Russian&East Euro nl Fall08-12R

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  • Rev. 11/11

    The Center on the Social andEmotional Foundations for Early

    Infant Toddler Module 1

    Social Emotional DevelopmentWithin the Context of

    Relationships

    1

    This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the U.S. Department of Healthand Human Services, Administration for Children and Families (Cooperative Agreement N. PHS 90YD0215). The contents of this publication do not necessarilyreflect the views or policies of the U.S. Department of Health and Human Services, nor does mention of trade names, commercial products, or organizationsimply endorsement by the U.S. Government. You may reproduce this material for training and information purposes. s

    Developed by Amy Hunter and Kristin Tenney Blackwell

    Office ofChild Care

    Office ofHead Start

    Administration forChildren & Families

  • Rev. 11/11 The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel P 1.1

    Learner Objectives Suggested Agenda

    Participants will be able to:

    Define social emotionaldevelopment anddescribe how it unfoldsin the context ofcaregiving relationships.

    Reflect on how culture(perceptions, beliefs,values) influencescaregiving, parentingand the social emotionaldevelopment of infantsand toddlers.

    Describe how veryyoung childrensbehavior andcommunication ismeaningful.

    Use a variety ofstrategies, includingself-reflection andobservation, to increasetheir capacity to supportsocial emotionaldevelopment by formingpositive relationshipswith infants, toddlersand their families.

    I. Setting the Stage 45 minutesII. Understanding Social Emotional Development 70 minutes

    (What is it and how does it happen?)III. Understanding Behavior Making Sense of 160 minutes

    What you See and HearIV. Forming and Sustaining Relationships with 130 minutes

    Children and FamiliesV. Essential Positive Messages 30 minutesVI. Wrap-up, Reflection and Action Planning 45 minutes

    Total Time 8 hours*

    * Trainers Note: Total time does not include optional activities.The eight plus hours worth of training content is recommended tobe delivered over the course of multiple days rather than trying tofit the full content into one day.

    Social Emotional Development within the Context of RelationshipsModule 1

  • The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel

    Social Emotional Development within the Context of RelationshipsModule 1

    P 1.2Rev. 11/11

    Materials and Equipment Needed

    ! Agenda! PowerPoint Slides! Facilitators Guide! LCD Projector and computer

    for displaying PowerPointslides and videos

    ! Chart paper or white boardand markers

    ! Masking tape for postingchart paper

    ! CSEFEL Video Clips! (Optional) CSEFEL Video:

    Promoting Social EmotionalCompetence

    ! Watch or a timer! Sticky notes! Markers

    ! HandoutsHandout 1.1: Participant PowerPoint SlidesHandout 1.2: Overview of CSEFEL Infant Toddler ModulesHandout 1.3: Pyramid ModelHandout 1.4: (Optional) Addressing Challenging Behavior in

    Infants and ToddlersHandout 1.5: (Optional) Activity A - Identifying Pyramid PracticesHandout 1.6: Inventory of Practices for Promoting Infant and

    Toddlers Social Emotional CompetenceHandout 1.7: (Optional) Activity B: CSEFEL Definition of Social

    Emotional DevelopmentHandout 1.8: (Optional) Activity C: Key Findings on Social

    Emotional Health and Early Brain DevelopmentHandout 1.9: Developmental Continuum of Social and

    Emotional IndicatorsHandout 1.10: (Optional) Activity D: Social Emotional

    Milestones Group QuizHandout 1.11: Temperament Traits ActivityHandout 1.12: (Optional) Activity E: Temperament ContinuumHandout 1.13: Temperament What Works Brief #23Handout 1.14: Considering Temperament BookletHandout 1.15: Examining Our Emotional Reactions to BehaviorsHandout 1.16: Reframing ActivityHandout 1.17: Reflective Inventory: Reflecting on Our Own

    RelationshipsHandout 1.18: Attachment RelationshipsHandout 1.19: Symptoms of DepressionHandout 1.20: Working with Families InventoryHandout 1.21: Planning for ChangeHandout 1.22: Session Evaluation Form

    ! Video ClipsVideo 1.1: Caregivers Supporting Social Emotional

    DevelopmentVideo 1.2: Supporting Self RegulationVideo 1.3: What is The Biting Trying to Tell Us?Video 1.4: Caregivers Noticing and Challenging Their

    Thoughts IVideo 1.5: Caregivers Noticing and Challenging Their

    Thoughts IIVideo 1.6: Learning from FamiliesVideo 1.7: Infant Master ConversationVideo 1.8: Supporting AttachmentVideo 1.9: A Parents Perspective

  • The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel

    Social Emotional Development within the Context of RelationshipsModule 1

    P 1.3Rev. 11/11

    Trainer Preparation

    ! Setting the Stage: chart paper and markers for Parking Lot! Setting the Stage (Our Training Environment): chart paper and markers! Setting the Stage (Optional Activity A): Handout 1.5! Understanding Social Emotional Development (What is it and how does it happen?)

