YCDI! Early Childhood Program Achieve, 3rd Ed. · resilience, confidence, persistence, organisation and getting along. A team of teachers experienced in social-emotional learning

MICHAEL E BERNARD, PHDPROFESSOR, MELBOURNE GRADUATE SCHOOL OF EDUCATION

UNIVERSITY OF MELBOURNEEMERITUS PROFESSOR, CALIFORNIA STATE UNIVERSITY, LONG BEACH

FOUNDER, YOU CAN DO IT! EDUCATION

YCDI! Early ChildhoodProgram Achieve, 3rd Ed.

(AGES 3 - 6 YRS+)

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IntroductionThe new third edition of this extremely popular online digital program now includes specific suggestions for teaching young children 3-4 years of age. These suggestions appear within the 32 lesson plans.

The program teaches the positive attitudes and social-emotional skills that develop young children’s resilience, confidence, persistence,

organisation and getting along. A team of teachers experienced in social-emotional learning along with Professor Michael Bernard helped create the activities in this program.

Two short animations which introduce young children to Ricky Resilience, Connie Confidence, Pete Persistence, Oscar Organisation and Gabby Get Along are featured in the program.

The program includes a scope and sequence of 32 weekly lessons (8 lessons per school term) with each lesson consisting of learning intentions and success criteria. Lessons teach young children the Personal and Social Capabilities as described in the ACARA Personal and Social Capability learning continuum for Foundation Year and listed at the beginning of each lesson.

The YCDI! Education Early Childhood Program is part of the New Program Achieve - Primary program. Please see our separate catalogue listing if you would like to learn more about and purchase the NEW Program Achieve social and emotional curriculum (Years 1 – 6).

Author Michael E. Bernard

Contributors Kristy Bedford, Chelsea Challman, Leah Koen, Heather Leary, Jessica Saunders and Patricia Bernard

Target Teachers of young children in Audience Kindergarten and Foundation Year

Delivery Digital

Contents

1. 32 digital lessons (8 lessons per term)

2. Two digital, short animations introducing students to 5 social-emotional skills

3. Five hand puppets (posted separately)

4. 18 downloadable posters

5. Five downloadable songs

6. An updated Parent Guide with four parent education talks, handouts and guidelines demonstrating how parents can support their child’s social-emotional learning at home

Price $395 ANNUAL LICENSE (BUY) (from date of purchase)




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SCOPE AND SEQUENCE: AGES 3-6+Part 1Lesson 1: Meet Our New ClassmatesLesson 2: Why Our New Classmates are SpecialLesson 3: Oscar is Really OrganisedLesson 4: Gabby Knows How to Get AlongLesson 5: Connie is ConfidentLesson 6: Pete Persistence Never Gives UpLesson 7: Ricky Resilience Knows How to Stay CalmLesson 8: What We Have learned About Our New Classmates

Part 2Lesson 9: Let’s Be OrganisedLesson 10: Thinking Like Oscar OrganisationLesson 11: Oscar in ActionLesson 12: We Can Be Organised Like OscarLesson 13: Getting Along: That’s What I’m Talking AboutLesson 14: Working and Playing NicelyLesson 15: Making Friends, Solving DisagreementsLesson 16: Gabby Follows Rules

Part 3Lesson 17: We Can Be Confident Like ConnieLesson 18: Connie’s Confident Self-TalkLesson 19: Confidence Helps You to Stand Up for YourselfLesson 20: Confidence in ActionLesson 21: Hello Persistence!Lesson 22: How Persistence Really ThinksLesson 23: Pete Persistence Does his BestLesson 24: Being Totally Persistent!

Part 4 Lesson 25: High Five for Resilience!Lesson 26: Find Something Fun to DoLesson 27: Find Someone to Talk toLesson 28: BreatheLesson 29: Ricky Helps Oscar to be on TimeLesson 30: Ricky Helps Gabby to Think FirstLesson 31: Ricky Helps Pete to Learn from MistakesLesson 32: Ricky Helps Connie not to Worry

Sample: Video

Sample: Puppets

VIEW VIDEO EXCERPThttps://vimeo.com/255648525


https://vimeo.com/255648525

Sample: Lesson



Program AchieveEarly Childhood (ages 3-6+)

AGES 3-6+ | PART 3

PART 1: INTRODUCING FIVE SOCIAL AND EMOTIONAL SKILLS

Goals

Lessons are designed to develop students’ awareness and management of positive attitudes and social-emotional learning skills that research indicates they need for achievement, relationships and wellbeing.

Lesson 3. Oscar is Really Organised

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Self-Awareness

• Understand themselves as learners – identify their abilities, talents and interests as learners

• Develop reflective practice – reflect on their feelings as learners and how their efforts affect skills and achievement

Self-Management

• Develop self-discipline and set goals - follow class routines to assist learning

Learning Intentions

• Students will know what it means to be organised.

• Students will recognise examples and nonexamples of organised behaviours.

Success Criteria

• Students can talk about examples of being organised

• Students can identify if someone is organised or not organised.

• Students will identify a personal and class goal for displaying an organised behaviour during the week.


Sample: Lesson



Program AchieveEarly Childhood (ages 3-6+)

LESSON OUTLINE

Review previous lesson challengeAsk students to raise their hand if they can remember a time during the past week when they behaved like the classmate they picked to be more like. Have students describe what they specifically did and where they did it.

Engage studentsHave a bag packed with several items in a messy state. Explain to the students that you have something in your bag that you need for the lesson. Dramatically look through the bag and make a fuss. Pretend you can’t find what you need. Show frustration and say quietly to yourself (but loud enough for the students to hear): I wish my bag was neat and tidy. Then, I would be able to find what I was looking for. Now I’m going to be late!

