1 Preschool Learning Foundations in Social-Emotional Development: with a Focus on Self-Regulation Presentation Date and Location

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Preschool Learning Foundations in

Social-Emotional Development:with a Focus on Self-Regulation

Presentation Date and Location

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Welcome!

Insert Names of Presenters (Regional Leads)

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Norms

• Begin on time and end on time

• Turn cell phones to vibrate

• Help the group stay on task

• Listen to thoughts and ideas of others

• Contribute your thoughts and ideas

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Session Outcomes

• Become familiar with the preschool learning foundations in social-emotional development with a focus on the self-regulation substrand.

• Become familiar with current research on social-emotional development.

• Connect the foundations to effective strategies that build positive relationships and support the development of self-regulation skills.

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California Preschool Learning Foundations, Volume 1

Social-Emotional Development

Language and Literacy

English-Language Development

Mathematics

Visual and Performing Arts

Physical Development

Health

History-Social Science

Science

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Preschool Learning Foundations Central Assumption

“School readiness consists of social-emotional competencies as well as cognitive and motivational ones.”

Source: California Preschool Learning Foundations, Volume I, CDE Press, 2008, pg 1.

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Foundations in Social- Emotional Development

Identify important social and emotional competencies for

school readiness.

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Learning and Growing Activity

• Individually record your thoughts.

• In table groups, discuss the social and emotional competencies identified.

• On chart paper draw a child and write the competencies (behaviors and skills) identified by your group.

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Foundations in Social-Emotional Development Chapter

• Introduction (pp. 1-5)

• The Foundations (pp. 6-20)

• Bibliographic notes (pp. 21-34)

• Glossary (p. 35)

• References and Source Material (pp. 36-45)

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Map of the FoundationsSocial-Emotional Development

SelfStrandStrand

DomainDomain

AgeAge

SubstrandSubstrand

ExamplesExamples

FoundationFoundation

Foundation description

Foundation description

Handout 1

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Foundations in Social-Emotional Development

Self Social Interaction Relationships

Self-Awareness Interaction with Familiar Adults

Attachment to Parents

Self-Regulation Interaction with Peers Close Relationships with Teachers and Caregivers

Social and Emotional Understanding

Group Participation Friendships

Empathy and Caring Cooperation and Responsibility

Initiative in Learning

Source: California Preschool Learning Foundations, CDE Press, 2008.

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Foundations in Social-Emotional Development

Activity•Find the envelope on the table labeled Social-Emotional Development.

•Divide the foundations among the participants at the table and read them aloud.

•Discuss how the foundations are related to the competencies placed on the chart.

•Place the foundations on the chart.

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Assumption

“Young children have access to the appropriate kinds of social interactions, experiences, and environments that normally support healthy development.”

Source: California Preschool Learning Foundations, Volume I, CDE Press, 2008, p. 1.

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Assumption

“The purpose of these foundations is to describe typical development rather than to articulate aspirational expectations for children’s behavior under the best possible conditions or for the behaviors to be instilled in children.”


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Assumption

“These foundations, especially the behavioral examples for each foundation, are not meant to be assessment items; rather, they are meant to be guidelines and teaching tools.”


16Cognitive, Social, and Emotional

Development are Deeply Interdependent in the Early Years

Emotional health and social competence are a strong foundation for emerging cognitive abilities.

Ross A. Thompson, CPIN Research Institute, 2008.

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The Importance of the Early Years

• This developing brain architecture is rooted in the context of experience and is the foundation for cognitive, social and emotional development.

• Brain development is dependent on experience.

• Brain development is rapid in the early years and continuous throughout adulthood.

Neurons to Neighborhoods

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Brain growth in the early years

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Early brain development

Prefrontal Cortex

Hippocampus

Amygdala

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Stress and Brain DevelopmentPositive stress—short lived, typical daily challenges, builds coping skills

Tolerable stress—short term intense stress, buffered by supportive adults

Toxic stress—prolonged intense stress in the absence of protection by supportive adults, disrupts brain structure, increased risk of physical and mental illness

Ross A. Thompson, CPIN Research Institute, 2008

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Stressors and Buffers• Use the activity sheet and write down one

stressor that you may experience in your life.• On the activity sheet write down strategies and

resources (buffers) that you have to help you cope with this stressor.

• What buffers do children in your group use to help themselves cope with stress? How might you enhance the buffers available to children in your classroom?

Handout 2

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Plasticity

• Brain architecture has great plasticity and continues to change throughout life.

• Emotional competencies that may not have been developed naturally can be taught through purposeful teaching and strategic planning.

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Quality Relationships

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Getting to Know You

Handout 3

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Click for next slide

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QuickTime™ and aSorenson Video 3 decompressorare needed to see this picture.

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It Takes a Lot of Love

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Making Deposits

Handout 4

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For More Information about Building Relationships

Handout 5: Building Positive Relationships with Young Children is a summary and extension of what we have discussed here today.

