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Promoting Social  Emotional Competence Promoting Children’s Success: Building Relationships and Creating Supportive Environments Module 1 Handout
Center on the Social and Emotional Foundations for Early Learning  (CSEFEL) Angela Searcy, M.S. Simple Solutions Educational Services www.overtherainbowsimplesolutions.com [email_address] 708-845-2343/866-660-3899
Angela Searcy  [email_address]  708-845-2343 ,[object Object],[object Object],[object Object],[object Object]
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National Centers & Resources ,[object Object],[object Object]
Some Sobering Facts
(Campbell & Ewing, 1990; Egeland et al., 1990; Fischer, Rolf, Hasazi, & Cummings, 1984) Children who are identified as hard to manage at ages 3 and 4 have a high probability (50:50) of continuing to have difficulties into adolescence.
Early appearing aggressive behaviors  are the best predictor  of juvenile gang membership and violence.   (Reid, 1993)
Of the young children who show early signs of challenging behavior, it has been estimated that fewer than 10% receive services for these difficulties.  (Kazdin & Kendall, 1998)
When aggressive and antisocial behavior has persisted to age 9,  further intervention has  a poor chance of success.   (Dodge, 1993)
Preschool children are three times more likely to be “expelled” then children in grades K-12. (Gilliam, 2005)
It begins  early...
There are evidence based practices that are effective in changing this developmental trajectory… The problem is not what to do, but rests in where and how we can support children and help families access services. We Know What to Do!
Taking Care of Yourself: Put on Your Mask First Before You Can Help Someone Else!
Examining Our Attitudes about Challenging Behaviors ,[object Object],[object Object],[object Object]
Managing Personal  Stress:  Thought Control Calming Thoughts “ 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 am in control.  They have just learned some powerful ways to get control.  I will  teach them more appropriate  ways to behave.” Upsetting Thoughts “ That child is a monster.  This is getting ridiculous.  He’ll never change.” “ I’m sick of putting out fires!”
Managing Personal  Stress:  Thought Control Calming Thoughts “ 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.” Upsetting Thought “ I wonder if the corner grocery  is hiring?” “ He ruins everything!  This is going to be the worst  year of my career.”
 
Mean Age Expectation in Months for Milestone Attainment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Behavioral Expectations of  Two Groups of Mothers ( Farver & Lee-Shin, 2000) Korean-American Mothers European-American Mothers Believe parents and children should play together 54% 96% Prefer children play with sex-typed toys (e.g., boys play with trucks) 71% 43% Provide children with many chances to decide (e.g., give child choices) 11% 66%
Contrasting Values—What do you Believe?  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What Get’s on my nerves!  Reason Behind Behavior  What is your job as a professional  Parent in denial  ,[object Object],[object Object],[object Object],It is not our job to change adult behavior-but understand that denial is a normal  stage of development that adults go through That being said keep lines of communication open and focus on classroom strategies with the child  Parents that don’t follow through  ,[object Object],[object Object],It is our job to teach children and follow through with our work. It is our job to develop relationships with families and support parents  and provide resources
What Get’s on my nerves!  Reason Behind Behavior  What is your job as a professional
Ideas to Consider…  ,[object Object],[object Object],[object Object]
Research on PBS ,[object Object],[object Object],[object Object]
Wrong Way – Right Way ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Behavior support Plans  ,[object Object]
Tim’s Support Planning Chart- Hypothesis Function : obtain toy/play Trigger Behavior Maintaining Consequence ,[object Object],[object Object],Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction ,[object Object],[object Object],[object Object],Preventions New Skills New Responses
Setting Event ,[object Object]
Behavior Equation Quan approaches computer and sees child working on program. Quan moves his picture to indicate that he is next.  Quan observes and waits for his turn. Child leaves computer and Quan sits down and begins working. Setting  Event Trigger Behavior Maintaining Consequence
Behavior Equation   Maintaining Consequence Behavior Trigger Setting  Event Child leaves computer and Quan sits down and begins working. Quan hits child and pushes his body on the child’s chair. Quan approaches computer and sees child working on program. Quan was up most the night with an asthma attack. He arrives at school looking sleepy and with dark circles under his eyes.
Sample Setting  Event Chart Mon Tues Wed Thurs Fri How does  he come to school? Rides the bus    Mom brings   Tantrum at a.m. circle    His behavior? Tantrum at snack    Tantrum at small group   
Sample  Setting Event Chart MON TUES WED THURS FRI SAT SUN What happened the night  before? Slept Poorly Yes  No Yes No Yes No  Yes  No Yes  No Yes  No Yes  No Mom on Midnight Shift Yes  No Yes  No Yes  No Yes  No Yes  No Yes  No Yes  No How was his behavior? Tantrum in A.M. Yes  No Yes  No Yes  No Yes  No Yes  No Yes  No Yes  No Tantrum in P.M. Yes  No Yes  No Yes  No Yes  No Yes  No Yes  No Yes  No
Tim’s Support Planning Chart Function : attention  Trigger Behavior Maintaining Consequence Parents  Setting Events  (if applicable): Hits cries  Want’s her way ,[object Object],Preventions New Skills New Responses To Challenging Behavior: To Use of New Skill:
Tim’s Support Planning Chart Function : to get what he wants  Trigger Behavior Maintaining Consequence ,[object Object],[object Object],[object Object],Throws objects Doesn’t listen  ,[object Object],[object Object],[object Object],Preventions New Skills New Responses To Challenging Behavior: To Use of New Skill:
Consider this… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Tim’s Support Planning Chart Function:  Obtain toy/play Trigger Behavior Maintaining Consequence ,[object Object],[object Object],[object Object],Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction ,[object Object],[object Object],[object Object],Preventions New Skills New Responses ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object]
Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies Individualized Intensive Interventions
[object Object],[object Object],[object Object]
[object Object],[object Object],Building Positive Relationships  with Children Play Time & Attention Home  visits Share Empathy Notes  home Happy  Grams
 