    (Optional Activity B): Handout 1.7 chart paper and markers! Understanding Social Emotional Development (What is it and how does it happen?)

    (ABCs of Social Emotional Development): blank paper, timer/watch! Understanding Social Emotional Development (What is it and how does it happen?)

    (Optional Activity C): Handout 1.8! Understanding Social Emotional Development (What is it and how does it happen?)

    (What Things Do You Notice?): blank paper, timer/watch, chart paper with drawing of 4 X 3telephone phone with key pad with correct numbers, alpha-characters, and special symbols oneach pad

    ! Understanding Social Emotional Development (What is it and how does it happen?)(Social Emotional Development Milestones): Handout 1.9, milestones cut into strips, one set pergroup of 4-6 participants

    ! Understanding Social Emotional Development (What is it and how does it happen?)(Optional Activity D): Handout 1.10

    ! Understanding Social Emotional Development (What is it and how does it happen?)(Optional Activity E): Handout 1.12

    ! Forming and Sustaining Relationships with Children and Families(Optional Activity F): blank paper

    ! Forming and Sustaining Relationships with Children and Families(Possible Risk Factors Affecting Families): chart paper, markers

    ! Essential Positive Messages(Essential Positive Messages for Each Child): chart paper, markers

  • I. Setting the Stage(45 minutes)

    I. Setting the Stage (45 minutes)

    A.Show Slide 1 CSEFEL Module One Infant and Toddler:Social Emotional Development Within the Context ofRelationships. Introduce all speakers. Provide a briefoverview of who you are, where you are from, and anyother background information that is relevant to this trainingevent.

    B. Slide 2. Activity: Use a warm up activity to haveparticipants introduce themselves and get to know oneanother. The introductory activity can vary depending onthe size of the group and the time available. Explain thatthe purpose of a warm up or introductory activity is to helpparticipants feel comfortable and begin to build a trustingenvironment among themselves and with you as thetrainer.

    Trainers Note: The more you know about the audiencethe better you will be able to try to meet the specificneeds of the group.

    Ask participants at each table to introduce themselves toeach other and respond to questions on the slide:

    Introduce yourself How many years have you worked with infants

    and toddlers? What is your role? Why are you attending this training? What do you hope to take home? What did you leave behind in order to be here?

    Debrief as a large group by inviting participants to share asummary of their groups responses with the whole group(how many years they have worked with infants andtoddlers; what roles they represent, e.g., teachers,assistants, home visitors, early interventionists, familychildcare providers, administrators, trainers; why theyhave chosen to attend the training; what they hope to takehome from the training; and what they left behind).

    Acknowledge the experience participants bring to thetraining and invite them to share their knowledge and

    The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel

    Social Emotional Development within the Context of RelationshipsModule 1

    P 1.4Rev. 11/11

    (continued)

    1

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  • experience throughout the training. Their sharing of reallife examples helps keep the information real andrelevant to their practice with infants and toddlers.

    Acknowledge the significant time commitment thatparticipants have made to attend the training. It may beuseful to acknowledge what participants left behind inorder to attend the training. Some participants may talkabout leaving behind piles of paperwork, children in theirclassroom, families who will miss their home visit, anailing family member, a child, etc. Note that having themname what they left behind will help them to be presentin the training experiences. Talking about what they leftbehind will also encourage participants to get to knowmore about each other.

    C. Review the organization of the materials, handouts andPowerPoint slides (Handout 1.1)

    D. Address logistical issues (e.g., breaks, bathrooms, lunchplans). The more comfortable people feel in theirsurroundings, the more they will be able to focus on thetraining.

    E. Encourage participants to ask questions throughout or topost them in a specially marked place (e.g., parking lot).

    F. Show