FDEI Nov. Webinar: Creating Supportive and Inclusive Environments
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The document outlines a webinar focused on social emotional development for young children, emphasizing the creation of supportive and inclusive environments. It highlights the importance of professional development for early childhood providers, and discusses various strategies such as the use of schedules, routines, and visual supports to enhance children's social-emotional competence. Participants can earn continuing education credits, with specific states recognizing the credits from the webinar.
FDEI Nov. Webinar: Creating Supportive and Inclusive Environments
- 1. Social Emotional Development in the Early Years: Creating Supportive and Inclusive Environments https://learn.extension.org/events/2120 This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, and the Office of Family Readiness Policy, U.S. Department of Defense under Award Numbers 2012-48755-20306 and 2014-48770-22587.
- 2. Research and evidenced-based professional development through engaged online communities https://www.extension.org/militaryfamilies Sign up for webinar email notifications at www.extension.org/62831
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- 4. Available resources https://learn.extension.org/events/2120 Find slides and additional resources under ‘event materials’ 4
- 5. Through the Early Intervention Training Program at the University of Illinois, providers in Illinois can receive 1.5 hours of Early Intervention credit. Several states other than Illinois have already agreed to recognize CE units from this webinar. They are: Georgia, Kansas, Kentucky, Ohio, North Carolina, Tennessee, Texas, and Virginia. All participants may receive a certificate of completion from this webinar after completing an evaluation and post-test. This certificate can sometimes be used to apply for CE credits with your credentialing body if you are not an Illinois provider. Links and further information will be available at the end of today’s presentation Evaluation and CE Credit 5
- 6. Today’s Presenters: Rosa Milagros Santos, PhD • Research focus: young children with disabilities and their families within the context of early intervention and early childhood special education services • Collaborated to create numerous professional development tools and materials that are widely disseminated and used nationwide • Designed and conducted over 200 workshops and trainings for a variety of early childhood providers and family members • Editor of the Young Exceptional Children Journal Michaelene Ostrosky, PhD • Research focus: young children’s social emotional competence and challenging behavior, attitudes and acceptance of typically developing children toward individuals with disabilities, and peer relationships and inclusion • Collaborated on grants focused on Head Start and on professional development for birth-3 (early intervention) providers • Committed to making research accessible to practitioners and family members • Contributing author on several Young Exceptional Children publications 6
- 7. Linked Webinar Series November 12, 2015 * Social Emotional Development in the Early Years: Creating Supportive and Inclusive Environments
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- 9. I attended the 1st Webinar entitled Overview of Social Emotional Development in June. I attended the 2nd Webinar on Responsive Relationships in August I attended both Webinars. I have not attended any of the MFLN Family Development EI Webinars. Images obtained from Lettering from Dublin by Elena Veguillas, CC BY-NC 2.0 9 *
- 13. High Quality Supportive Environments Environments that engage every child Environments that utilize Universal Design for Learning Environments that include accommodations, provide support 13
- 14. Consider the children and families with whom you currently work. In what environments do you typically provide services? A) Home B) Child Care Program C) Schools D) Therapy Clinic E) Others? * 14
- 16. * Economic and Social Opportunities Parent Practices Role Models Adult Supervision Peer Influences For photo attributions see final slide 16
- 17. * SOURCE: Poor Families, Poor Neighborhoods: How Family Poverty Intensifies the Impact of Concentrated Disadvantage on High School Graduation by Geoffrey T. Wodtke, Felix Elwert, and David J. Harding (2012) 17
- 18. * Residential Instability Housing Quality Noise Crowding Toxic Exposure Quality of Municipal Services Quality of Retail Services Quality of Recreational Opportunities Quality of Natural Settings Street Traffic Accessibility of Transportation Quality of Educational and Health Facilities 18
- 19. * Volume matters Constant exposure – chronic and acute Families living closer to airports are at higher risk – regardless of income Too Loud by BenSpark, CC BY-NC-ND 2.0 19
- 20. * Noise impacts… Children’s ability to pay attention and participate in learning activities The quality and frequency of parent-child and peer interactions Children’s reading and other academic and cognitive skills Too Loud by rogiro, CC BY-NC-ND 2.0 20
- 21. * Crowding impacts… Children’s ability to engage with others; they are more likely to socially withdraw The quality of parent-child interactions Children’s mental health Children’s motivation to perform tasks Children’s cognitive and language development Crowds by Dave Sutherland, CC BY-NC-SA 2.0 21
- 22. Considerations… Check interior and exterior noise sources Check volume of electronic devices used by children Check your program/school environment – places for children to be in a quiet and less chaotic setting during parts of their day Engage with children • Spend time in the library • Visit nature parks • Read together • Be an active listener Chair Squeeze by Eric Peacock, CC BY-NC-SA 2.0 22