Your  Behavior Is Key ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Self –Reflect  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Activity- Building Relationships ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Ideas for Making Deposits
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies Individualized Intensive Interventions
Planning Sensory and Motor Activities
What do you dislike about workshops?
Teach how you want to be taught!
NAEYC says…Read Story While children Act it Out
 
 
Let children Discover new things at Center Time
2. Establish a Predictable Environment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object]
Schedules and Routines ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Routines vs. Schedules ,[object Object],[object Object],[object Object],[object Object]
Routines vs. Schedules ,[object Object],[object Object],[object Object],[object Object]
Steps in Daily Routines Routine Steps Story time Sit in a circle, listen, look at pictures, answer questions about story
 
Steps to Arrival
Telling Isn’t Teaching
 
Parent book:How I should Hang out my Coat
Individualize for children that struggle
How to put on and take off my coat
 
 
Arrival Visual Sequence
 
 
 
 
Daddy, Papa, This is what I can do when I feel sad…
Before Children come to school
 
Practice the “Help” Procedure ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
3 Before Me 1. Think to myself 2.  Check the direction chart. 3.  Ask a Classmate If you still need help clip your name to the chart for teacher help. In order to minimize interruptions during small group guided reading, children will need to know what to do if they need help. This technique is something I learned at an inservice I attended and it has worked well. Not only does it allow me time to work with my small groups, but it also makes students accountable for their learning.
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Teach  Rules in the Context of Routines
Classroom Arrangement and Design: Traffic Patterns ,[object Object],[object Object],[object Object]
Environmental Support HSCI Curriculum Modifications Module
Classroom Arrangement and Design: Learning Centers ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Classroom Arrangement and Design: Learning Centers ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Create Meaningful and  Engaging Learning Areas ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How Can This Circle Area Be Improved?
Circle Time
Logan Square
Logan Square
Classroom Arrangement and Design Activity ,[object Object],[object Object],[object Object],[object Object]
 
 
 
Teach with Visual Schedules
Sign Language! ,[object Object],[object Object],[object Object]
Visual Object Schedule Change Diaper Wash Breakfast Music Use real objects.
Photograph Visual Schedule
Morning Meeting Mini-Schedule
 
1.  Turn on water. 2.  Wet hands. 3. Get soap. 4. Rinse hands.
5.  Turn off water. 7.  Throw away towel. 6.  Dry hands. 8.  Go play.
 
