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Promoting Social Emotional Development in Young Children Rosa Milagros Santos, Ph.D. Center on the Social Emotional Foundation for Early.

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Presentación del tema: "Promoting Social Emotional Development in Young Children Rosa Milagros Santos, Ph.D. Center on the Social Emotional Foundation for Early."— Transcripción de la presentación:

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2 Promoting Social Emotional Development in Young Children Rosa Milagros Santos, Ph.D. Center on the Social Emotional Foundation for Early Learning University of Illinois at Urbana-Champaign

3 Agenda Introductions and quick overview of CSEFEL Importance of social emotional skills Teaching triangle (or pyramid) – Building Relationships – Preventive Practices – Social Emotional Teaching Strategies – Individualized Interventions –Please feel free to ask questions or make comments any time during the session!

4 Center Collaborators University of Illinois University of Colorado at Denver University of South Florida Education Development Center University of Connecticut Tennessee Voices for Children Funding Agencies: Head Start Bureau Child Care Bureau

5 To Strengthen the Capacity of Head Start and Child Care to Promote the Social and Emotional Foundations of Learning

6 Guiding Principles Prevention Comprehensiveness Intensity Clear criteria for efficacy Cost and time efficiency Long term essential outcomes Family-centeredness Cultural and linguistic sensitivity Collaboration with and responsiveness to consumers

7 Products What Works briefs Interactive Web site Videotape vignettes Training Modules Others

8 Social emotional development as a foundation for school and life success Key indicators of school readiness that are related to social emotional development: Persistence at difficult tasks Ability to express emotions and feelings appropriately Ability to make and sustain relationships with peers and adults Confidence Ability to negotiate and cooperate in a group setting

9 Childrens social emotional development at entry to kindergarten is predictive of their later success in other important areas such as language and literacy and cognitive development. Children who have accomplished these indicators are more likely to engage in and learn from activities and experiences that promote their skills in language and literacy, cognition, and numeracy. Social emotional development as a foundation for school and life success

10 Environments that promote social emotional development reflect indicators of high quality care in general. When children dont experience high quality early care and learning experiences they are less likely to benefit from even the best teaching and they are more likely to engage in challenging behavior when they get to school. Social emotional development as a foundation for school and life success

11 Key social and emotional skills children need as they enter school Key Skills: –Confidence –Capacity to develop good relationships with peers –Concentration and persistence on challenging tasks –Ability to effectively communicate emotions –Ability to listen to instructions and be attentive When children dont have these skills, they often exhibit challenging behaviors. We must focus on teaching the skills!!

12 Habilidades sociales y emocionales claves que los niños necesitan al entrar en la escuela Habilidades claves – Confianza – Capacidad de desarrollar buenas relaciones con sus compañeros – Concentración y persistencia en tareas que los retan – Capacidad de comunicar efectivamente las emociones – Capacidad de escuchar las instrucciones y poner atención Cuando los niños no tienen estas habilidades, frecuentemente exhiben comportamientos desafiantes ¡¡Tenemos que enfocarnos en enseñar estas habilidades!!

13 Building Healthy Relationships with Children, Families, and Colleagues Preventive Practices Social Emotional Teaching Strategies Intensive Individualized Intervention

14 Building relationships with children, families, and colleagues Why is it important? –Creates a safe environment for children. –Ensures that all children, even those with the most challenging behaviors, have access to ongoing positive relationships. Video Segment: Watch what the teacher does to build relationships with the children. What strategies does she use?

15 Building Positive Relationships with Children * Cómo entablar relaciones positivas con niños Play Time & Attention Home visits Share Empathy Notes home Happy Grams Com- partir Jugar Empatía Tiempo y atención Notitas alegres Visitas al hogar Notas a los padres

16 What are your HOT Buttons? What behaviors have you seen that press your buttons? - Cuáles comportamientos te enloquecen o te molestan muchísimo?

