foundation unit refresher training teaching research assistance to childcare providers
TRANSCRIPT
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FOUNDATION UNIT
Refresher TrainingTeaching Research Assistance to Childcare Providers
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Introductions
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Refresher Training Outcome
Participants who have previously participated in the TRAC Foundation Unit will have knowledge of key content covered in the Foundation training.
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Refresher Training Objectives
Understand refresher training content, objectives, schedule and processes and be aware of TRAC Foundation objectives
Review and understand DAP content
Review and understand inclusion of children with disabilities content
Review and understand child development content
Review and understand learning environments content
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Refresher Training Objectives
Review and understand facilitating small groups content
Review and understand teaching children social skills content
Review and understand BIGs content
Review and understand manager role content
Review and understand interpersonal communication techniques content
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Refresher Training Schedule
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Foundation Unit Objectives
Demonstrate knowledge of DAP
Have knowledge of inclusion of children with disabilities
Have an understanding of principles of child development
Able to design learning environments
Use techniques to facilitate small group
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Foundation Unit Objectives
Able to implement strategies to teach social skills
Understand how to develop and implement BIGs
Able to use the manager role
Have information on interpersonal communication techniques
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TRAC/PICCE CoachesFollow-up Items to be Observed
Room arrangement
Facilitating small groups
BIGs
Manager Role
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Developmentally Appropriate
Practices (DAP)
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Content Covered in Foundation Unit
Why DAP guidelines were published
3 kinds of knowledge/information used in making decisions – definition of DAP
5 interrelated dimensions of early childhood practices in the classroom
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Social and cultural
Developmentally Appropriate Practices
Age
Individual
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Guidelines for Practice
Creating a caring community of learners
Teaching to enhance development and learning
Constructing appropriate curriculum
Assessing children’s learning and development
Establishing reciprocal relationships with families
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Caring Community of Learners Everyone considers and contributes to well being and
learning Each child is valued, children learn to respect and
acknowledge strengths & differences Opportunities provided to play together Balance of rest and active movement; provides for
safety, security Dynamic, changing, predictable, comprehensive
environment with variety of materials and meaningful experiences
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Teaching to Enhance Development and Learning Teachers respect, value and
accept children Teachers get to know each
child and establish positive relationships with families
Teachers create intellectually challenging, responsive environment
Teachers make plans to enable children to attain key curriculum goals across disciplines
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Teaching to Enhance Development and Learning Teachers foster
children’s collaboration with peers
Teachers develop, refine and use wide repertoire of teaching strategies
Teachers facilitate development of responsibility and self-regulation
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Constructing Appropriate Curriculum
Provides for all areas of development
Includes broad range of content areas
Builds on what children already know
Curriculum integrated across subject matter divisions to make connections
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Constructing Appropriate Curriculum
Promotes development of knowledge and understanding, processes and skills
Supports children’s home culture and language
Curriculum goals are realistic and attainable
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Assessing Children’s Learning and Development
Assessment is ongoing, strategic, and purposeful
Assessment content reflects progress toward learning and developmental goals
Assessments are appropriate to age and experience
Decisions are based on multiple sources of information
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Assessing Children’s Learning and Development
Developmental assessments and observations used to identify children who have special learning or developmental needs
Assessment recognize individual variation Assessment address what children can do
independently and with assistance
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Establishing Reciprocal Relationships with Families Relationships require mutual
respect, cooperation, shared responsibility, negotiation
Teachers work in collaboration with families
Parents welcome in program, participate in decisions
Teachers acknowledge parents’ choices and goals, are respectful of parent preferences and concerns
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Establishing Reciprocal Relationships with Families Teachers and parents share
knowledge of child and continue to communicate
Teachers involve families for assessing and planning
Teachers link families to social services
Teachers share information as children move from one program to another
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Activity
List concrete activities that you do in your programs to address your star point (guideline for practice).
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Activity
Individually or with a partner, please complete the DAP quiz!
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Closing
How have you used the information in this section in your program/classroom?
Questions about DAP content covered in Foundation Unit?
