1 / 40

The Teaching Pyramid: Promoting Social Emotional Competence Friendship and Play Skills Birth-Five

The Teaching Pyramid: Promoting Social Emotional Competence Friendship and Play Skills Birth-Five. Agenda. The Teaching Pyramid Model Social and Emotional Development Friendship and Play Skills. Focus on promoting social emotional development and school readiness of young children

makelina-justin
Download Presentation

The Teaching Pyramid: Promoting Social Emotional Competence Friendship and Play Skills Birth-Five

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Teaching Pyramid: Promoting Social Emotional CompetenceFriendship and Play SkillsBirth-Five

  2. Agenda • The Teaching Pyramid Model • Social and Emotional Development • Friendship and Play Skills

  3. Focus on promoting social emotional development and school readiness of young children • National resource center funded by Office of Head Start and Child Care Bureau • Disseminates evidence-based practices to early childhood programs across the country • Nebraska is a partner state

  4. The Teaching Pyramid:Supporting Children Birth to Age Five

  5. Teaching Pyramid Components • Effective Workforce • better-trained caregivers are the foundation • Nurturing and Responsive Relationships • positive relationships with children, families, and other providers • High Quality Supportive Environments • setting up an environment to prevent problems before they start: arranging materials & toys, predictable schedules, and routines • Targeted Social Emotional Supports • planning for how to respond to children's behaviors • Intensive Intervention • planning with others for how to support individual children that need additional help beyond steps 1-4

  6. Where does this training fit? Discussion

  7. For more information! • Center on Social and Emotional Foundations for Early Learning (CSEFEL) • Resources for all early childhood settings • Training modules for staff and parents • http://www.vanderbilt.edu/csefel/index.html • Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) • Resources to use in everyday routines and activities • http://www.challengingbehavior.org/index.htm • Nebraska Early Childhood Training Center • Resources for training & coaching • Checklist for self-assessment of program practices • Phone 402-557-6880 • http://www.education.ne.gov/oec/teaching_pyramid/index.html University of Nebraska-Lincoln Extension • Early Childhood Educational resources and training opportunities for parents and early childhood professionals • http://www.extension.unl.edu/web/child

  8. Promote Children’s Success • Create an environment where EVERY child feels 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

  9. Definitions, Research and Rationale

  10. CSEFEL Definition of Social Emotional Development The term social emotional development refers to the developing capacity of the child from birth through five years of age to form close and secure adult and peer relationships; experience, regulate, and express emotions in socially and culturally appropriate ways; and explore the environment and learn - all in the context of family, community, and culture. Caregivers promote healthy development by working to support social emotional wellness in all young children, and make every effort to prevent the occurrence or escalation of social emotional problems in children at-risk, identifying and working to remediate problems that surface, and, when necessary, referring children and their families to appropriate services. (Adapted from ZERO TO THREE, 2001) HANDOUT: IT 1.2

  11. What is Social-Emotional Development? • The developmentally and culturally appropriate ability to:

  12. Friendship and Play Skills

  13. Friendship Skills Part I: Think about children who are well liked and friendly… What do you notice about their behavior that makes it easier for them to make friends?

  14. When Do We Teach These Skills?

  15. TEACH ME WHAT TO DO!! “If a child doesn’t know how to read, we teach. If a child doesn’t know how to swim, we teach. If a child doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach. If a child doesn’t know how to behave, we……..... …….teach? ……punish? Why can’t we finish the last sentence as automatically as we do the others?”Tom Herner (NASDE President ) Counterpoint 1998, p.2)

  16. Development of Play Skills for Infants and Toddlers

  17. Development of Play Skills forInfants and Toddlers

  18. Progression of Play to Friendship Skills in Infants & Toddlers • Positive interactions with adults • Showing awareness of other children by: - Smiling and cooing - Watching children playing - Reaching out to other children - Copying what other children are doing • Playing briefly with other children • Wanting what others have • Practicing turn-taking and sharing

  19. Setting Up the Environment for Developing Play & Friendship Skills • Examine the physical space to ensure that there is enough space for infants and adults to engage in social activities • Examine physical environment for spaces for two or more children to enjoy side by side activity and for adults to be close for supervision

  20. Setting Up the Environment for Developing Play & Friendship Skills • Examine schedule for opportunities to develop play skills each day • Look at equipment choices that encourage two children to interact • Ensure that there are enough materials for two or more children to use at a time

  21. Promoting the Development of Friendship Skills - Toddlers • Set up activities for only two children. • Encourage children to help each other and do routines together • Provide positive verbal support for play between children • Read books about friends, playing together, helping each other, etc. • Practice turn-taking & sharing

  22. Friendship Skills Part 2

  23. What helped the children be successful or unsuccessful playing together as friends? 24

  24. Friendship Skills • Gives suggestions (play organizers) • Shares toys and other materials • Takes turns (reciprocity) • Is helpful • Gives compliments • Understands how and when to give an apology • Begins to empathize Tremblay et al., 1981

  25. Setting the Stage for Friendship • Inclusive setting • Cooperative use toys (balls, puppets, wagons, telephones, rocking boat, board games) • Embed opportunities throughout the day • Social interaction goals and objectives (IFSP/IEP) • Atmosphere of friendship (adults and children)

  26. Strategies for Teaching Friendship Skills Modeling Modeling with video Modeling with puppets Preparing peer partners Buddy system Priming Direct modeling Reinforcement (Webster-Stratton & Hammond, 1997)

  27. Friendship Can – draw out a child’s name Planting Seeds of Friendship – grass seed in a decorated cup Friendship Tree/Compliment Tree – add leaves with observed skills Books about Friendships – Fox Makes Friends, The Rainbow Fish, Big Al, Making Friends, OUR Class Book of Friendship Activities to Support the Development of Friendship Skills

  28. Activities to Support the Development of Friendship Skills Friendship Quilt - pictures of children on construction paper squares, pictures of children demonstrating skills Friendship Journal - skills and pictures of each skill Music/Songs – class-made or commercial CD’s

  29. Embedding Friendship Opportunities into Daily Routines and Activities 32

  30. Article: Social Emotional Teaching Strategies You’ve Got to Have Friends Gail E. Joseph, Ph.D. & Phillip S. Strain, Ph.D.

  31. Pulling it all Together!

  32. Major Messages to Take Home • It is important for caregivers to set up an environment where play and friendship skills are developed and supported • It is important to be intentional about teaching children friendship skills • Embed friendship building opportunities in daily routine is essential to supporting children’s social and emotional development

  33. If there is anything that we wish to change in the child, we should first examine it and see whether it is not something that could better be changed in ourselves. Carl Jung – psychiatrist

  34. Be the change you wish to see in the world. Mahatma Ghandi Review your Personal Action Plan

  35. For more information! • Center on Social and Emotional Foundations for Early Learning (CSEFEL) • Resources for all early childhood settings • Training modules for staff and parents • http://www.vanderbilt.edu/csefel/index.html • Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) • Resources to use in everyday routines and activities • http://www.challengingbehavior.org/index.htm • Nebraska Early Childhood Training Center • Resources for training & coaching • Checklist for self-assessment of program practices • Phone 402-557-6880 • http://www.education.ne.gov/oec/teaching_pyramid/index.html University of Nebraska-Lincoln Extension • Early Childhood Educational resources and training opportunities for parents and early childhood professionals • http://www.extension.unl.edu/web/child

  36. Evaluation

  37. ¡Gracias! Thanks beaucoup شكرا

More Related