inyour classroom.
•Make a list with your table group•See what you included from Handout 1.7 and
add your ideas•Think about how to make deposits with families
Getting to know the family will help you make deposits
You can build up your relationship by positive discussions or notes about their child
You can also build deposits through simple interactions
Build Home/School Connections
CONNECTED DISCONNECTED
40When adults are connected (or disconnected) with each other, what does this look like? What do you see? What is happening?
Connections Among Adults
Filling Your Piggy Bank
• Think of how YOU like to receive feedback and encouragement
• Share your preferences with your group
• Take a moment to reflect back on how others in your group supported you or participated today
Filling Other’s Piggy Banks• We want you to
make some deposits with people in your group You could write
them a short note You could tell them You could do
something for them You could let them
know Monday Be creative!
Reflect and Check• Get out the Action plan!
Check Number 3 of your Personal Action Plan
Circle1-2 key points that you want to remember
On your Team Action Plan, write one thing you might want to do or have help with in the third column
Supportive EnvironmentsSupportive EnvironmentsModule 1Module 1
Building Positive Relationships with Building Positive Relationships with Children, Families, and Other Children, Families, and Other
ProfessionalsProfessionalsModule 1Module 1
Social-Emotional Social-Emotional Teaching Teaching
StrategiesStrategiesModule 2Module 2
Individualized Individualized Intensive Intensive
InterventionsInterventionsModule 3a/bModule 3a/b
Few children
Children at-risk
All Children
Leadership Strategies
Module 1: Environments
Designing Supportive Environments
• Physical Environment
• Schedules & Routines
• Transitions• Large/Small Group
Activities• Expectations for
Behavior • Observing &
Positive Attention
1. Physical EnvironmentHot and Cool Spots
• Teaching teamsTeaching teams, sketch your current classroom. Other staffOther staff, pick a common area to sketch in teams
• Identify those places in the room that are “Hot Spots” – Places where there are
conflicts or problems among children regularly, places where you need to provide extra supervision
“Cool Spots” where things usually work well, groups of children can be together without major conflicts
Things to Consider
Traffic Patterns• Minimize large open
spaces• Minimize obstacles and
other hazards• Consider the needs of
children with physical and sensory disabilities
Small Group Areas/Centers
• Clear boundaries• Visibility• Visual prompts when area
or centers are not an option
• Adequate number of areas or centers
• Size & location of centers• Number of children in
areas or centers• Organization of materials• Preparation of areas or
centersSensory Environment
Create Meaningful & Engaging Small Group or Learning Areas• Look at your sketch
Is there a clear entry to each center? Is each center inviting? Are there enough materials (3 or more units
of play per child allowed in center)? Is there a system in place for entering and
exiting centers? Are centers and materials/shelves labeled? Is there a rotation of materials? Are materials highly engaging? Are the activities relevant to
children’s needs, interests and lives?
Reflect and Check• Get out the Action plan!Check Number 4 of your Personal Action PlanCircle1-2 key points that you want to
rememberOn your Team Action Plan, write one thing you
might want to do or have helpwith in the third column
2. Schedules and Routines
• Schedules generally are determined by time
• Many routines are done sub-consciously (brushing teeth, making coffee)
• Some routines become habits
• Good habits help us function
• Clocks, calendars, notes are all supports to provide structure
Adult’s Concept of Schedule/Routine: Time & Habit
Children’s Concept of Schedule/ Routine: Order & Predictability
• Balance activities: active and quiet small group and large group teacher- and child-directed
• Teach children the schedule
• Establish a routine and follow it consistently
• When changes are necessary, prepare children ahead of time
• Use rituals as cues to build “good habits”
Develop a schedule that promotes child engagement & success
Visual Schedules
• Children appreciate visual reminders of their schedule• Explore using a large “picture schedule” with your
daily routine• You can indicate a change with pictures beside the
typical schedule
Teach with Visual Schedules
3. TransitionsPlan for transitions • Minimize the number of transitions that children
have during the day• Minimize the length of time children spend waiting
with nothing to do• Prepare children for transitions by providing a
warning• Structure the transitions so that children have
something to do while they wait• Teach children the expectations related to
transitions.• Individualize supports and cues. Songs, activities,
and visual cues all work
Transition with Picture & Timer
Transition & Turn-Taking
Transition with Visual Cues
Transition with Choice
Transition with Center Necklaces
Transition with a Buddy
Reflect and Check• Get out the Action plan!