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An Introduction to Inclusion
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Content Covered in Foundation Unit
Benefits of inclusion to you, your program, for children
What inclusion means within an early childhood program
The ADA and inclusion
Concepts that make inclusion work
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Benefits of Inclusion
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Video
ABC’s of Inclusive Child Care
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Benefits of Inclusion New friendships develop between children Improved attitudes and interaction patterns An increased number of IEP goals are met Increased motivation Provides models that facilitate learning and
appropriate behavior Encounter the expectations and diversity of society Graduates of inclusive programs more successful as
adults Promotes appreciation and acceptance
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What does inclusion mean?
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That children are…
More alike than different.
In a community where each child is accepted.
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That children are…
Recognized differences as a benefit.
Supported and assisted when needed to join in with peers.
Recognized by their ability not disability.
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Child Care and the ADA
Americans with Disabilities Act
Civil rights legislation
Protection from discrimination
Accessibility to people with disabilities
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What Does the ADA Require of Early Childhood Programs?
Reasonable modifications that allow accessibility to children, parents, guardians and employees
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Accommodation
Means changing the environment to meet the needs of the children
being served
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Partial participation
Means recognizing that all children have different levels of
ability
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Reciprocity
Means that everyone has something to offer
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Activity
Including children with disabilities
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Closing
How have you used information from this section in your program/classroom?
Questions about inclusion content covered in Foundation Unit?
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Principles of Child Development
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Content Covered in Foundation Unit
Importance of understanding child development
How children view the world
Ways to best support children’s learning and development
12 principles of child development
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Activity
How children view the world card activity
Children think in concrete terms
Children focus on one attribute at a time
Children attribute human feelings and characteristics to inanimate objects
Children think everyone knows what is on their minds
Children judge things by how they look
Children generalize from their experiences
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12 Principles of Child Development
General principles taken from a review of the early childhood literature
Principles should be considered when making decisions about children
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Principle 1: Interrelatedness
Development in one domain influences and is influenced by development in other domains
Example: Language skills impact social relationships Example: Crawling increases development due to
increased ability to explore
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Principle 2: Orderly Sequence
Development occurs in a relatively orderly sequence, with later abilities, skills, and knowledge building on those already acquired
Example: crawl, pull to stand, steps, walking Example: cooing, sounds, approximations, words,
phrases, sentences
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Principle 3: Varying Rates
Development proceeds at varying rates from child to child as well as unevenly within different areas of each child’s functioning
Own pattern and timing of growth Unique personality, temperament and learning
style Varied experiences and family background
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Principle 4: Long Term Effects Early experiences have both cumulative and
delayed effects on individual children’s development; optimal periods exist for certain types of development and learning
Example: Responding to infants cries Example: Early literacy experiences Example: First 3 years optimal for verbal language
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Principle 5: Increasing Complexity Development proceeds in predictable
directions toward greater complexity, organization, and internalization
Example: Self talk before abstract thinking Example: Using real items in play before being able to
substitute a pretend or other object for that item
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Principle 6: Social and Cultural Influence Development and learning occur in and are
influenced by multiple social and cultural contexts
Learning is additive We need to help connect what children already know
with what we want them to know Example: Children whose primary language is not
English develop a new language well when provided opportunities to learn English while continuing to learn new concepts in home language
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Principle 7: Active Learners
Children are active learners
Example: Learning addition through play with toys and games
Example: Learning spatial concepts through play with toys rather than worksheets
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Principle 8: Biological and Environmental
Development and learning result from interaction of biological maturation and the environment
Example: The language that children are exposed to is the one that they will learn even though they are born with capacity to learn any language
Example: A child with typical physical abilities but not exposed to bikes will not learn to ride a bike
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Principle 9: Play
Play is an important vehicle for children’s development, as well as a reflection of their development
Organizing the play environment with themes and props can enhance language development
Providing many motor toys will give you opportunities to observe children's motor development
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Principle 10: Practice and Challenge
Development advances when children have opportunities to practice newly acquired skills as well as when they experience a challenge just beyond the level of their present mastery
Allowing a child to put on own coat with needed
assistance Leaving recently mastered puzzles in the classroom
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Principle 11: Learning Modes
Children demonstrate different modes of knowing and learning and different ways of representing what they know
Example: After a walk around the neighborhood one child may come back and draw a picture, another act out what they saw and another talk about it
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Principle 12: Needs Met
Children develop and learn best in the context of a community where they are safe and valued, their physical needs are met, and they feel psychologically secure.
