Strategies for teaching teachers about social-emotional development and the guidance of young children

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Identify topics discussed in courses/professional development about social-emotional development and guidance of young children. Evaluate and learn strategies for teaching teachers about social and emotional development and guidance of young children.

Presenter: Ashley Brailsford Vaughns, Asst Prof. U Nebraska Omaha, ABrailsford@unomaha.edu

CSFEL website

1. Purpose of this session

a. Updating ECE program and courses (inconsistencies in NE ECE standards)

b. Voices from community about concerns regarding early childhood teachers’

c. Curious about other approaches being used to prepare teacher candidates

d. Own faculty development: research, share with and learn from practitioners

2. Objectives

a. Identify topics discussed in courses/pro dev

b. Evaluate approaches/texts

c. Analyze approaches/texts

d. Develop practical learning activities

3. What happens when teachers don’t have an understanding of social emotional development and how to guide young children? Teachers have unrealistic expectations

a. Chaos in classroom

b. Q. Comfort items, should teachers separate child from comfort items?

c. Calif. We get students who are not well-versed in infants and toddlers, not realistic expectations. Child “misbehaves” and teachers label them as problem children. Needs and capabilities of different ages.

4. Resources

a. CEFL Social and Emotional Foundations for Earl Learning

b. The CLASS Tool looks at teacher interactions with children

c. DECA Devereau Early Childhood Assessment

d. Omaha uses Head Start, great program, starts at PreK

5. Texts for undergraduates

a. Me, You, Us

b. Challenging Behavior in Young Children

c. Education Civil Society

d. Positive Discipline

e. Teaching Children to Care

f. Guiding Children’s Behavior

g. Power of Guidance

h. What to Do When

i. CARE infant toddler

6. Topics

a. Focus on UG

b. General not exhaustive

7. Building Positive Relationships

a. Creating community (Me, You, Us)

i. Classroom meetings

b. Building Relationships (Powerful Interactions How to Connect with Children and Extend their Learning)

i. Trust (Ashley’s research area)

c. Valuing diversity

d. Building Observational Skills

i. Developmental discipline

1. CLASS

2. DECA

8. High Quality supportive environments

a. Organizing physical space and the day

i. Routines & transitions

b. Establishing rules and giving directions

i. Giving choices

ii. Self-regulation

c. Giving feedback and directions (what exact words)

9. Social Emotional Teaching Strategies

a. Teaching s-e competence

b. Effective s-e curriculum

i. Second Step

ii. Emotional literacy

1. Children’s literature

10. Other topics

a. Redirecting behavior

b. Logical consequences

c. Problem solving (solution cards, rec by participant, use 4-K, and can use w 2yo)

d. Assessing individual s-e dev

e. Developmental discipline

f. Mistaken behavior (we didn’t understand what the child was trying to communicate

11. Challenging behavior

a. Functional assessment

12. Beyond the classroom

a. Working with families

b. Community resources

13. Feedback from audience

a. Tracy, Arkansas Embed state certificate for social-emotional training into degree. Importance of validating child’s emotions, then decide how to manage the behavioral issue.

b. Infant-toddler. A Lansbury wrote… Need to get states to recognize need for infant-toddler s-e dev.

c. Get teachers to assimilate and accommodate to students. Psych and neuro dev of children of dif ages. Not a kid being disrespectful of adults, but adult not respecting where a child is in his/her development

14. Learning experiences

a. CSFEL modules

b. Curriculum/assessment analysis

c. Panel of community resources

d. Videos

e. Case studies

f. Inquiry

i. Classroom observations

ii. Teacher interview (ask teacher how she supports children’s s-e dev)

iii. CLASS and DECA training

15. CSEFEL Modules

a. Mod 1: promoting children’s success

b. Mod 2: s-e teaching

c. Mod 3

16. Curriculum/Assessment analysis

a. What do you like about the curriculum?

b. What are gaps in the curriculum?

c. What would you add to the curriculum

d. Table: What does this tool assess? Who does it assess: teacher or child

e. Venn Diagram: How do these tools compare and contrast?

17. Videos

a. Kidsquad

b. Beehaven

c. Boystown

18. Book Nooks

a. Search CSFEL website “book nooks”

b. Provides list of children’s literature, examples, assignment details.

i. Sometimes Mommy gets angry

c. Guided practice on how to develop a book nook

19. Inquiry project

a. How do teachers support social emotional development? How do teachers guide young children?

i. Field experience: observations in Head Start classrooms

ii. Teacher interview

iii. CLASS and DECA

iv. Developmental discipline

b. Presentation and the sharing of findings

20. Field experiences Building relationships, playing, observing, documenting

a. Organizing physical space and day: take photos

b. Establishing rules and giving directions: CLASS regard for student perspective)

c. Giving feedback and encouragement: CLASS quality of feedback

d. Learning through play: observe what skills were (or weren’t being learned

e. Effective social-emotional curriculum: reading a story

f. Redirecting behavior: observe practice logical consequences and problem solving

g. Assessing individual social emotional development: DECA

h. Developmental discipline: Using observation forms

21. Audience suggestions

a. Role-play; act out scenarios to let students know how it feels to be the child, teacher, and parent.

b. Camera in classroom. Teachers can video self in the moment.

c. Modeling certain behaviors for students.

22. Assessment

a. Reading response charts

i. Summary of the article

ii. Something interesting about it

iii. A question the reading provoked

b. Journal entries-reflection

i. Before going into the field: how did your parents guide to support or not support s-e

ii. During field experience. Applying readings to observation

iii. What was it like, how did it related to readings

c. Field experience reports

d. Book nooks

e. Portfolio, something to take with when leaving

23. Audience suggestions

a. Assessment: ECERS

b. Mistaken behavior. Video. What’s the function of the child’s behavior?