17 Relaciones positivas con niños, familiares y colegas La creación de ambientes de apoyo Estrategias de enseñanza social - emocionales Intervenciones individualizadas intensivas

18 Classroom strategies that promote childrens success Create a context that makes EVERY child feel good about coming to school Design an environment that promotes child engagement Focus on teaching children what to do! –Teach expectations and routines –Teach skills that children can use in place of challenging behaviors

19 Environmental factors that influence childrens behaviors Physical design Schedule and routines Transitions Engagement Rules Ongoing monitoring and positive attention Praise and encouragement

20 Schedules and Routines Develop a schedule that promotes child engagement and success – Minimize the number of transitions – Balance active and quiet activities, small group and large group activities, teacher-directed and child-directed activities – Teach children the schedule Establish a routine and follow it consistently – When changes are necessary, prepare children ahead of time

21 Transitions Plan for transitions – Minimize the length of time children spend waiting with nothing to do – Prepare children for transitions by providing a warning – Structure the transitions so that children have something to do while they wait Teach children the expectations related to transitions – Individualize supports and cues

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30 Major Messages First and foremost, build positive relationships with every child & family. Focus on prevention and teaching appropriate skills. Promoting social emotional development is not easy. –There are no quick fixes to challenging behavior –Requires a comprehensive approach that includes building relationships, evaluating our own classrooms and behaviors, and TEACHING.

31 Mensajes principales La primera cosa y la más importante que podemos hacer es la de entablar relaciones positivas con cada niño y cada familia. Enfóquese en la prevención y en la enseñanza de las habilidades apropiadas. La promoción del desarrollo social-emocional no es fácil. – No existen soluciones rápidas para los comportamientos desafiantes. – Se necesita un planteamiento abarcador queincluya entablar relaciones, evaluar nuestros propios salones de clase y comportamientos y ENSEÑAR.

32 Building Healthy Relationships with Children, Families, and Colleagues Preventive Practices Social Emotional Teaching Strategies Intensive Individualized Intervention

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34 Identifying Teachable Moments Identificar los momentos para enseñar

35 Supporting Childrens Social Emotional Development: The Big Picture This is a place you can trust - How can we do this?? – Safe – Predictable – Helpful This is a caring place – Relationships – Recognizing and responding to emotions – Modeling emotions You belong here, We belong here – Uniqueness, diversity, individuality – Community, caring working together – Teaching children to be friends

36 Social and Emotional Teaching Strategies: Teach Me What to Do Instead Friendship skills Identifying feelings in self and others Controlling anger and impulse Problem solving

37 Teaching Strategies Discussion Demonstrating with puppets or videos Direct modeling Role playing Feedback in context Preparing peer partners Priming/preparing children Reflective discussions

38 Friendship Skills How to give suggestions (play organizers) Sharing toys and other materials Turn taking (reciprocity) Being helpful Giving compliments Understanding how and when to give an apology Video Segment – Watch how the children demonstrate friendship skills

39 CSEFEL 2

40 Habilidades de amistad Cómo dar sugerencias (maneras de organizar el juego) Compartir los juguetes y otros materiales Turnarse (reciprocidad) Ayudar a otros Dar cumplidos a otros Entender cuándo y cómo pedir disculpas

41 Embedding Friendship Opportunities into Daily Routines and Activities Arrival Circle Small Group Centers Outside Snack Story Time

42 Play Organizers Maneras de organizar el juego Rationale/Justificación Describe/Describir –Get friends attention/Llamarle la atención a un amigo –Give friend a toy/Darle un juguete al amigo –Give idea what to do with toy or play idea/Darle una idea de qué hacer con el juguete o cómo jugar Demonstrate/Demostrar –Right way/De la manera correcta –Wrong way/De la manera incorrecta Practice/Practicar Promote/Fomentar

43 Sharing/Compartir los materiales Rationale/ Justificación Describe skill/Describir la habilidad –Child has materials/ Un niño tiene materiales –Offers or responds to request from peer for materials/ Ofrece o responde al pedido de materiales de un compañero Demonstrate/Demostrar –Right way/De la manera correcta –Wrong way/De la manera incorrecta Practice/Practicar Promote/Fomentar

44 Turn Taking/Turnarse Rationale/ Justificación Describe skill/Describir la habilidad –Get friends attention (look, tap, call)/ Llamar la atención a un amigo (mirarlo, tocarlo, llamarlo) –Hold out hand/ Extender la mano –Ask for toy/ Pedir el juguete Demonstrate/Demostrar –Right way/De la manera correcta –Wrong way/De la manera incorrecta Practice/Practicar Promote/Fomentar

45 Being Helpful/Teamwork Ayudar a otros/Trabajar en equipo Rationale/ Justificación Describe skill/Describir la habilidad –How to help at home/ Cómo ayudar en la escuela –How to help at school/ Cómo ayudar en casa Demonstrate/Demostrar –Right way/De la manera correcta –Wrong way/De la manera incorrecta Practice/Practicar Promote/Fomentar

