Partners in Implementing Good Start Grow Smart

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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

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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 dont 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 childrens 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 Tennessee Voices
  for Children- Mary Beth Bruder - Matt
  Timm- Nancy Gordon - Diane Dixon Project
  OfficersAnn 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

• 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!!!

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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

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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

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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

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Develop T/TA Materials

• Conduct focus groups needs, preferences,
  strategies
• 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

• 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

• 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

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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

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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

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Building Community Capacity around Childrens
Mental Health

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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

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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 Childrens Research Center51 Gerty
  DriveChampaign, IL 61820