Check Number 5 & 6 of your Personal Action Plan
Circle 1-2 key points that you want to remember in each
On your Team Action Plan, write one thing you might want to do or have help with in the third column
• Planning any activity Consider the length Be clear about the purpose & goals of the
activities• Implementing large group activity
Minimize large group activities! Provide opportunities for all children to be
actively involved Assign jobs to children Have children lead activities Set up the environment to promote
appropriate behavior (carpet squares, use objects/visuals, make it interesting, make it infrequent, yet special)
4. Planning Engaging Group Activities
Grouping Children• Range of activities done in small groups
Teaching new skills Skill building/Individualized attention Independent work Socialization
• Planning and implementing Small is age of children + one
(4 children for three year olds) Use materials that encourage collaboration
and communication Make activities inviting and interesting
5. Expectations for Behavior
• Expectations are a framework for the behaviors that are “expected” for everyone in the program: children, staff, families while on the site
• Expectations are best when set “program-wide” and examples are created for specific settings such as in the classroom, in the outside yard, in the bathroom, in the hallway, and so forth
General Guidelines about Expectations
• Have a few simple expectations• Involve the children in developing the
examples• Post the expectations and examples
visually• Teach the expectations systematically• When first learning the expectations, call
attention to children when they follow them, linking the behavior and expectation Wow, you walked quietly to the bathroom.
That was really respectful!
Share Program-Wide Expectations
1.Be Safe
2. Be Respectful
3. Be a Team Player (Friendly)
Other Examples
Developing Expectation Examples
• Keep examples positive – what you see when the behavior meets the expectation For “We Are Safe” an example could be
picking up toys (to prevent tripping)• Unlike rules, which may need constant
additions, expectations are often broad enough to encompass new and unexpected situations After some juice spills, a child knows to
wipe it up to keep people safe (not just to “clean up”)
Developing Expectation Examples
• In groups, you will focus on one or two activity areasArrival & DepartureShared space (large group areas
Work Time (small centers)
OutsideMeals (snack & lunch)
Bathrooms
• For your assigned activity area, generate several examples for each Program-Wide ExpectationWe Are RespectfulWe Are SafeWe Are Friendly
Reflect and Check• Get out the Action plan!
Check Number 7, 8, & 9 of your Personal Action Plan
Circle 1-2 key points that you want to remember in each
On your Team Action Plan, write one thing you might want to do or have help with in the third column
6. Ongoing Observing and Positive Attention
• Studies have shown that most adults talk to children by giving directions or correcting inappropriate behavior
• We need to monitor our behavior to ensure that we are spending more time in genuine conversation or positive commenting
• Give children attention when they are engaging in appropriate behaviors
• When giving attention, be specific in our acknowledgement of what they are doing
Close to Magic• Acknowledgement Vs. Praise
Think of some positive behaviors you want to encourage
List some examples of how you would praise a child for those behaviors
How you would acknowledge and encourage instead?• Being explicit and specific
Be as specific as you can with your acknowledgment Instead of saying “You were so nice to Kendra” or You
really were a big help to Juan” say “When you gave Kendra the toy when she was watching you, that was very kind and nice” or “Holding the jar for Juan as he filled it was very helpful.”
Non-verbal acknowledgement is great too!
Don’t Assume…•Being explicit and specific
works for directions too Be specific when making a
request of a child
“It looks like the play doughneeds to be put away. Would you like to put away the greenor the red play dough?”
Focus on teaching skills, acknowledge them when they are used, and apply the strategies thoughtfully
Using Positive Feedbackand Encouragement
• You can also use nonverbal forms of positive feedback and encouragement You could arrange a special signal with a child who
needs lots of encouragement• Individualize use of positive feedback and
encouragement based on children’s needs and preferences Some children prefer quiet, small-style
encouragement• Encourage other adults and peers to use
positive feedback and encouragement Children can learn to give compliments (and they
enjoy it!)
Action Plan• Look over your Team Action Plans and see
where you wanted to focus• As a classroom team, select one or two areas
you would like to focus on from the “Building Positive Relationships” and one or two areas from the “Designing Supportive Environments”
• You will have a few minutes to come together as a site to share your Team Action Plans
• The Action Plan will help guide the support that you receive from your coach
• Be sure the coach has a copy!
Continuous Improvement
A Way of Fine-Tuning Together
What Worked? Suggestions
See You Next Time!Focus on • Building
relationships and
• Creating supportive environments!