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47 Giving Compliments Rationale Describe –Verbal – say things like: Good job _____!; Great _____!; I like the way you _____! –Physical – Do things like: Hug; Pat on the shoulder; High Five Demonstrate –Right way –Wrong way Practice Promote

48 Los cumplidos Justificación Describir la habilidad –Verbalesdecir cosas como: ¡Muy bien, _____!; ¡Fantástico _____! ¡Me gusta la manera en que _____! –Físicoshacer cosas como: Abrazar; Dar una palmada en las espaldas; High Five o Choque los Cinco Demostrar –De la manera correcta –De la manera incorrecta Practicar Fomentar

49 Knowing When and How to Give Apologies Pedir disculpas Rationale/ Justificación Describe skill/ Describir la habilidad – Im sorry that___/ Siento mucho que _____. – I didnt mean to ___/ No pensaba/ No quería _____. Demonstrate/Demostrar –Right way/De la manera correcta –Wrong way/De la manera incorrecta Practice/Practicar Promote/Fomentar

50 Setting the Stage for Friendship La preparación del ambiente para el desarrollo de amistades Inclusive setting/ Ambiente de inclusión Cooperative use toys/ Uso cooperativo de juguetes Embed opportunities/ Oportunidades entretejidas Social interaction goals and objectives/Metas y objetivos de interacción social Ethos of friendship/ Disposición amistosa

51 Strategies for Developing Friendship Skills Estrategias para desarrollar las habilidades de amistad Modeling principles/Servir de modelo de principios Modeling with video/Modelar con video Modeling with puppets/Modelar con títeres Preparing peer partners/Preparar a socios-compañeros Buddy system/Sistema de amigos Priming/Preparar/Aleccionar Direct modeling/Servir directamente como modelo Reinforcement/Refuerzo

52 I Can Be a SUPER FRIEND! (Video Segment) Created for Tim by Lisa Grant & Rochelle Lentini 2002

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54 Enhancing Emotional Literacy El mejoramiento del alfabetismo emocional Learning words for different feelings Aprender las palabras para diferentes sentimientos Learning how to recognize feelings in self and others Aprender a reconocer los sentimientos propios y ajenos

55 Children with a strong foundation in emotional literacy: tolerate frustration better, get into fewer fights, engage in less self-destructive behavior, are healthier, less lonely, less impulsive, more focused, and they have greater academic achievement.

56 Partner Activity – Turn to the person sitting next to you – Come up with a list of 10 feeling words that you would most want to teach the children with whom you work

57 Alegre Trsite Orgulloso Nervioso Enojado FrustadoSolitario Avergonzado Amado Querido Asustado

58 Increasing Feeling Vocabularies Direct teaching Incidental teaching Use childrens literature Use songs and games Play How would you feel if? Checking in Feeling dice and feeling wheels

59 Aumentar el vocabulario de sentimientos Instrucción directa Instrucción incidental Uso de literatura infantil Uso de canciones y juegos Jugar a ¿Cómo te sentirías si [...]? Preguntar a un niño cómo se siente en ese momento Dados y ruedas de sentimientos

60 Provide emotional labels as children experience various emotional states: Tamika and Tanya seem really happy to be playing together. They keep hugging each other and smiling Incidental teaching…….

61 On Monday when it Rained Disappointed Embarrassed Proud Scared Angry Excited Lonely Use of Childrens Literature

62 Read childrens books about emotions Write about childrens emotions (dictation) Have word cards available with emotion words and pictures Read childrens books and discuss characters problems/solutions Integrating with Early Literacy

63 If you are happy and you know it…add new verses: – If you are sad and you know it, cry a tear..boo hoo – If you are mad and you know it, use your words Im mad – If youre scared and you know it ask for help, help me – If you are happy and you know it, hug a friend Use songs and games

64 Simon Says – Simon says say something nice to your neighbor Hokey, pokey – You put your right hand in….shake it all about. We play with special friends, so shake your neighbors hand, thats what its all about » (Kemple, 2004) Use songs and games

65 Discuss typical situations that happen when children are together and talk about: how would you feel if this happened to you? – Example: Jorge wanted to play ball with Katy and Chary today but they wouldnt let him. How do you think that made him feel? How do you think you would feel if that happened to you? What could Jorge try next time? Play How would you feel if