Example: If children are well fed they will be able to concentrate on learning activities.
Example: If children are living in violent home environments they may have trouble interacting positively with peers.
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Closing
How have you used the information covered in this section in your program/classroom?
Questions about content covered in the Foundation Unit?
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Learning Environment
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Content Covered in Foundation Unit
Why room arrangement is important for child learning and behavior
How room arrangement can: Build trust and cooperation Encourage independence Help children stay involved Learn concepts and skills
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Room Arrangement: Store Activity
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Video: The New Room Arrangement as a Teaching Strategy
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Activity
Evaluate Classroom Floor Plans
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Activity: Design a classroom floor plan
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Activity
Room Arrangement Quiz
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What were some of the Key Points you remembered about Room Arrangement?
Divide open space with furniture or other objects Organize and label shelves Display child art at child’s eye level Clearly display and label materials Separate quiet and noisy areas Reduce open spaces that encourages running Have clearly divided interest areas Stock interest areas with items of various sizes, types
and complexity
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Activity
Write down three changes that you have made in your classroom environment since attending the Foundation training.
Share with a partner.
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Closing
Questions about learning environment content covered in the Foundation Unit?
Learning environment will be followed up by TRAC/PICCE coach
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Small Groups
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Content Covered in Foundation Unit
Indirect language stimulation techniques
Appropriate directives
Appropriate praise and encouragement
Appropriate feedback
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Indirect Language Stimulation
Requires no child response
Uses child initiated play and activities
Follows child’s lead
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Video: Indirect Language Stimulation
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Indirect Language Stimulation Techniques
Information TalkParallel talkSelf talkDescriptionCommentsOpen ended questions
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Activity
Indirect Language Stimulation Role Play
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Indirect Responses
Expansion
Expansion Plus
Repetition (indirect correction)
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Activity
Indirect Responses Activity
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Guidelines for Delivering Directives
Have the child’s attention Use clear specific language State directives positively Avoid simply labeling Use questions for choices Deliver initial directive one time
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Guidelines for Effective Praise
Offer specific feedback Initiate the praise Focus on improvement and effort Use sincere, direct comments Avoid competition and comparison Develop appreciation for own behavior
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Corrective Feedback
Feedback
Redirect
Assist
Confirm
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Activity
Directives Activity
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Review of Language Techniques
Indirect language stimulation Information talk Indirect responses
Directives
Praise
Corrective feedback
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Closing
Questions about small group content covered in the Foundation Unit?
Share experiences when implementing techniques
Facilitating small groups will be observed by TRAC/PICCE coaches
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Social Skills
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Content Covered in Foundation Unit
Teaching social skillsFeelings and empathySelf-regulationProblem solving
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Social Skills
EmpathySelf-regulation
Problem Solving
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Empathy Definition
“Understanding, being aware of, being sensitive to, and vicariously experiencing the feelings or thoughts of another person”
Webster’s Dictionary, 1990
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Why Teach Empathy?
To develop prosocial behavior
To develop problem
solving skills
Respond to the
needs and feelings of
others
A cognitive process that can
be taught
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Components of Empathy
Ability to determine
emotional state of another
personAbility to assume
perspective of another person
Ability to respond
emotionally to another person
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Empathy/Feelings Skills(as identified by Second Steps Curriculum)
Identifying feelings from physical and situational cues
Recognizing people have different feelings about same thing
Recognizing that feelings change
Predicting feelings
Understanding people have different likes and dislikes
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Empathy/Feelings Skills(continued)
Differentiating intentional from unintentional acts
Applying fairness
Communicating feelings using “I” messages and using active listening
Expressing care and concern for others
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General Strategies for Teaching Empathy and Feelings
Adults…… Label children's emotions
Validate children’s feelings
Praise children for labeling emotions
Model/talk about their own emotions
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ALSO………..
