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Partners in Implementing Good Start Grow Smart - Center on the .ppt

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					Partners in Implementing Good
       Start Grow Smart

   The Center on the Social and Emotional
        Foundations for Early Learning

Jointly Funded by the Child Care Bureau and the Head
                      Start Bureau




                                                   1
    Social Emotional Development as a
   Foundation for School & Life Success

• Some key indicators of school readiness that are linked to social
  emotional development:
    • Persistence at difficult tasks
    • Ability to express emotions appropriately
    • Ability to make and sustain relationships with peers and adults
    • Confidence
    • Ability negotiate and cooperate in a group setting
• When children don’t have these skills, they are less likely to benefit
  from even the best instruction and they are more likely to engage in
  challenging behavior
• What we know about social development in preschool and
  children’s later life success

                                                                           2
         Center Collaborators
• University of Illinois      University of Colorado at Denver
  - Mary Louise Hemmeter – PI      - Phil Strain – Co-PI
  - Rob Corso                      - Barbara Smith
  - Amy Santos
  - Micki Ostrosky
  - Tweety Yates
  University of South Florida Education Development Center
  - Glen Dunlap                     - Philip Printz
  - Lise Fox
  University of Connecticut   Tennessee Voices for Children
  - Mary Beth Bruder                - Matt Timm
  - Nancy Gordon                    - Diane Dixon
  Project Officers
  Ann Linehan – Head Start • Linda Reese-Smith – Child Care

                                                                 3
        CSEFEL Goal


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




                                     4
                     Outcomes

•   Increased awareness about the importance of social/emotional
    development
•   Increased capacity of T/TA systems to support the use of
    evidence-based practices at the local level
•   Increased support for T/TA providers and direct service providers
    through professional organizations, institutions of higher education
    and federal offices
•   Local demonstration sites
•   Materials and products for a range of audiences
•   Network of experts on social and emotional foundations of
    learning
•   Positive outcomes for children and families!!!

                                                                       5
           Guiding Principles

•   Promotion and 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



                                                         6
Identify Evidence-Based Practices


Topical Areas
•   Positive parenting practices
•   Classroom practices
•   Social emotional curriculum and intervention practices
•   Intensive child and family interventions
•   Policy, leadership and systems change
•   Culturally and linguistically sensitive practices


                                                         7
Identify Evidence-Based Practices

“What Works” briefs on the following topics:
•   Understanding the impact of language differences on behavior
•   Helping children understand routines and classroom rules
•   Helping children make transitions between activities
•   Using classroom activities and routines to support peer interaction
•   Using environmental strategies to promote positive peer interactions
Examples of Upcoming Briefs:
•   Helping children learn to manage their own behavior
•   Strategies for teaching children about emotions
•   Promoting positive peer social interactions
•   Promoting emotional literacy
•   Using social emotional curricula

                                                                           8
        Develop T/TA Materials


•   Conduct focus groups – needs, preferences, &
    strategies

•    Develop training materials
    • Training modules
    • Videos



                                                   9
Building a Foundation for Children


                     Individually
                      Designed
                    Interventions



               Curriculum Strategies
                   and Proactive
                    Approaches


         Supportive Learning Environments


       Positive Relationships with Families,
             Children, and Colleagues

                                               10
            Training Modules


•   Classroom Preventive Practices/Building
    Relationships
•   Social Emotional Teaching Practices
•   Individualized Interventions for Challenging
    Behaviors (2)
•   Leadership and Administrative Supports
•   Power of Change (Coming Soon!!!!)
•   Positive Parenting (Coming Soon!!!!)

                                                   11
    Activities for Capacity Building


•   Conduct national level dissemination activities
•   Conduct strategic planning with state Head
    Start and Child Care Teams
•   Establish demonstration sites at the local level
    through the use of Partners in Excellence (PIE)
    Teams


                                                      12
Disseminate Information and Materials


•    Develop linkages with professional organizations
    • DEC
    • NAEYC
    • NACCRRA
    • NBCDI
    • NABE
•    Create an interactive Web site
•    Disseminate content and materials to 2- and 4-year
     colleges and universities

                                                          13
         Disseminating Evidence Based
                  Practices

1. Importance of understanding audience - families, policy
   makers, direct service staff, administrators
2. Determine level of impact - awareness vs change in
   practice
3. Match format and content of materials to audience
4. Provide training and build supports - ongoing support
   is necessary for sustaining change over time
5. Identify and address barriers
6. Ensure that a common message is being provided to
   all stakeholders - direct service staff, administrative,
   policy, family
                                                         14
Building Community Capacity around
       Children’s Mental Health




                                 15
        Collaborating with Mental Health
                 Professionals

•   Recognize the need for comprehensive, team-based
    services that go beyond the early care and education
    setting
•   Acknowledge the expertise of all team members
    including the family
•   Build on the expertise of each team member in order to
    effectively address challenging behavior
•   Collect information on relationships, environments,
    teaching strategies & the needs of the child & family
•   Develop a plan that addresses the long term needs of
    children and families as well as the short term needs of
    the early care and education staff
                                                            16
For more information, visit our Web site at
   http://csefel.uiuc.edu

   or contact
Dr. Mary Louise Hemmeter or
Dr. Rob Corso
   at 61 Children’s Research Center
   51 Gerty Drive
   Champaign, IL 61820

                                              17

				
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