66 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

67 Feeling Activities Actividades de sentimientos

68 CSEFEL

69 Identifying Feelings in Self and Others Identificar los sentimientos propios y ajenos Learning ways to relax Aprender modos de relajación Empathy training Entrenamiento sobre empatía

70 Tenso Tranquilo

71 Relaxation Thermometer Termómetro de relajación Take 3 deep breaths… Adapted from Incredible Years Dinosaur School Voy a respirar profundamente 3 veces …

72 Identifying Feelings in Self and Others Identificar los sentimientos propios y ajenos Empathy Training Entrenamiento sobre empatía

73 Key Concepts with Feelings Feelings change You can have more than one feeling about something You can feel differently than someone else about the same thing All feelings are valid – it is what you do with them that counts

74 Conceptos claves con sentimientos Los sentimientos cambian Es posible que tengas más de un sentimiento acerca de algo Es posible sentir diferente de otra persona acerca de la misma cosa Todos los sentimientos son válidoses lo que hagas con ellos lo que importa

75 Controlling Anger and Impulse Recognizing that anger can interfere with problem solving Learning how to recognize anger in oneself and others Learning how to calm down Understanding appropriate ways to express anger

76 Controlar la ira y los impulsos Reconocer que la ira puede interferir con la resolución de problemas Aprender cómo reconocer la ira propia y ajena Aprender cómo tranquilizarse Comprender maneras apropiadas de expresar la ira

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78 ¡Huy! Paso primero Alto Paso segundo Paso terceroPaso cuarto

79 For children with persistent, challenging behaviors… A comprehensive approach to addressing the behavior is required. –Must consider all environments and all stakeholders Develop and implement a systematic plan based on an understanding of the child and the problem behavior.

80 Building Healthy Relationships with Children, Families, and Colleagues Preventive Practices Social Emotional Teaching Strategies Intensive Individualized Intervention

81 Ways to address persistent, challenging behaviors OLD Way NEW Way General intervention for all behavior problems Intervention is reactive Focus on behavior reduction Quick Fix Intervention matched to purpose of the behavior Intervention is proactive Focus on teaching new skills Long term interventions

82 El modo del pasado Intervención general para todo problema de comportamiento La intervención es reactiva Enfoque en la reducción del comportamiento Solución rápida El modo nuevo Intervención correspondiente al propósito del comportamiento La intervención es proactiva Enfoque en la enseñanza de nuevas habilidades Intervenciones de largo plazo

83 Positive Behavior Support A values-based, empirically-valid approach for resolving problem behaviors and helping people lead enhanced lifestyles A new applied science of behavior change

84 Research suggests that… Problem behavior has meaning for the child. The function of problem behaviors is defined by the context. Functional assessment is the formal process for determining the why (i.e., function) of problem behaviors. Behavior support plans are best developed by a team.

85 Research suggests that… The support plan must include prevention strategies, replacement skills and new ways to respond to problem behavior. Behavior support must be an ongoing effort and outcomes must be monitored.

86 Major Messages When children are engaged, they are less likely to engage in challenging behaviors - this means we have to TEACH! Childrens challenging behaviors are serving some function, they are communicating some message - this means we have to figure out the MESSAGE! When we focus on prevention and teaching appropriate skills, we take the blame off of children - this means we have to focus on changing OUR behavior!!

87 If a child doesnt know how to read, we teach. If a child doesnt know how to swim, we teach. If a child doesnt know how to multiply, we teach. If a child doesnt know how to drive, we teach. If a child doesnt know how to behave, we… ….....….teach? ………punish? Why cant we finish the last sentence as automatically as we do the others? Tom Herner (NASDE President ) Counterpoint 1998, p.2)

88 Si un niño no sabe leer, se lo enseñamos. Si un niño no sabe nadar, se lo enseñamos. Si un niño no sabe multiplicar, se lo enseñamos. Si un niño no sabe manejar un coche, se lo enseñamos.Si un niño no sabe cómo comportarse, ¿qué hacemos? ¿le enseñamos?-- ¿lo castigamos?¿Por qué no terminamos la última oración tan automáticamente como terminamos las demás? Tom Herner (Presidente de NASDE, Counterpoint 1998, p.2)

89 For more information, visit our web site at


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