Use visuals related to feelings in classroom
Tell stories related to feelings at circle time
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Program-Wide Self-Regulatory Process
Children recognize their emotions/feelings
Specific calming down process
Problem solving process
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Examples of Self-Regulatory Processes
Stop, Breathe, Think
Stop, Count, Work out Problem
How do I feel? Think Stop. Go into shell and take 3 deep breaths. Come out of your shell and problem solve.
How do I feel? Take three deep breaths. Count to five slowly. Say, “Calm down.” Talk to an adult about it.
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Activity
Develop a Program-Wide Self Regulation Process
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Program Wide Self-Regulation Checklist
Directions: When you return to your program we are asking that you develop a program-wide Self-Regulation process for children in your program. As you develop and implement the process for your program you can use the checklist below as a guide.
ITEM YES NO
1. All members of the staff were involved in developing the Self-Regulation for children in your program.
2. The staff was able to agree on a Self-Regulation process that will be used in your program.
3. The Self-Regulation process includes a component in which children recognize their own emotions.
4. The Self-Regulation process includes a specific calming down process.
5. The Self-Regulation process includes a problem-solving component.
6. Opportunities are provided for children to practice the process at different points in the day.
7. The Self-Regulation process is implemented consistently by all staff.
TOTAL
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Problem-Solving Steps
Step 1: Define the problem
Step 2: Brainstorm solutions
Step 3: Decide where to start and test ideas
Step 4: Create problem-solving tools
Step 5: Test and analyze solutions
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Problem Solving Strategies
Encourage children to be flexible thinkers
Brainstorm with children possible outcomes
Ask children to reflect upon their ideas
Break problems down into smaller parts
Ask open-ended questions
Encourage children to express their ideas
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Activity
Problem Solving Scenarios
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Closing
What parts of the content in this section have you tried in your program/classroom?
Questions about content in this section covered in the Foundation Unit?
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Behavior Intervention Guidelines
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Content Covered in Foundation Unit
Importance of praise and encouragement
Rationale for using BIGs
4 steps for developing BIGs
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Rationale for BIG
Provides consistency among staff
Reduces number of responses
Quick response for new behaviors
Simple process
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BIG Steps
Step 1: Identify problem behaviors
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Activity
Identify Problem Behaviors Card Activity
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BIG Steps
Step 1: Identify problem behaviors
Step 2: Categorize problem behaviors
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Activity
Categorize Problem Behaviors Card Activity
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Behavior Intervention Guidelines
Response Category Definition Examples
When Behavior does NOT Occur When Behavior DOES Occur
AGGRESSION Behaviors that cause harm or damage to people or property; may be physical or verbal in nature.
SELF-INDULGENT
Behaviors that are disruptive and involve only the child.
NON-COMPLIANT
Failure to follow adult directions or known rules.
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BIG Steps
Step 1: Identify problem behaviors
Step 2: Categorize behaviors
Step 3: Develop response
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Considerations for Determining Responses
Acknowledges child’s feelings
Includes self-regulation component
Includes problems solving component
Are non-aversive
Are appropriate for category
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Activity
Responses to Problem Behaviors Activity
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Possible Responses
Ignore
Verbal or physical feedback
Redirection
Loss of privilege
Time out/time away
Provide acceptable behavior
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Activity
Determine Appropriate Responses Activity
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Behavior Intervention Guidelines
Response Category Definition Examples
When Behavior does NOT Occur When Behavior DOES Occur
AGGRESSION Behaviors that cause harm or damage to people or property; may be physical or verbal in nature.
SELF-INDULGENT
Behaviors that are disruptive and involve only the child.
NON-COMPLIANT
Failure to follow adult directions or known rules.
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BIG Example
Response Category
Definition
Examples When Behavior does NOT
Occur When Behavior DOES Occur
AGGRESSION Behaviors that cause harm or damage to people or property; may be physical or verbal in nature.
Hitting Biting Kicking Destroying toys
Verbally Reinforce
1. Identify child’s feelings (“I know that you are angry…”) 2. State known rule (“but, hitting is not okay.”) 3. If the child is out of control allow him time to calm down using Stop, Breathe, Think process. 4. Problem solve. (“Next time what could you do when you are angry?”)