Activity Turn-Taking Cue
Activity Using Visual Schedules ,[object Object],[object Object]
Activity Using Visual Schedules ,[object Object],[object Object]
Activity Using Visual Schedules ,[object Object],[object Object],[object Object]
Activity Using Visual Schedules ,[object Object],[object Object]
Activity Using Visual Schedules ,[object Object],[object Object]
Transitions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Why is it important to address transitions between activities? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Identify Transitions times in your classroom ,[object Object],[object Object],[object Object],8:20-8:25 Arrival from buses and go to classroom 8:25-8:30 Put away things in cubbies and come to circle
Strategies that support smooth transitions between activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
By building this puzzle on a tray, this child is able to put the puzzle away intact, and continue working on it at a later time.  HSCI Curriculum Modifications Module
HSCI Curriculum Modifications Module Environmental Support
 
How WE Wait –Mom/ Dad/Ya Ya!
Uptown!  1.Stand on a square   2.Stand behind a friend   3.Catch a bubble   4. Hold on to the railing
Strategies that support smooth transitions between activities ,[object Object],[object Object],[object Object],[object Object],[object Object]
Strategies that support smooth transitions between activities ,[object Object],[object Object],[object Object]
Activity 3 ,[object Object],[object Object],[object Object],Strategies to use  before  the transition Strategies to use  during  the transition Strategies to use  after  the transition 8:20-8:25 Arrival from buses and go to the classroom Adult is present to greet and wait for students; prompt children to line up with a buddy Teacher guides discussion about things the children saw as they rode the bus to school Teacher gives the children a “high 5” as they enter the classroom
Video 1.2: Transitions to Centers
Video 1.3: Providing Individualized Transition Cues to Gabby
Transition with Visual and Timer
Transition with Visual
Transition with Choice
Choice Chart
Choice Chart
Transition with Visual Choice
Circle Time – Universal Design Environmental Support From:  www.headstartinclusion.org
Circle Time Simplify the Activity From:  www.headstartinclusion.org
Environmental Support HSCI Curriculum Modifications Module
HSCI Curriculum Modifications Module Counting card helps child count to 20 while  waiting for a turn on the trampoline.
Environmental Support HSCI Curriculum Modifications Module
Environmental Support HSCI Curriculum Modifications Module
Child holds chart at circle time featuring  reminders of expected behavior HSCI Curriculum Modifications Module
Transition with Center Necklaces
Teaching Children Expectations
Wet hands . Get soap . Wash hands . Dry hands . Throw away. 1 2 3 4 5 Washing Hands Activity Analysis Using Clip Art
 
 
 
Individual  Schedule First Then
Large Group Activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Small Group Activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Schedule/Routine/Transition Activity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Giving Directions ,[object Object],[object Object],[object Object],[object Object]
Giving Directions ,[object Object],[object Object],[object Object],[object Object]
General Guidelines About Rules ,[object Object],[object Object],[object Object],[object Object],[object Object]
Involving Children in  Developing the Rules ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Circle Time Rules
Rules ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Logan Sqaure
Video 1.5: Stop/Go Teaching Rules
Teach the Rules- Just like time tables! ,[object Object],[object Object],[object Object]
Rules Activity ,[object Object],[object Object],[object Object]
Fun Ways to Reinforce  the Rules ,[object Object],[object Object],[object Object],[object Object]
Video 1.6: Children Demonstrating Classroom Rules
 
Ongoing Monitoring and  Positive Attention ,[object Object],[object Object],[object Object]
Positive Attention Activity ,[object Object],[object Object],[object Object],[object Object]
Using Positive Feedback and Encouragement: 4 Principles ,[object Object],[object Object],[object Object],[object Object]
 
 
 
 
 
Using Positive Feedback and Encouragement ,[object Object],[object Object],[object Object]
Increasing Positive Behaviors:  Activity ,[object Object],[object Object],[object Object],[object Object]
Sample Certificate SUPER FRIEND AWARD!!! This certificate is to certify that  Marleco  is a SUPER FRIEND!! Today,  Marleco used his words to ask Malen nicely for a turn on the swing.  When he was done swinging, he asked Malen if she wanted another turn and then helped to push her.  At circle time, he gave his friend Cesar a compliment!  YAY Marleco!!  What a Super Friend you are!! Give yourself a pat on the back!! Signed by:  Miss Gail & Mr. Jim  Date:  January 7, 2006
[object Object],[object Object]
Major Messages ,[object Object],[object Object],[object Object],[object Object]

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Presentation ounce of prevention module 1

