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Partners in Implementing Good Start Grow Smart

Slide 1

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

Slide 2

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

Slide 3

Center Collaborators

University of Illinois
Mary Louise Hemmeter - PI
Rob Corso
Amy Santos
Micki Ostrosky
Tweety Yates

University of Colorado at Denver
Phil Strain - Co-PI
Barbara Smith

University of South Florida
Glen Dunlap
Lise Fox

Education Development Center
Philip Printz

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

Slide 4

CSEFEL Goal

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

Slide 5

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!!!

Slide 6

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

Slide 7

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

Slide 8

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
Promoting positive peer social interactions
Promoting emotional literacy
Using social emotional curricula

Slide 9

Develop T/TA Materials

Conduct focus groups - needs, preferences, & strategies

Develop training materials
Training modules
Videos

Slide 10

Building a Foundation for Children

[pyramid: top to bottom]

Individually Designed Interventions

Curriculum Strategies and Proactive Approaches

Supportive Learning Environments

Positive Relationships with Families, Children, and Colleagues

Slide 11

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!!!!)

Slide 12

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

Slide 13

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

Slide 14

Disseminating Evidence Based Practices

Importance of understanding audience - families, policy makers, direct service staff, administrators
Determine level of impact - awareness vs change in practice
Match format and content of materials to audience
Provide training and build supports - ongoing support is necessary for sustaining change over time
Identify and address barriers
Ensure that a common message is being provided to all stakeholders - direct service staff, administrative, policy, family

Slide 15

Building Community Capacity around Children's Mental Health

Slide 16

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

Slide 17

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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This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the U.S. Department of Health and Human Services, Administration for Children and Families (Cooperative Agreement N. PHS 90YD0119). The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of Health and Human Services, nor does mention of trade names, commercial projects, or organizations imply endorsement by the U.S. Government. You may reproduce this material for training and information purposes.

We welcome your feedback on Book Nook. Please go to the CSEFEL Web site (http://csefel.uiuc.edu) or call us at (217) 333-4123 to offer suggestions.