1 Promoting Social Emotional Competence Social Emotional Teaching Strategies CSEFEL 2.
Integrating CSEFEL into the Work with the Framework and Foundations.
-
Upload
evelyn-davidson -
Category
Documents
-
view
228 -
download
3
Transcript of Integrating CSEFEL into the Work with the Framework and Foundations.
Integrating CSEFEL into the Work with the
Framework and Foundations
In this session
• Explore areas of overlap among the foundations, framework, and CSEFEL in:– Overarching principles– Teacher strategies – Scope of topics
• Discuss how CSEFEL resources can be integrated into professional development, particularly on the social-emotional development domain of the foundations and framework
4
Social-Emotional Development in Volume 1
5
What Does the Framework Do?
“Created as a companion to the California Preschool Learning Foundations, Volume 1, this framework presents strategies and information to enrich learning and development opportunities for all of California’s preschool children.” p. v
Overview of CSEFEL
National CSEFEL
∆ National Center focuses on promoting the social-emotional development and school readiness of young children birth to age 5.
∆ Jointly funded by the Office of Head Start and the Child Care Bureau, under the auspices of the Administration on Children, Youth and Families at the U.S. Department of Health and Human Services.
Partner Project: TACSEI
∆ TACSEI (Technical Assistance Center on Social Emotional Intervention for Young Children) is a partner National Center focused on sharing practices that improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities
∆ Funded by the U.S. Department of Education, Office of Special Education Programs
Teaching Pyramid
High Quality Supportive Environments
Nurturing and Responsive Relationships
Intensive Individualiz
ed Interventio
nsChildren at-risk
Children with persistent challenges
High quality Early Education
Social Skills Curricula
Positive Behavior Support
Effective Work ForceEffective Work Force
All children
California CSEFEL
• Working to build capacity within CA
• Collaborative Leadership Team at the state level
California’s CSEFEL: Collaborative on Supporting Early Childhood Social-Emotional
Foundations in Early Learning
Team Co-Leaders
California Department of Education
(CDE) Child Development Division
Map to Inclusive Child CareWestEd
CDE. Special Education Division, Assessment, Evaluation & Support
California Child CareResource & Referral
Network
CDEHead Start Collaboration Office
Child Development & FKCE
California Community Colleges
Department of Developmental Services,Early Start State Services,
Interagency Coordinating Council
Center for Excellence in Child Development,
The Center for Human ServicesUCD Extension
California Early ChildhoodComprehensive System,
Maternal, Child, Adolescent, Health
First 5 California Sacramento Co. Office of Ed.SEEDS Project
WestEdCenter for Child & Family
Studies
California Departmentof Mental Health
Children & Family Services Division,
California Department of Social Services
TeamMembers
WestEdCenter for Prevention & Early
Intervention
Child Care Licensing Division,California Department of Social
Services
California Head Start Association
Head Start State-Based Training &
Technical Assistance Office for CA
CSEFEL Links to Products
Each curriculum framework includes teaching strategies, interactions with children and families, and setting up of environments; and provides an overall approach for teachers to support children’s learning through environments and experiences that are: – developmentally appropriate, – reflective of thoughtful observation and intentional
planning, – individually and culturally meaningful, and– inclusive of children with disabilities or
other special needs.
Overlaps Among the Foundations, Framework, and CSEFEL
• Overarching principles
• Teacher strategies • Scope of topics
Eight Overarching Principles of the Framework
• Relationships are central• Play is a primary context for
learning• Learning is integrated• Intentional teaching• Family and community
partnerships• Individualization for all children• Cultural and linguistic
responsiveness• Teacher reflection and planning
time
15
The Framework is:
• Developmentally appropriate
• Reflective of thoughtful observation and intentional planning
• Individually and culturally meaningful
• Inclusive of children with disabilities and other special needs
Framework Approaches:Environments and Materials
Framework Approaches:Teachable Moments, Interactions,
and Strategies
Engaging Families
Framework S-E substrands
• Self-awareness• Self-regulation• Social and emotional
understanding• Empathy and caring• Initiative in learning• Interactions with
familiar adults• Interactions with
peers
• Group participation• Cooperation and
responsibility• Attachment to parents• Close relationships
with teachers and caregivers
• Friendships
Using CSEFEL as an additional professional development resource
You and the teacher have identified interactions with peers and friendships as a place to start.
Foundations and Framework
PLF, pp 12-13 (Interactions with Peers) and 20 (Friendships) for age-level expectations
PCF, pp 65-68 (Interactions with Peers) and 83-84 (Friendships) for environments and materials, teachable moments, interactions, and planned learning activities
CSEFEL as an Additional Resource
• Trainer’s materials from the Training of Trainer (ToT) sessions
• The CSEFEL website
CSEFEL Module 2 Resources for Teachers
• Part III discusses social emotional strategies for Friendship Skills
• Look at your handout for some of the resources available
• Discuss at your table how to use these resources to inform your work with teachers
Another Option
• Module 2 Part III on Friendships is a one hour module that includes video clips, handouts, and activities.
• Pull this section from the overall CSEFEL training as a stand-alone module to deliver in a professional development training session for a small group, adding additional slides to connect the concepts to the foundations and framework as appropriate.
CSEFEL Module 1
• Building Positive Relationships• Designing the Physical Environment• Schedules, Routines, and Transitions• Planning Activities that Promote Engagement;
Large and Small Group Time• Giving Directions• Teaching Children Classroom Rules• Ongoing Monitoring and Positive Attention• Using Positive Feedback and Encouragement
CSEFEL Module 2
• Developing Friendship Skills
• Enhancing Emotional Literacy
• Identifying Feelings in Self and Others Controlling Anger and Impulse
• Developing Problem Solving Skills
CSEFEL Modules 3 and 4: Beyond the Scope of
Foundation/Framework Work• Module 3
– Individualized Intensive Interventions– Top of the Pyramid
• Module 4– Leadership Strategies for Supporting
Children’s Social and Emotional Development and Addressing Challenging Behavior
CSEFEL Areas of Caution
• The “Top of the Pyramid” is not addressed in the Curriculum Frameworks, and so is not an area that is anticipated as a CPIN area of training or support.
• In general, the development of intensive individual intervention plans is done by a team of people who include individuals with specific expertise in positive behavior support or behavior planning.
Remember
• If there is a conflict between CSEFEL materials and California Foundations/Curriculum Framework, California’s information is the referenced.
• For example, CSEFEL includes references to “time-out” as a strategy, and this is not encouraged in California practice.
Moving Beyond Consequences
• Consequences tend to lead to negative, or punitive ideas
• Think of solutions instead
• Positive behavior support cycle
Additional CSEFEL Resources
• Practical Strategies for Teachers
• What Works Briefs--the training modules
Additional CPIN Resources
• CPIN modules on social-emotional development
• Prekindergarten Learning and Development Guidelines
• Preschool English Learners Guide• Inclusion Works• Social-emotional development books
distributed by CPIN• Trainer’s Manual (new resource)
Quick Announcements
• Upcoming CSEFEL Sessions– San Jose
• Jan 18-20• Feb 15-17
– Los Angeles• Mar 1-3• April 5-7
$50/day not including travel and hotel
CSEFEL Follow-up Webinar
Planning underway for participants who attended the CSEFEL ToT 2010…
“What would be of interest to you in a follow-up webinar session?
Please post your thoughts on the wall chart or email me at [email protected]
Questions