Transcript It Takes More than ABCs and 123s to Get Children Ready for

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
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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
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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
- Mary Beth Bruder
- Nancy Gordon
Tennessee Voices for Children
- Matt Timm
- Diane Dixon
Project Officers
Ann Linehan – Head Start • Linda Reese-Smith – Child Care
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CSEFEL Goal
To Strengthen the Capacity of Head
Start and Child Care to Promote
the Social and Emotional
Foundations of Early Learning
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Outcomes
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Increased awareness about the importance of social/emotional
development
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Increased capacity of T/TA systems to support the use of
evidence-based practices at the local level
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Increased support for T/TA providers and direct service providers
through professional organizations, institutions of higher education
and federal offices
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Local demonstration sites
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Materials and products for a range of audiences
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Network of experts on social and emotional foundations of
learning
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Positive outcomes for children and families!!!
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Guiding Principles
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Promotion and Prevention
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Comprehensiveness
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Intensity
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Clear criteria for efficacy
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Cost and time efficiency
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Long term essential outcomes
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Family-centeredness
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Cultural and linguistic sensitivity
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Collaboration with and responsiveness to consumers
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Identify Evidence-Based Practices
Topical Areas
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Positive parenting practices
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Classroom practices
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Social emotional curriculum and intervention practices
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Intensive child and family interventions
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Policy, leadership and systems change
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Culturally and linguistically sensitive practices
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Identify Evidence-Based Practices
“What Works” briefs on the following topics:
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Understanding the impact of language differences on behavior
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Helping children understand routines and classroom rules
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Helping children make transitions between activities
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Using classroom activities and routines to support peer interaction
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Using environmental strategies to promote positive peer interactions
Examples of Upcoming Briefs:
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Helping children learn to manage their own behavior
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Strategies for teaching children about emotions
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Promoting positive peer social interactions
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Promoting emotional literacy
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Using social emotional curricula
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Develop T/TA Materials
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Conduct focus groups – needs, preferences, &
strategies
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Develop training materials
• Training modules
• Videos
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Building a Foundation for Children
Individually
Designed
Interventions
Curriculum Strategies
and Proactive
Approaches
Supportive Learning Environments
Positive Relationships with Families,
Children, and Colleagues
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Training Modules
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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!!!!)
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Activities for Capacity Building
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Conduct national level dissemination activities
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Conduct strategic planning with state Head
Start and Child Care Teams
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Establish demonstration sites at the local level
through the use of Partners in Excellence (PIE)
Teams
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Disseminate Information and Materials
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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
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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
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Building Community Capacity around
Children’s Mental Health
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Collaborating with Mental Health
Professionals
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Recognize the need for comprehensive, team-based
services that go beyond the early care and education
setting
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Acknowledge the expertise of all team members
including the family
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Build on the expertise of each team member in order to
effectively address challenging behavior
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Collect information on relationships, environments,
teaching strategies & the needs of the child & family
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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
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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
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