social and emotional development for young children using positive behavior supports heather davis,...
TRANSCRIPT
Social and Emotional Development for
Young Children Using Positive Behavior
SupportsHeather Davis, M.Ed.
Texas A&M University
August 19th 2014
Adapted from: Hemmeter, M. L., & Fox, L. (2009). The Teaching Pyramid: A model for the implementation of classroom practices within a program-wide approach to behavior support. NHSA Dialogue, 12(2), 133-147.
How Teachers’ Impact Learning
Interactions between a teacher and a child foster social, behavioral, and cognitive development in the early years of schooling and many years later (Hamre, Hatfield, Pianta, & Jamil, 2014)
Delays in social-emotional and behavioral development for children entering early childhood settings are reported by teachers as one of the greatest challenges in educating young children (Whitted, 2014)
Children who are unsuccessful at meeting classroom behavioral expectations early on often face rejection from both their peers and teachers (Chang, 2003; Coie & Dodge, 1998)
The Center for Evidence-Based Practice (2004) stated, “Early appearing behavioral problems during a child’s preschool years are the single best predictors of school dropout, delinquency, gang membership, and adult incarceration” (p. 1).
Understanding Social & Emotional Development for Young Children
Hemmeter, M. L., & Fox, L. (2009). The Teaching Pyramid: A model for the implementation of classroom practices within a program-wide approach to behavior support. NHSA Dialogue, 12(2), 133-147.
The Goal of the Pyramid is to Promote Children’s Success By:
Creating an environment where EVERY child feels good about coming to school.
Designing an environment that promotes child engagement.
Focusing on teaching children what TO DO! • Teach expectations and routines.• Teach skills that children can use in
place of challenging behaviors.
Key Social Emotional Skills Children Need as They Enter
School• Confidence• Capacity to develop good relationships
with peers and adults• Concentration and persistence on
challenging tasks• Ability to effectively communicate
emotions• Ability to listen to instructions and be
attentive• Ability to solve social problems
What do children do when they don’t have each of these skills?
Building Relationships
Why is it important?
• The relationships that we build with children, families, and colleagues are at the foundation of everything we do. It is important to build these relationships early on rather than waiting until there is a problem.
• Children learn and develop in the context of relationships that are responsive, consistent, and nurturing.
Building Relationships
Helps each child feel accepted in the group
Assists children in learning to communicate and get along with others
Encourages feelings of empathy and mutual respect among children and adults
Provides a supportive environment in which children can learn and practice appropriate and acceptable behaviors as individuals and as a group
Examining Attitudes about Challenging Behaviors
What behaviors push your button?
How do these behaviors make you feel?
What is your response when these behaviors occur?
How does this impact your relationship with a child and his/her family?
Reframing ActivityIn pairs or in small groups:
Read the four examples listed. Have participants take each of their “hot buttons,” reread it, and consider how they can reframe the behavior.In reframing the challenging behaviors, do not come up with solutions but rather restate the behaviors to make them more manageable. Be prepared to share your ideas with the large group.
Teach Me What to Do Instead
Friendship skills
Following rules, routines and
directions
Identifying feelings in self and others
Controlling anger and impulse
Problem solving
Building Positive Relationships by Making Deposits
Maintain a 5:1 (positive to negative)
Give attention when the child is engaged
in appropriate behaviors
It All Adds Up
Deposits:Active ListeningWait TimeObservationMirroringSelf TalkParallel TalkReflectionExpansionModeling
Withdrawals:NoDon’t StopDemands -
directionsUsing a loud
voiceIntimidating
request
“Every child needs one person who is crazy about him.” -Uri Bronfenbrenner
High Quality Supportive Environments
Hemmeter, M. L., & Fox, L. (2009). The Teaching Pyramid: A model for the implementation of classroom practices within a program-wide approach to behavior support. NHSA Dialogue, 12(2), 133-147.
High Quality Supportive Environments
Engagement for Every ChildUniversal Design for LearningMaking Accommodations,
Providing Support
Classroom Arrangement and Environmental Supports
Physical Design
Environmental Cues
Schedules and Routines
Transitions
Promoting Engagement During Large and Small Group Activities
Simple Rules/Expectations
Ongoing Monitoring and Positive Attention
What is This Environment Telling Children to Do?
Physical Design
Environmental Cues
Transitions
Providing Choices
Schedules & Routines
Simple Expectations
Teaching New Skills:Stages of Learning
Show and Tell Acquisition: new skill or concept
Practice Makes Perfect Fluency: the ability to immediately use the
skill or concept without a prompt
You Got It! Maintenance: continuing to use the skill or
concept over time Generalization: applying the skill or concept
to new situations, people, activities, ideas, and settings
Promoting the Social Development of All Children
Teach the whole class Circle time Centers Small group activities Partnering with families
Target the individual skill instruction needs of each child Embedded instruction Prompting and priming (ounce of prevention) Partnering with families
Learning About Our Feelings
Recognizing and relating with others’ feelings
Recognize anger in oneself and others Understanding appropriate ways to
express anger Learning how to calm down Recognizing our feelings and using self-
regulation
Feelings
Teachers and children can “check in” each
morning by choosing a feeling face that best
describes their affective state and putting it next
to their name.
Children can be encouraged to change
their feeling faces throughout the day as their feelings change.
Checking In
Turtle Technique
Recognize that you feel angry.
“Think” Stop.
Go into shell. Take 3 deep breaths. And think calm, coping thoughts.
Come out of shell
when calm and think of a solution.
Problem Solving Steps
Would it be safe?
Would it be fair?
How would everyone feel?
Help the Child Think of a Possible Solution:
• Get an adult• Ask nicely• Ignore• Play• Say, “Please stop.”• Say, “Please.”• Share• Trade toys/item• Wait and take turns
Get an Adult
When Children Lack Key Social Emotional Skills
Structure a supportive learning environment
Make deposits with positive reinforcement and praise
Individually teach children who are missing social emotional skills
Target the skills that are most important
Increase learning opportunities to teach and practice
