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Social Emotional Development in the Early Years: Creating Supportive and Inclusive Environments
https://learn.extension.org/events/2120
This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, and the Office of Family Readiness Policy, U.S. Department of Defense under Award Numbers 2012-48755-20306 and 2014-48770-22587.
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Available resources
https://learn.extension.org/events/2120Find slides and additional resources under ‘event materials’
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Through the Early Intervention Training Program at the University of Illinois, providers in Illinois can receive 1.5 hours of Early Intervention credit.
Several states other than Illinois have already agreed to recognize CE units from this webinar. They are: Georgia, Kansas, Kentucky, Ohio, North Carolina, Tennessee, Texas, and Virginia.
All participants may receive a certificate of completion from this webinar after completing an evaluation and post-test. This certificate can sometimes be used to apply for CE credits with your credentialing body if you are not an Illinois provider.
Links and further information will be available at the end of today’s presentation
Evaluation and CE Credit
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Today’s Presenters:Rosa Milagros Santos, PhD• Research focus: young children with disabilities and their families within the context of
early intervention and early childhood special education services
• Collaborated to create numerous professional development tools and materials that are widely disseminated and used nationwide
• Designed and conducted over 200 workshops and trainings for a variety of early childhood providers and family members
• Editor of the Young Exceptional Children Journal
Michaelene Ostrosky, PhD• Research focus: young children’s social emotional competence and challenging
behavior, attitudes and acceptance of typically developing children toward individuals with disabilities, and peer relationships and inclusion
• Collaborated on grants focused on Head Start and on professional development for birth-3 (early intervention) providers
• Committed to making research accessible to practitioners and family members
• Contributing author on several Young Exceptional Children publications
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Linked Webinar SeriesNovember 12, 2015
* Social Emotional Development in the Early Years: Creating Supportive and Inclusive Environments
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I attended the 1st Webinar entitled Overview of Social Emotional Development in June.
I attended the 2nd Webinar on Responsive Relationships in August
I attended both Webinars.
I have not attended any of the MFLN Family Development EI Webinars.
Images obtained from Lettering from Dublin by Elena Veguillas, CC BY-NC 2.0
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*How many of you participated in the other MFLN Family Development Early Intervention Webinars in June and August?
http://blogs.edweek.org/edweek/early_years/2015/07/social_competence_in_kindergartners_linked_to_adult_success.html?utm_source=dlvr.it&utm_medium=twitter
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*Webinar 1 and 2: Responsive Relationships
http://csefel.vanderbilt.edu/resources/pyramid.html11
*Webinar 3 - High Quality Supportive Environments
http://csefel.vanderbilt.edu/resources/pyramid.html12
High Quality Supportive
Environments
Environments that engage every
child
Environments that utilize
Universal Design for Learning
Environments that include
accommodations, provide support
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Consider the children and families with whom you currently work. In what environments do you typically provide services?
A) Home
B) Child Care Program
C) Schools
D) Therapy Clinic
E) Others?
*Share…
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*Children and Environment
Macrosystem
Exosystem
Mesosystem
Microsystem
Individual
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* How Neighborhoods and Communities Impact Children’s Social Emotional Development
Economic and Social Opportunities Parent Practices Role Models
Adult Supervision Peer Influences
For photo attributions see final slide
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*Probability of HS Graduation Rates by Neighborhood and Race
SOURCE: Poor Families, Poor Neighborhoods: How Family Poverty Intensifies the Impact of Concentrated Disadvantage on High School Graduation by Geoffrey T. Wodtke, Felix Elwert, and David J. Harding (2012)
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*Physical Characteristics of Neighborhoods that Influence Children’s Development
Residential Instability Housing Quality Noise Crowding
Toxic ExposureQuality of Municipal Services
Quality of Retail Services
Quality of Recreational Opportunities
Quality of Natural Settings Street Traffic Accessibility of
TransportationQuality of
Educational and Health Facilities
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*Noise and Social Emotional Development
Volume matters
Constant exposure – chronic and acute
Families living closer to airports are at higher risk – regardless of income
Too Loud by BenSpark, CC BY-NC-ND 2.0
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*Noise and Social Emotional Development
Noise impacts…
Children’s ability to pay attention and participate
in learning activities
The quality and frequency of parent-child and peer
interactions
Children’s reading and other academic and
cognitive skills
Too Loud by rogiro, CC BY-NC-ND 2.0
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*Crowding and Social Emotional Development
Crowding impacts…Children’s ability to
engage with others; they are more likely to
socially withdraw
The quality of parent-child interactions
Children’s mental health
Children’s motivation to perform tasks
Children’s cognitive and
language development
Crowds by Dave Sutherland, CC BY-NC-SA 2.0
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Considerations…
Check interior and exterior
noise sources
Check volume of electronic
devices used by children
Check your program/school
environment – places for children to be in a quiet and less chaotic setting during parts of
their day
Engage with children• Spend time in the
library• Visit nature parks• Read together• Be an active listener
Chair Squeeze by Eric Peacock, CC BY-NC-SA 2.0
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Parents and
Providers
decide how much fresh air, sunlight, and
exercise young children will
get
create engaging,
supportive, and
comfortable physical
environments
choose appropriate
toys, materials, and activities
offer children a variety of
things to see, touch, hear, smell, and
taste.
