Selina’s Top Ten List

to Promote Positive & Independent Behaviors

Selina Flores, Coordinator Early Childhood Special Education ServicesTraining & Technical Assistance Center (T/TAC)

Virginia Techhttp://www.ttac.vt.edu

DirectionsIn small group

1. Take 10 mins. to introduce yourselves &

2. Collaborate to create ONE top 10 list of practices &/or strategies that promote positive behaviors and independence

3. Stand up when done

#10. Tell children what to do NOT what they are

doing wrong

Catch the child being good

Model behaviors, children do as they see rather than being told

#9. Have a Solution Box

Teach children a process to resolve conflicts

Model aloud how to resolve a conflict

Involve children in process of choosing examples to use

#8. 2-3 Classroom Rules

No more than 3 rules to start the year

“Life skill” rules i.e., find, use, return cycle

Describe behavior, what to do - positive NOT what to stop

#7. Inviting Environment

Children can see all areas, low dividers

Bright, airy, colorful, organized, & clean

Diversity of toys and discovery centers

#6. Plan for Transitions

Remember time, visual time, assist time

Check-in time, nurture time, buddy-time

Review time, make-up time, turn-around time

#5. Consistency

Adults, teachers, classroom team plan respond/act as a unified front

Agree on handling discipline, providing support

“Do with a child, NOT for”

#4. Active Engagement

Open-ended materials along with toys, real objects (recycled, safe discarded ones)

Discovery centers grouped by interests and have appropriate and diversity of materials available

#3. Be GenuineChild can spot a fake a mile away

Be 100% there physically AND mentally

Label feelings. Take the time to talk about those feelings at quieter times

Location, location, location = facilitate, mediate and ready for action

#2. Safe, Nurturing Environment

Love on each child

Plan for quiet nurturing time prior to start of the day

Appropriate age level toys & materials, duplicates, triplicates with popular ones

#1. Continuous PD

Administrators provide on-going professional development based on staff needs

Staff have access and share (free) on-line professional development resources

Administrators provide common planning, networking, and/or problem-solving time amongst staff

Resources

Epstein, A. S. (2009). Me, you, us: Social-emotional learning in preschool. Ypsilanti, MI: High/Scope Press

Evan, B. (2002). You can’t come to to my birthday party!: conflict resolution with young children. Ypsilanti, MI: High/Scope Press

Dombro, A. L., Jablon, J., & Stetson C. (2011) Powerful Interactions: How to connect with children to extend their learning. Washington, DC: NAEYC.

Lacina, J. & Stetson, R. (2013). Using children’s literature to support positive behaviors. Young Children, 68(5) 34-41.

ResourcesMasterson, M. L., & Katharine C. K. (2013). Maximize your influence to make toddler mornings meaningful. Young Children, 68(5) 10-15.

McWilliam, R.A., & Casey, A. M. (2008). Engagement of every child in the preschool classroom. Baltimore, MD: Brookes Publishing Co.

Pica, R. (2003). Teachable Transitions: 190 activities to move from morning circle to the end of the day. Beltsville, MD:Gryphon House.

Rush, D., M’Lisa, S. (2011). Early childhood coaching handbook. Baltimore, MD: Brookes Publishing Co.

Sandall, S. R., & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs. Baltimore, MD: Brookes Publishing Co.