Tip the bag upside down and spill the contents in a mess on the floor. SAY: Oh good, I finally found what I was looking for! That wasn’t my best effort at packing my bag this morning. Turn to the students and ask, I wasted a bit of time trying to find him, didn’t I?

Communicate learning intentions and success criteriaBoys and girls, today we are going to learn about the word ‘organisation.’ We are going to look at what it means to be organised. At the end of this session, I would like you to be able to tell me what it means to be organised and if someone is organised or not organised. I want all of us to set a goal to set a goal to practice an example of organised behaviour during the next week. I also want each of you to have an individual goal to practice an example of good organised behaviour.

Explicit teachingWrite the word ‘organisation’ on the board. Introduce the Oscar Organisation puppet to the students, saying:SAY: Today we have the first of our new friends joining our class. His name is Oscar Organisation.

Have Oscar speak to the students and SAY:Hello boys and girls. My name is Oscar Organisation. I’m very glad to meet you. There are some things you should know about me. Before beginning to learn anything new, I always set out to do

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Sample: Poster


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“Boys and girls, you can see in this picture that to calm down when I was really nervous, I said to myself ‘Calm

down…Take three big breaths.’ So I took three big breaths of air, very slowly, and I calmed down. I had lots of fun

that day. And I learned that it’s better to help myself calm down than to worry and be upset.”

© 2004, You Can Do It! Education

Ricky ResilienceRicky Resilience


Sample: Student Worksheet


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Sample: Parent Guide


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Parent Information Session 2.Practical Suggestions for

Developing the 5 Foundations at Home

Materials Needed

• Handouts (“Practical Things to Do…”) to be distributed to parents

Suggested Session Outline

1. The purpose of this session is to offer parents the opportunity to learn some practical things to help strengthen one or more of their children’s less well-developed Foundations.

2. Explain to parents the following: I want you to think of one of your children. Select one who might need further development in the areas of confidence, persistence, organisation, getting along, and/or emotional resilience (calming down when upset). I will now read definitions of each of the Foundations. When I have finished, select one area in which you might like to receive some practical suggestions for how to develop that Foundation in your child. Confident young children are not afraid to make mistakes when learning something new. They believe that they will be successful if they try hard. They only ask for their teacher’s help when they have tried their very best. Confident young children are not afraid to meet new classmates. They expect to be liked and make friends. When someone wants them to do something they don’t want to do, confident children tell them nicely what they want to do. Confident young children make themselves big and tall, and speak in a voice that everyone can hear but is not too loud. Young children who are persistent keep on trying when things seem hard or not fun. They try hard to complete tasks and activities at school and home and do their chores without always having to be reminded. They seem to know that, to be successful, they sometimes have to work hard and not give up. As well, children who are persistent believe that the harder they try, the better they get. Young children who are organised plan to do their best work. They listen carefully to what their teachers and parents want them to do. Children who are organised use their time carefully by getting their work and chores done before they play. Organisation also means that children take care of their things and put things away after they are finished using them.




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Getting Along means that young children work and play together nicely. It means that children tell the truth and care about and are friendly to others. Getting along means being able to fix problems without fighting. When young children get along they follow the important rules of the classroom and home. They also want to help make their school and home cleaner and safer. Young children who are Emotionally Resilient can calm down soon after being extremely upset (down, worried, angry) without needing the immediate help of an adult. They can also control their behaviour (not fighting, returning to work or play within a reasonable time) when they become extremely upset.

3. Ask parents to decide on which Foundation they would like to develop further in their child. Set up five separate areas in the room where each Foundation will be discussed. Ask parents to move to one of five areas of the room to discuss the particular trait of concern.

4. Distribute one handout “Practical Things to Do to Develop …” to each member of each group that corresponds to the groups’ area of interest. Have each group discuss suggestions contained in the handout. Invite each group to come up with a few suggestions of their own and write them down on their handout. After a while, have one member of each group summarise the group’s discussions and mention those suggestions that the group felt would be helpful.

5. You can then have parents join a different group to discuss one other Foundation they would like to develop in one of their children. Distribute appropriate handouts. After a while, have one member of each group summarise the group’s discussions and mention those suggestions that the group felt would be helpful.

6. At the end of the session, invite parents to collect any of the other handouts that they might like to have. (Be prepared to have one copy of each handout for every parent.)




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Connie Confidence

• Give your child a special responsibility (e.g., special role or job).

• Ask your child questions you know he/she can answer. Prompt him/her before asking question so he/she is prepared and experiences success.

• Set aside time each day for your child to demonstrate what he/she has learned at school.

• Help your child to identify and develop individual interests and talents by showing interest in and excitement about areas of your young child’s skills and talents.

• Do not give your child too much attention when he/she expresses negative feelings about school work.

• Encourage your child to speak up when asked a question.

• Encourage your child to have eye contact with adults (if appropriate to your culture) or others, when being spoken to.

• Practice asking your child his/her name and age so that he/she can respond with a confident, clear voice.

• Provide your child with many opportunities to do things where he/she can be successful. Provide praise at these times.

• Praise your child for trying something new.

Other suggestions Other suggestions Other suggestions Other suggestions

Handout 1Practical Things You Can Do to Develop Confidence in Your Child


Sample: Rubric


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Sample: Rubric


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Sample: Rubric


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Documents

YCDI! Early Childhood Program Achieve, 3rd Ed. · resilience, confidence, persistence, organisation and getting along. A team of teachers experienced in social-emotional learning