engage in reciprocal
interactions
… all of which make up learning experiences for
infants, toddlers, and preschoolers23
*Strategies
To make the child feel they
belong.To facilitate
development in all domains.
Creating a Climate of Acceptance
Developing Schedules
and Routines
Using Visual Supports
Setting Expectation
s
24
By The Numbers by Kevin Trotman, CC BY-NC-ND 2.0 / Desaturated from original
Create a Climate of Acceptance: The Individuals with Disabilities
Representation
*Limited Representation of Individuals with Disabilities in Early Childhood Classes: Alarming or Status Quo?
Favazza, Ostrosky, Meyer, Yu, & Mouzourou (2015)
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14-item survey
to examine the representation of individuals
with disabilities in school
environments
5 aspects of their classrooms:• visual/aesthetic
environment• classroom curriculum• books that reflect
children with diverse abilities,
• dramatic play materials• exposure to different
modes of communication
3 aspects of the school-
wide environment
(i.e., school-wide signage of Braille or a unit
on diverse abilities)
* The Individuals with Disability Representation (Favazza & Odom, 1997)
Teachers use the IDR to evaluate…
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*Participants
Participants: 32 kindergarten teachers (30 female, 2 male)
Most of the teachers had taught students with
disabilities in inclusive classrooms in the past five
years
Each kindergarten class had 4 children with disabilities or
at risk for disabilitiesFor photo attributions see final slide
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ResultsOn a
scale of 1 to 30,
average score was
4.13
Representation of disabilitiesacross 32 classrooms
Eight classrooms (25%) = no
representation
22 classrooms (69%) = low
representation
2 classrooms (6%) =
moderate representatio
n
No classrooms
had high levels of
representation of persons
with disabilities
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*Take-Away Messages
Fill children’s environments with people of diverse abilities!
Show all kinds of abilities in your visual supports!
The Core of Inclusion: Representing children of all abilities!
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QUESTIONS?
Question Mark Block by Jared Cherup, CC BY-NC-ND 2.0
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Use Schedules and Routines to Support Social Emotional
Development
By The Numbers by Kevin Trotman, CC BY-NC-ND 2.0 / Desaturated from original
*How Schedules and Routines Support Social Emotional Development
They are an important part of each day
They meet children’s basic needs
They provide opportunities for learning and development
They help develop a sense of security and control
They provide predictability
They support competence and confidence33
Routines to Support Social
Emotional Development
Post picture or photo
schedules Acknowledge when a child
shows understanding of the routine
Include children in
routines
Ask families about their routines at
homeUse routines as
opportunities for emotional
interaction and learning
Provide primary
caregiving
Provide a daily routine that
follows child’s need for
feeding and sleeping
Implement a flexible routine
so that toddlers learn
to predict
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*Routines – Diapering & Toilet Learning
IMG_2745 by crewandkerrie, CC BY-SA 2.0
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DSC_1548 by Jeff Lautenberger, CC BY NC-ND 2.0
Untitled by Christopher Vu, CC BY-NC 2.0
Two women looking at the mother’s baby breastfeeding by U.S. Department of Agriculture, CC BY 4.0
*Routines – Eating & Feeding
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Take 2 – The Baby by Tones Photos, CC BY-ND 2.0
*Routines – Sleeping & Resting
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*Routines – Greeting & Goodbyes
School Starts 53.JPG by j Gregory Barton, CC BY-NC-ND 2.0
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QUESTIONS?
