Supporting the Social, Emotional and Behavioral

Development / Health of Young Children

Laura J. Johns, Ph.D.

Introduction

Laura J. Johns, Ph.D.

The mission of Propulsion Squared is to optimize human capital as a means of enriching vast and diverse communities working to enhance the lives of young children. Our vision is a world where people and communities are compelled to meet the holistic needs of their children as a means of investment in their community and future. The company’s name represents our commitment to create a force leading

to movement on behalf of our youngest citizens.

Propulsion Squared is an Atlanta based early care and education (ECE) consulting firm co-owned by Laura J. Johns, Ph.D. and Christopher Sleeme.

“Emotional well-being and social competence provide a strong foundation for emerging cognitive abilities. Together they are the bricks and mortar that comprise the foundation of human development.”

(National Scientific Council on the Developing Child, 2007)

Emotional Competence

• Refers to one's ability to express or release one's inner feelings (emotions). It implies an ease around others and determines one's ability to effectively and successfully express how they feel.

Social Competence

• Refers to a person's ability to get along with other people. A child's social competence is affected by how well he/ she communicates with other children and with adults.

• A child's view of

herself/himself in relation to her family, peers, and the wider world also affect social competence.

Behavioral Competence

• Behavioral competencies are observable and measurable behaviors, knowledge, skills, abilities, and other characteristics that contribute to individual success.

It Starts With a Theory!

Types of Theory

Behaviorism - all behavior is learned or conditioned4Skinner

Cognitive - focus on the mind - how children learn to think4Piaget 4Vygotsky

Types of Theory

Constructivism - based on the belief that we construct our knowledge4Piaget4Vygotsky

Maturationalism - passage of time leads to unfolding of capabilities4Piaget

Types of Theory

Psychoanalytic - human behavior is a result of unconscious drives and motivation4Freud4Erikson

Sociocultural - study of the child from social and cultural prospective4Vygotsky

Humanistic – Human potential and self-actualization

4Maslow

Vygotsky-Sociocultural

People are products of their social and cultural worlds, to understand children, we must

understand the social, cultural, and societal contexts in which they develop

Vygotsky-Sociocultural

ZPD Zone of Proximal Development

Scaffolding

Erikson - Psychoanalytic

Each age or stage of development is

characterized by a struggle between two emotional states, one

positive and one negative

Erikson-Psychoanalytic

Trust vs. MistrustAutonomy vs. Shame

Initiative vs. GuiltIndustry vs. Inferiority

Identity vs. Role ConfusionIntimacy vs. Isolation

Generativity vs.StagnationIntegrity vs. Despair

Abraham Maslow-Humanistic Hierarchy of NeedsFocus on what children need

to survive emotionally, based on potentials, striving for higher levels of wisdom/consciousness

Environment makes all the difference! If it is “right” children move through the hierarchy; if not, they do not grow.

Self-Actualization•Fulfillment of potential, challenge, curiosity, creativity, aesthetic appreciation

Self-Esteem•Recognition, prestige, leadership, achievement, competence, strength, intelligence

Love•Acceptance, belonging, affection, participation

Safety•Security, protection, comfort, peace, order

Physiological Needs•Food, sleep, health, exercise, sex

Hierarchy of Needs

UniversalPromotion

SecondaryPrevention

TertiaryIntervention

The Pyramid Model: Effective Practices to Promote Social Emotional Competence and Prevent and Address Young Children’s Challenging Behavior

The Center on the Social and Emotional Foundations for Early Learning(CSEFEL) www.vanderbilt.edu/csefel

Pyramid Foundation = Effective Workforce

• Training and technical assistance• Coaching• Ongoing professional

development• Fidelity of implementation• Policies, resources and

procedures

Nurturing and Responsive Relationships

• Foundation of the pyramid: for ALL children

• Essential to healthy social development

• Includes relationships with children, families and team members

High Quality Environments

• Inclusive early care and education environments: for ALL children

• Supportive home

environments

Supportive Home Environments• Supporting families and

other caregivers to promote development within natural routines and community settings

• Providing families and other caregivers with information, support, and new skills

Targeted Social Emotional Supports

• Explicit instruction and support for learning social skills

• Self-regulation, expressing and understanding emotions, developing social relationships

Individualized Intensive Interventions

• Family-centered, comprehensive interventions

• Assessment-based• Skill-building• Team based• Positive Behavior

Supports (PBS)

Teach Children to Identify and Express Emotions

• Give feelings names• Provide opportunities

to identify feelings in themselves and others

• Teach children ways to respond to specific feelings, conflicts, or problems

• Teach children to identify and express emotions in acceptable ways

Expressing Feelings - What’s Acceptable!

• Ask for help• Use words• Say it….don’t show it• Tell a grown up• Walk away

• Take a breath• Describe how you feel• Think of a different

way to express it• Relax and try again• Ask for a hug

Feeling Words• Brave• Cheerful• Confused• Curious• Disappointed• Embarrassed• Excited• Fantastic• Friendly• Generous• Ignored• Impatient• Important• Interested• Jealous• Angry• Confused• Lonely

• Cheerful• Bored• Surprised• Proud• Frustrated• Silly• Uncomfortable• Worried• Stubborn• Shy• Satisfied• Safe• Relieved• Peaceful• Overwhelmed• Loving• Tense• Calm

Indicators of Social Emotional Health

• Capacity to Trust• Capacity to Relate• Capacity to Take Pleasure in Self and Others• Capacity to Feel Effective

Key Social / Emotional Skills Children Need as They Enter School

• Key Skills• Confidence• Capacity to develop good relationships • Concentration and persistence •Ability to effectively communicate emotions• Ability to listen to instructions, be attentive

• When children don’t have these skills, they often exhibit challenging behaviors

Seven Gifts You Can Give• Respond in encouraging ways • Let children know they are

capable• Help children develop

confidence and trust in others• Help children learn about

intimacy• Help children learn that adults

can not solve all problems• Be tolerant of the internal

conflicts and desires of children• Match your reaction to the

child’s temperament

Be Responsive to Emotion/Behaviors

• Watch– See the world as children see it– Wait for verbal and non-verbal clues / do not rush in– So you can choose the right response

• Ask– How can I support– What message is the child sending– What is my bias…my hot spot

• Adapt– Adapt your actions to the child’s desires…modify as needed

Probable Causes of BehaviorsCause Why What

Developmental stage Maturation RelaxTolerateChannel itStop it

Individual difference Temperament Observe and adaptProvide options/choices

Environment Home, school, lifestyle, culture, library

Ensure protection, attention, stimulation, order and calmChange or adapt expectations

I did not know…but I am ready to learn

Un-experiencedNo teacher

Teach a new skillExplainEncourage / offer helpBe patient

Unmet emotional need Missed a critical realm of emotional development

Do somethingActively respond with actions not words

On Monday When it Rained

Glad MonsterSad Monster

Hands Are Not for Hitting

Practical Ideas - Book Nooks