SELF-INDULGENT
Behaviors that are disruptive and involve only the child.
NON-COMPLIANT
Failure to follow adult directions or known rules.
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BIG Steps
Step 1: Identify problem behaviors
Step 2: Categorize behaviors
Step 3: Develop responses
Step 4: Implement BIG
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Closing
Have you developed BIGS for your program/ classroom?
What positives and challenges did you face in developing and implementing BIGS?
Questions on BIGs content covered in the Foundation Unit?
BIGs will be followed-up by TRAC/PICCE coaches
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Manager Role
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Content Covered in Foundation Unit
Rationale for using manager role
Responsibilities of manager role
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Manager Role
A flexible approach to assisting with the maintenance of a busy preschool learning environment
A staff person is identified as the manager throughout the day
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Rationale for using a Manager Role Approach
Maximizes the efficiency of staff.
Allows adults to become fully engaged with children.
Allows for support and training to staff.
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Goals of the Manager
Being available & responsive to staff, child, and parent needs
Setting a pleasant and positive tone
Supporting social skills for children
Supporting staff and children with transitions
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Goals of the Manager
Keeping volunteers on task and on schedule
Assisting children in selecting an activity
Identifying and preventing potential problem situations
Providing training and support
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Video: Manager Role
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Activity
Brainstorm ideas for incorporating Manager Role
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Closing
Do you use the manager role in your program? Why or why not?
What are the advantages and challenges in using the manager role?
Questions about content in this section covered in the Foundation Unit?
This component will be observed by the PICCE/TRAC coach
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Effective Communication
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Content Covered in Foundation Unit
Communication definition
Purpose of communication
Levels of communication
Effective communication skills
3 communication aspects
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Communication consists of a person sending a message and another person receiving the message.
The purpose of communication is to ensure that the person receiving the information understands the message exactly as it was intended when transmitted by the person sending the information.
Communication
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Levels of Communication
The CONTENT CONTENT is the first level
The FEELINGS that accompany the words are the second level
The third level is the INTENT of the speaker - the real message
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Effective Communication Strategies
Listen to what the person has to say before you talk
Listen attentively and actively
Show you are attending
Acknowledge and allow negative feelings Deal with feelings first
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Effective Communication Strategies
Avoid giving advice unless asked for it
Reflect back what being said to you in clear terms
Convey respect
Remember everyone is doing the best they can
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Video Activity
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Three Aspects of Communication
Attending
Reacting
Responding
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Attending
“Remember that you have two ears and one mouth and use them accordingly”
James Lundy
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Attending
Listening is critical in communication
Listening is attending to and accurately comprehending what is said
Listening is an active process that demands our full attention
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Obstacles to Listening
Formulating your questions or statement while the other person is talking
Having spare time to think even when you listen
Getting off task due to an emotional reaction to certain “hot” words
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Obstacles to Listening
Listening for a while and then “tuning out”
Being distracted by extraneous details
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Reaction Process
Identify biases, values beliefs
Evaluate how they effect our reactions
Determine how to respond
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Actions
Beliefs
Conclusions
Assumptions
Meanings
Select data
Observable data and experiences
The Ladder of InferenceOr, Why we develop misunderstandings
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Responding
Opening the door
Feelings are ignored
Closing the doorFacts are emphasized
Encourage the person to clarify the problem
Invite the person to talk about the issue.
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Responding Strategies
Paraphrasing
Questioning
Summarizing
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Check off each time one of the following Responding Strategies is used:
Paraphrasing
Questioning
Summarizing
Activity
Role Play Checklist
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At the end of the role play check all the effective communication
skills the communicator demonstrated:
Listened to other person before speaking
Listened attentively and actively.
Gave eye contact.
Acknowledged and allowed negative feelings
Dealt with feelings first, then with the content
Avoided giving advice unless asked for it
Reflected back what is said in clear terms
Conveyed respect
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Closing
Have you used any of the communication strategies covered in the Foundation Unit?
Questions about effective communication strategies covered in this section?
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Closing Activities
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Closing
Questions on any of the content covered in the Foundation Unit?
What to expect from TRAC/PICCE coaches
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Evaluation
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Certificates