Question Mark Block by Jared Cherup, CC BY-NC-ND 2.0
40
41
Use Visual Aids and Supports
By The Numbers by Kevin Trotman, CC BY-NC-ND 2.0 / Desaturated from oriiginal
*Visual Supports in our Everyday Life
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To teach routines
To provide structure to
the day
To organize life
information
To learn vocabulary
Handwashing by Toban B., CC BY-NC 2.0IMG_6663 by bloomsberries, CC BY-ND 2.0All images from OpenClipArt by CC0 1.0 All images from OpenClipArt by CC0 1.0
*What Purpose Do Visual Supports Serve?
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To provide child with choices
To help a child complete a task more
independently
To help a child
understand a situation
Others??
New preschool nursery by First Hattiesburg, CC BY-NC 2.0Hooked on preschool by Rowan, CC BY-ND-NC 2.0Image located in Module 1 from CSEFEL Image located in Module 1 from CSEFEL
*What Purpose Do Visual Supports Serve?
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Real Objects Photographs
Line Drawings Words
Image credits on final slide
*Types of Visual Representations
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Visuals to Structure the Environment
Visual Schedules
Rule Reminder Cards
Visual Task Analysis
Visual Scripts
*Types of Visual Supports
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47
48
*Environmental Cues
49
Schedules and Routines
“Getting Ready for School” Visual
How it supports the family:• helps families prepare the child for
leaving home and going to school• provides predictability with a
“schedule” of clear expectations around the morning routine
Lent
ini,
R.,
Vaug
hn, B
. J.,
Fox,
L.,
& K
wan
g-S
un B
lair
(200
9). C
reat
ing
teac
hing
tool
s fo
r you
ng c
hild
ren
with
ch
alle
ngin
g be
havi
or (3
rd e
ditio
n). T
ampa
, Flo
rida:
Uni
vers
ity o
f Sou
th F
lorid
a.
*Partnering With Families
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*Visuals to Structure the Environment
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*Transition with Center Necklaces
Image located in Module 1 from CSEFEL
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*Transition with Visual and Timer
Image located in Module 1 from CSEFEL
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*Using Visual Schedules
Image located in Module 1 from CSEFEL
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*Stop and Go for Outside
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Change Diaper Wash Breakfast Music
Use real objects
*Visual Object Schedule
Baby Magic Lotion by Suzanne Wells, CC BY-NC-ND 2.0
Evenflow Insulated Sippy Cup by Alicia Voorhies, CC BY-ND 2.0
Maraca_01 by angs school, CC BY-NC-ND 2.0
Diapers by Jason & Megan Mills, CC BY-NC-ND 2.0
56
First Then
Image located in Module 1 from CSEFEL
*Individual Schedule
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*Morning Meeting Mini-Schedule
Image located in Module 1 from CSEFEL
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*Circle Time Rules
All images from OpenClipArt by CC0 1.0
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60
Snack
First Then
Wash hands
*First/Then Photo Schedule
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Image located in Module 1 from CSEFEL
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1. Turn on water. 2. Wet hands.
3. Get soap. 4. Rub hands together.63
5. Rinse hands.
7. Dry hands.
6. Turn off water.
8. Go play.64
QUESTIONS?
Question Mark Block by Jared Cherup, CC BY-NC-ND 2.0
65
66
Provide clear rules and expectations
By The Numbers by Kevin Trotman, CC BY-NC-ND 2.0 / Desaturated from original
*Rules and Expectations
will help to clarify expectations for specific settings; they may only apply in certain settings
Example Rules:Keep hands and feet to yourselfWalk with your groupListen for teacher directions
RULES
general ways you want people to act; they will apply to all children and adults across all settings
Example Expectations:Be respectfulBe safeBe a Team Player
EXPECTATIONS
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*What can you say instead?
Be nice! Be good!
68
Watch out!Be careful!
*What can you say instead?
69
Enough of that!
Cut it out!