  • 1. Promoting Social Emotional Competence Promoting Children’s Success: Building Relationships and Creating Supportive Environments Module 1 Handout
  • 2. Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Angela Searcy, M.S. Simple Solutions Educational Services www.overtherainbowsimplesolutions.com [email_address] 708-845-2343/866-660-3899
  • 3.
  • 4.
  • 5.
  • 7. (Campbell & Ewing, 1990; Egeland et al., 1990; Fischer, Rolf, Hasazi, & Cummings, 1984) Children who are identified as hard to manage at ages 3 and 4 have a high probability (50:50) of continuing to have difficulties into adolescence.
  • 8. Early appearing aggressive behaviors are the best predictor of juvenile gang membership and violence. (Reid, 1993)
  • 9. Of the young children who show early signs of challenging behavior, it has been estimated that fewer than 10% receive services for these difficulties. (Kazdin & Kendall, 1998)
  • 10. When aggressive and antisocial behavior has persisted to age 9, further intervention has a poor chance of success. (Dodge, 1993)
  • 11. Preschool children are three times more likely to be “expelled” then children in grades K-12. (Gilliam, 2005)
  • 12. It begins early...
  • 13. There are evidence based practices that are effective in changing this developmental trajectory… The problem is not what to do, but rests in where and how we can support children and help families access services. We Know What to Do!
  • 14. Taking Care of Yourself: Put on Your Mask First Before You Can Help Someone Else!
  • 15.
  • 16. Managing Personal Stress: Thought Control Calming Thoughts “ 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 am in control. They have just learned some powerful ways to get control. I will teach them more appropriate ways to behave.” Upsetting Thoughts “ That child is a monster. This is getting ridiculous. He’ll never change.” “ I’m sick of putting out fires!”
  • 17. Managing Personal Stress: Thought Control Calming Thoughts “ 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.” Upsetting Thought “ I wonder if the corner grocery is hiring?” “ He ruins everything! This is going to be the worst year of my career.”
  • 18.  
  • 19.
  • 20. Behavioral Expectations of Two Groups of Mothers ( Farver & Lee-Shin, 2000) Korean-American Mothers European-American Mothers Believe parents and children should play together 54% 96% Prefer children play with sex-typed toys (e.g., boys play with trucks) 71% 43% Provide children with many chances to decide (e.g., give child choices) 11% 66%
  • 21.
  • 22.
  • 23. What Get’s on my nerves! Reason Behind Behavior What is your job as a professional
  • 24.
  • 25.
  • 26.
  • 27.
  • 28.
  • 29.
  • 30. Behavior Equation Quan approaches computer and sees child working on program. Quan moves his picture to indicate that he is next. Quan observes and waits for his turn. Child leaves computer and Quan sits down and begins working. Setting Event Trigger Behavior Maintaining Consequence
  • 31. Behavior Equation Maintaining Consequence Behavior Trigger Setting Event Child leaves computer and Quan sits down and begins working. Quan hits child and pushes his body on the child’s chair. Quan approaches computer and sees child working on program. Quan was up most the night with an asthma attack. He arrives at school looking sleepy and with dark circles under his eyes.
  • 32. Sample Setting Event Chart Mon Tues Wed Thurs Fri How does he come to school? Rides the bus    Mom brings   Tantrum at a.m. circle    His behavior? Tantrum at snack    Tantrum at small group   
  • 33. Sample Setting Event Chart MON TUES WED THURS FRI SAT SUN What happened the night before? Slept Poorly Yes No Yes No Yes No Yes No Yes No Yes No Yes No Mom on Midnight Shift Yes No Yes No Yes No Yes No Yes No Yes No Yes No How was his behavior? Tantrum in A.M. Yes No Yes No Yes No Yes No Yes No Yes No Yes No Tantrum in P.M. Yes No Yes No Yes No Yes No Yes No Yes No Yes No
  • 34.
  • 35.
  • 36.
  • 37.
  • 38.
  • 39. Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies Individualized Intensive Interventions
  • 40.
  • 41.
  • 42.  
  • 43.
  • 44.
  • 45.
  • 46.  
  • 47.