This handout comes from the Center for Evidence-Based Practices for Early Learning.

Handout 5

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The Self-Regulation Strandof the Social-Emotional Domain

The growth of self-regulation is a cornerstone of early childhood development that cuts across all domains of behavior.

Neurons to Neighborhoods

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Self-Regulation Includes the Skills to:

• Cooperate• Focus attention• Manage transitions• Follow routines• Manage strong emotions• Share things and space• Wait and take turns

Adapted from the California Preschool Learning Foundations, Volume 1, p. 7

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A Few Ways Adults Can Help Children Learn to Self-Regulate

• Tell children what to do, not what not to do.• Help children use words to regulate their actions

and thinking.• Model self-control and consideration for others.• Balance active and quiet periods, individual and

group activities.• Break up complex behaviors into smaller parts

(see next slide).

Ross A. Thompson, CPIN Research Institute, 2008

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Hand Washing Routine

1. Go to the sink.2. Turn on the water.3. Put soap on your hands.4. Lather hands for 20 seconds.5. Rinse hands under water.6. Dry hands with paper towel.7. Turn off faucet with paper towel.8. Put paper towel in trash.

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Teacher Strategies to Support Social-Emotional Focus

Handout 6

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Strategies for Preventing Challenging Behaviors

• Effective Classroom Environments

• Predictable Daily Schedule

• Rules, Rituals, and Routines

“Preventing Challenging Behavior in Young Children: Effective Practices” by P. Alter & M. Conroy, Center for Evidence-Based Practice: Young Children with Challenging Behavior

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Effective Classroom Environments

1. Physical arrangement

• Adults can visually monitor children.• Limit the number of children in centers.• Materials are organized wisely on shelves.• Toys are accessible, appropriate to age level,

plentiful.• Lighting, noise level and temperature are

monitored. “Preventing Challenging Behavior in Young Children: Effective Practices” by P. Alter & M. Conroy,

Center for Evidence-Based Practice: Young Children with Challenging Behavior

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Effective Classroom Environments

2. Interpersonal climate

• Activities are engaging and developmentally appropriate.

• Teachers provide assistance as children need help.

• Positive attention and feedback are given to appropriate behaviors.


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Predictable Daily Schedule

• Use picture schedules that provide concrete cues of activities and routines.

• Rotate small and large group activities.

• Vary active and quiet activities.

• Put more difficult activity at a time when children are most alert and attentive.


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Predictable Daily Schedule

• Complex activities are discussed and broken down by what happens first, next and so forth, so children know what to expect.

• Children are given choices within the schedule (center time activities, outdoor areas).


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Rules, Rituals, and Routines

• Rules provide a structure in which to teach preschoolers which behaviors are appropriate and inappropriate.

• Rituals and routines such as songs, rhymes, games, and kinesthetic movement can foster community-building and can remind children of appropriate behaviors.


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Additional Resources

• Handout 7: Guidelines

• Handout 8: Strategies for Responding

• Handout 9: Policy Brief: Children with special needs

• Handout 10 and 11: Quick reminders

Handouts 7, 8, 9, 10,

11

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DRDP-R and Foundations

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From Theory to Practice

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From Theory to Practice

• Bringing your handouts with you, have your group begin at one of the tables.

• Take 10 minutes to read the problem and chart suggested strategies.

• After 10 minutes, move to the next table. Read the problem and strategies developed by the previous group, and add additional strategies. You have six minutes for this turn.

• At the signal, move again to the next table and repeat the process.

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Q & A

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CDE Web Site• At the Web address, the underlined Preschool Learning

Foundations link takes you to the publication. There you will find easy access to the chapters and sections within the 192 page publication.

• The Appendix, on pages 173-192, provides a summary list of the foundations.

• Frequently Asked Questions (FAQ) are posted on the Web site. Questions can be sent to [email protected].

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The entire document is online at the California Department of Education Web site.

http://www.cde.ca.gov/sp/cd/re/psfoundations.asp

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To Purchase Preschool Learning Foundations Book

• The California Preschool Learning Foundations, Volume 1, publication is available for purchase from the CDE Press for $19.95 plus shipping and handling.

• Ordering information can be found at the CDE Web site www.cde.ca.gov/re/pn/rc or by calling

1- 800-995-4099.

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To Purchase PEL Guide• Preschool English Learners: Principles

and Practices to Promote Language, Literacy and Learning publication is available for purchase from the CDE Press for $15.95.

• Ordering information can be found at the CDE Web site www.cde.ca.gov/re/pn/rc or by calling 1-800-995-4099.

• Appendix A has been translated into Chinese, Hmong, Korean, Spanish, Tagalog, and Vietnamese, and is available on the CDE Web site.

NOW in Spanish!NOW in Spanish!

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1 Preschool Learning Foundations in Social-Emotional Development: with a Focus on Self-Regulation Presentation Date and Location