*What can you say instead?
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General Guidelines about Rules
Have a few simple rules.
Involve the children and families in
developing the rules.
Post the rules visually.
Teach the rules systematically.
Provide positive
feedback for following the rules at high rates initially and at lower rates as the
children become more
skilled in following the
rule.
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*Ideas for Involving Children and Families in Developing the Rules
Generate rules with
children/familyDemonstrate the
rule Guess the rule
Use visuals to represent rule
Decorate a visual to represent the rule (e.g., poster)
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*Things to Remember about Rules
Systematically taught Use in context
Prevention strategy
Remind children of the expectations
Redirect to rules when appropriate
Acknowledge when children demonstrate
the rules
Teach across the day and throughout
the year
Ensure children know
HOW to engage in the
rules
73
Lincoln Junk Shop-June 2013-Family Rules by Gareth Williams, CC BY 2.0
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Shhh…Don’t Wake the Baby by angie M. photography, CC BY-NC-ND 2.0
75
*Class Time Rules
Image located in Module 1 from CSEFEL
76
Looking Eyes Gentle Hands
Walking Feet Listening Ears
*Toddler Classroom Rules
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*Playground Rules
Image located in Module 1 from CSEFEL
78
79
*Library Center Rules
Images located in Module 1 from CSEFEL
80
*Program-Wide Expectations
Image located in Module 1 from CSEFEL
81
QUESTIONS?
Question Mark Block by Jared Cherup, CC BY-NC-ND 2.0
82
*THINK ABOUT IT!
*What can you change in your current practice? Why would you change something?
Geo Bowl Thinking by Brittany Randolph, CC BY-NC-ND 2.0
83
INTENTIONALITY IS KEY
It’s not enough to be cute!
Baby Fat Cheeks by Aikawa Ke, CC BY-NC-ND 2.0
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• Ask yourself, “Do I currently depict diverse abilities?
• Schedules and routines help children learn important skills!
• Visual supports are an easy way to empower children.
• Clear expectations and age-appropriate rules can prevent challenging behaviors.
Key Take-Away Points
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•Webinar participants who want to receive a certificate of continuing education (or just want proof of participation in the training) need to take this post-test AND evaluation:
https://vte.co1.qualtrics.com/SE/?SID=SV_4OuhHq7ulgat11H
•CE certificates of completion will be automatically emailed to participants upon completion of the post-test & evaluation.
Questions/concerns surrounding CE credit certificates can be emailed to this address: [email protected]
Sometimes state/professional licensure boards recognize CE credits from other states. However, it is necessary to check with your state and/or professional boards if you need CE credits for your field.
CE Credit Information
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Upcoming Events:
Join us on Dec. 3 for the final webinar in our 2015 linked series on Social Emotional Development
in the Early Years entitled Enriching Social Emotional
Literacy.
More information can be found at: learn.extension.org/events/2121
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Find all upcoming and recorded webinars covering:
Personal FinanceMilitary Caregiving
Family Development
Family TransitionsNetwork Literacy
Nutrition & WellnessCommunity Capacity Building
www.extension.org/62581
This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, and the Office of Family Readiness Policy, U.S. Department of Defense under Award Numbers 2012-48755-20306 and 2014-48770-22587.
Photo Credits
Slide 16: Campbell’s Select by Danny Hammontree, CC BY-NC-ND 2.0; Man of Steel by Abhinay Omkar, CC BY-NC-ND 2.0; Image belonging to Amy Santos and used with permission; Image belonging to Amy Santos and used with permission
Slide 45: Evenflow Insulated Sippy Cup by Alicia Voorhies, CC BY-ND 2.0; Day 46: Old Enough for Chores by ThreeIfByBike, CC BY-SA 2.0; All images from OpenClipArt by CC0 1.0; Image located in Module 1 from CSEFEL
Slide 63 & 64: All images of the child belong to Robyn DiPietro-Wells and are used with permission; All images from OpenClipArt by CC0 1.0
Slide 28 : Lower School Pajama Night by Santa Catalina School, CC BY-NC 2.0; Yes I can Holiday performance-117 by Nicole Mays, CC BY-NC 2.0; Little Flower: 8.25.15 by Courtney, CC BY-NC 2.0
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