  • 48.
  • 49. Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies Individualized Intensive Interventions
  • 50. Planning Sensory and Motor Activities
  • 51. What do you dislike about workshops?
  • 52. Teach how you want to be taught!
  • 53. NAEYC says…Read Story While children Act it Out
  • 54.  
  • 55.  
  • 56. Let children Discover new things at Center Time
  • 57.
  • 58.
  • 59.
  • 60.
  • 61.
  • 62. Steps in Daily Routines Routine Steps Story time Sit in a circle, listen, look at pictures, answer questions about story
  • 63.  
  • 66.  
  • 67. Parent book:How I should Hang out my Coat
  • 68. Individualize for children that struggle
  • 69. How to put on and take off my coat
  • 70.  
  • 71.  
  • 73.  
  • 74.  
  • 75.  
  • 76.  
  • 77. Daddy, Papa, This is what I can do when I feel sad…
  • 78. Before Children come to school
  • 79.  
  • 80.
  • 81. 3 Before Me 1. Think to myself 2. Check the direction chart. 3. Ask a Classmate If you still need help clip your name to the chart for teacher help. In order to minimize interruptions during small group guided reading, children will need to know what to do if they need help. This technique is something I learned at an inservice I attended and it has worked well. Not only does it allow me time to work with my small groups, but it also makes students accountable for their learning.
  • 82.
  • 83. Teach Rules in the Context of Routines
  • 84.
  • 85. Environmental Support HSCI Curriculum Modifications Module
  • 86.
  • 87.
  • 88.
  • 89. How Can This Circle Area Be Improved?
  • 93.
  • 94.  
  • 95.  
  • 96.  
  • 97. Teach with Visual Schedules
  • 98.
  • 99. Visual Object Schedule Change Diaper Wash Breakfast Music Use real objects.
  • 102.  
  • 103. 1. Turn on water. 2. Wet hands. 3. Get soap. 4. Rinse hands.
  • 104. 5. Turn off water. 7. Throw away towel. 6. Dry hands. 8. Go play.
  • 105.  
  • 107.
  • 108.
  • 109.
  • 110.
  • 111.
  • 112.
  • 113.
  • 114.
  • 115.
  • 116. By building this puzzle on a tray, this child is able to put the puzzle away intact, and continue working on it at a later time. HSCI Curriculum Modifications Module
  • 117. HSCI Curriculum Modifications Module Environmental Support
  • 118.  
  • 119. How WE Wait –Mom/ Dad/Ya Ya!
  • 120. Uptown! 1.Stand on a square 2.Stand behind a friend 3.Catch a bubble 4. Hold on to the railing
  • 121.
  • 122.
  • 123.
  • 124. Video 1.2: Transitions to Centers
  • 125. Video 1.3: Providing Individualized Transition Cues to Gabby
  • 132. Circle Time – Universal Design Environmental Support From: www.headstartinclusion.org
  • 133. Circle Time Simplify the Activity From: www.headstartinclusion.org
  • 134. Environmental Support HSCI Curriculum Modifications Module
  • 135. HSCI Curriculum Modifications Module Counting card helps child count to 20 while waiting for a turn on the trampoline.
  • 136. Environmental Support HSCI Curriculum Modifications Module
  • 137. Environmental Support HSCI Curriculum Modifications Module
  • 138. Child holds chart at circle time featuring reminders of expected behavior HSCI Curriculum Modifications Module
  • 141. Wet hands . Get soap . Wash hands . Dry hands . Throw away. 1 2 3 4 5 Washing Hands Activity Analysis Using Clip Art
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  • 145. Individual Schedule First Then
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  • 156. Video 1.5: Stop/Go Teaching Rules
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  • 160. Video 1.6: Children Demonstrating Classroom Rules
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  • 172. Sample Certificate SUPER FRIEND AWARD!!! This certificate is to certify that Marleco is a SUPER FRIEND!! Today, Marleco used his words to ask Malen nicely for a turn on the swing. When he was done swinging, he asked Malen if she wanted another turn and then helped to push her. At circle time, he gave his friend Cesar a compliment! YAY Marleco!! What a Super Friend you are!! Give yourself a pat on the back!! Signed by: Miss Gail & Mr. Jim Date: January 7, 2006
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Editor's Notes

  1. It is often easier to change our behavior or our environments than it is to change the child.
  2. The terms routines and schedules are often used interchangeably. Schedules represent the big picture. Main activities to be completed daily. Routines represent the steps done to complete the schedule.
  3. Rather than assuming that all children will pick up on center routines and schedules, service providers should teach students each activity in the schedule and all of the smaller steps needed to complete routines. Sometimes schedules must be altered due to fire drills, field trips, assemblies, etc .
  4. Here is a partially completed daily routine chart. Use four different routines and write down their corresponding steps.
  5. Just because you told children ( and PARENTS or caregivers) the steps to arrival doesn’t mean you have taught them anything. TEACH children explicitly
  6. Before children come to your school send home VISUALS of the steps and procedures to your day ---it will help parents and children How could a parent help teach YOUR routine at school –they don’t have time to read dense material ---when children “don’t’ get it” they can refer to books you send home These are LITERACY and math activities all by themselves
  7. Problem: Children often try to play on the computer when it is not computer time. Modification: Environmental Support– Two teachers visually let children know when the computer is closed in different ways. One simply drapes a cloth over the computer and another puts up a stop sign.
  8. Transitions take a great deal of time During transition time, children often spend much time waiting (e.g., wait until everyone has finished snack, wait for buses) Some children (and adults) have stressful and frustrating experiences during transitions between activities(e.g., children arguing over who took out what toys and should put them away; children not knowing where to put certain toys when they are done with them) Skills such as cleaning up toys, and lining up may reduce transition times and may lead to more time for children to become engaged in learning activities As children become independent and are taught what they "should be doing," we are less likely to see problem behaviors. Many preschool teachers and other caregivers consider children's ability to independently make transitions between activities one of the essential skills needed in group contexts such as kindergarten and preschool.
  9. We will complete this handout during the next 30 minutes. For now, complete Col. 1 by listing the time of day and transitions between activities Discussion question - do you have too many transition during the day? Are there some you can adapt or eliminate? How?
  10. There are numerous strategies that support smooth transitions between activities Examples of strategies you can do Before the transition- Plan your daily schedule to include the minimal number of transition times possible. Consider what the children and adults will do during these times (e.g., which adult is responsible for greeting the children and who will begin looking at books on the carpet with children?). Provide verbal and nonverbal cues before transitions (e.g., “5 minutes ‘til snack,” “It’s almost time for clean-up,” show pictures of the next activity, ringing a bell). Teach children expectations such as which shelves hold which blocks. Minimize the number of transitions in which all children have to do the same thing at the same time (e.g., Do all children have to go to the restroom at the same time? Can some children come over to the rug and get ready for large group while others are finishing an activity?)
  11. Problem: A child become upset when it is time to clean up and he has not finished his jigsaw puzzle Modification: Materials Adaptation– building the puzzle on a tray allows the child to put the puzzle away, yet keep it intact. He can then finish the puzzle at another time.
  12. Problem: A few children are engaging in challenging behaviors during their wait to wash their hands. Modification: The teacher provided “Environmental Support” by posting ideas of things to do while waiting. Children are encouraged to engage in these activities during their wait.
  13. Examples of strategies to use During the transition- Sing songs, play word or guessing games, recite rhymes, or do finger plays with children so that the time passes more quickly when they have to wait for long periods of time for new activities to begin Plan a gradual increase or decrease in the level of activity (e.g., outdoor play followed by snack) and a good balance of active and quiet play (e.g., center time followed by story time) Allow children adequate time to finish projects or activities so they do not become frustrated by activities ending too soon Plan something for those children who finish an activity quickly so they are not waiting without something to do (e.g., if some children finish cleaning up and getting to large group quickly might they look at books while waiting for other children to finish cleaning up?)
  14. Examples of strategies to use After the transition- Provide positive attention or feedback to children during AND following smooth transitions (e.g., the times that children pick up toys without much prompting tell them how this shows how well they take care of their “ things ” and how much you appreciate their working independently). Give very specific positive feedback after transitions (e.g., “ Nicholas and Jorge did a great job cleaning up the block area and moving to the carpet. ” ).
  15. Have participants take out their handout and fill in ideas (in columns 2, 3, and 4) to consider within their schedule. The slide has one example on it- read this example aloud to the group. If necessary, have one participant share a transition time (and what it is like in his/her site and what problems he/she encounters during this transition time). Other participants can brainstorm strategies to use before/during/after as a way to get the group started.
  16. Problem: A child repeatedly builds the same structure each time he is in the block area Modification: Environmental Support– displaying pictures and photographs of different structures may help him come up with new ideas
  17. This girl is waiting for a turn on the trampoline. In order to simplify this process, the teacher provides children in line with a counting card. The children count along with the numbers while a fiend is having a turn jumping. When the reach the end of the number line, the child gets off of the trampoline and gives a waiting child a turn.
  18. Problem: This child will only choose to eat one food during meals. Modification: Environmental Support– the teacher provides the child with a “menu” of 4 food and drink choices. At the beginning of the meal, the child places picture symbols on his menu of the different foods or drinks he is going to taste. As he tastes or eats each one he removes the picture until he gets to his number one choice (or favorite food).
  19. Problem: A child engages in the small group activity for only a few minutes before running away from the table. Modification: Environmental Support-- A visual is placed on the table listing his options for when he is finished with the activity.
  20. This child holds chart at circle time featuring reminders of expected behavior at circle time.