- 23. Parents and Providers decide how much fresh air, sunlight, and exercise young children will get create engaging, supportive, and comfortable physical environments choose appropriate toys, materials, and activities offer children a variety of things to see, touch, hear, smell, and taste. engage in reciprocal interactions … all of which make up learning experiences for infants, toddlers, and preschoolers23
- 24. * To make the child feel they belong. To facilitate development in all domains. Creating a Climate of Acceptance Developing Schedules and Routines Using Visual Supports Setting Expectations 24
- 25. By The Numbers by Kevin Trotman, CC BY-NC-ND 2.0 / Desaturated from original Create a Climate of Acceptance: The Individuals with Disabilities Representation
- 26. * Favazza, Ostrosky, Meyer, Yu, & Mouzourou (2015) 26
- 27. 14-item survey to examine the representation of individuals with disabilities in school environments 5 aspects of their classrooms: • visual/aesthetic environment • classroom curriculum • books that reflect children with diverse abilities, • dramatic play materials • exposure to different modes of communication 3 aspects of the school- wide environment (i.e., school- wide signage of Braille or a unit on diverse abilities) * Teachers use the IDR to evaluate… 27
- 28. * Participants: 32 kindergarten teachers (30 female, 2 male) Most of the teachers had taught students with disabilities in inclusive classrooms in the past five years Each kindergarten class had 4 children with disabilities or at risk for disabilities For photo attributions see final slide 28
- 29. Results On a scale of 1 to 30, average score was 4.13 Representation of disabilities across 32 classrooms Eight classrooms (25%) = no representation 22 classrooms (69%) = low representation 2 classrooms (6%) = moderate representation No classrooms had high levels of representation of persons with disabilities 29
- 30. * Fill children’s environments with people of diverse abilities! Show all kinds of abilities in your visual supports! The Core of Inclusion: Representing children of all abilities! 30
- 31. QUESTIONS? Question Mark Block by Jared Cherup, CC BY-NC-ND 2.0 31
- 32. Use Schedules and Routines to Support Social Emotional Development By The Numbers by Kevin Trotman, CC BY-NC-ND 2.0 / Desaturated from original
- 33. * They are an important part of each day They meet children’s basic needs They provide opportunities for learning and development They help develop a sense of security and control They provide predictability They support competence and confidence 33
- 35. Routines to Support Social Emotional Development Post picture or photo schedules Acknowledge when a child shows understanding of the routine Include children in routines Ask families about their routines at homeUse routines as opportunities for emotional interaction and learning Provide primary caregiving Provide a daily routine that follows child’s need for feeding and sleeping Implement a flexible routine so that toddlers learn to predict 35
- 36. * IMG_2745 by crewandkerrie, CC BY-SA 2.0 36
- 37. DSC_1548 by Jeff Lautenberger, CC BY NC-ND 2.0 Untitled by Christopher Vu, CC BY-NC 2.0 Two women looking at the mother’s baby breastfeeding by U.S. Department of Agriculture, CC BY 4.0 * 37
- 38. Take 2 – The Baby by Tones Photos, CC BY-ND 2.0 * 38
- 39. * School Starts 53.JPG by j Gregory Barton, CC BY-NC-ND 2.0 39
- 40. QUESTIONS? Question Mark Block by Jared Cherup, CC BY-NC-ND 2.0 40
- 41. Use Visual Aids and Supports By The Numbers by Kevin Trotman, CC BY-NC-ND 2.0 / Desaturated from oriiginal 41
- 42. * 42
- 43. To teach routines To provide structure to the day To organize life information To learn vocabulary Handwashing by Toban B., CC BY-NC 2.0 IMG_6663 by bloomsberries, CC BY-ND 2.0All images from OpenClipArt by CC0 1.0 All images from OpenClipArt by CC0 1.0 * 43
- 44. To provide child with choices To help a child complete a task more independently To help a child understand a situation Others?? New preschool nursery by First Hattiesburg, CC BY-NC 2.0Hooked on preschool by Rowan, CC BY-ND-NC 2.0 Image located in Module 1 from CSEFEL Image located in Module 1 from CSEFEL * 44
- 45. Real Objects Photographs Line Drawings Words Image credits on final slide * 45
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- 49. * 49
- 50. Schedules and Routines “Getting Ready for School” Visual How it supports the family: • helps families prepare the child for leaving home and going to school • provides predictability with a “schedule” of clear expectations around the morning routine Lentini,R.,Vaughn,B.J.,Fox,L.,&Kwang-SunBlair(2009).Creatingteachingtoolsforyoungchildrenwith challengingbehavior(3rdedition).Tampa,Florida:UniversityofSouthFlorida. * 50
- 51. * 51
- 52. * Image located in Module 1 from CSEFEL 52
- 53. * Image located in Module 1 from CSEFEL 53
- 54. * Image located in Module 1 from CSEFEL 54
- 55. * 55
- 56. Change Diaper Wash Breakfast Music Use real objects * Baby Magic Lotion by Suzanne Wells, CC BY-NC-ND 2.0 Evenflow Insulated Sippy Cup by Alicia Voorhies, CC BY-ND 2.0 Maraca_01 by angs school, CC BY- NC-ND 2.0 Diapers by Jason & Megan Mills, CC BY-NC-ND 2.0 56
- 57. First Then Image located in Module 1 from CSEFEL * 57
- 58. * Image located in Module 1 from CSEFEL 58
- 59. * All images from OpenClipArt by CC0 1.0 59
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- 62. Image located in Module 1 from CSEFEL 62
- 63. 1. Turn on water. 2. Wet hands. 3. Get soap. 4. Rub hands together. 63
- 64. 5. Rinse hands. 7. Dry hands. 6. Turn off water. 8. Go play. 64
- 65. QUESTIONS? Question Mark Block by Jared Cherup, CC BY-NC-ND 2.0 65
- 66. Provide clear rules and expectations By The Numbers by Kevin Trotman, CC BY-NC-ND 2.0 / Desaturated from original 66
- 67. * will help to clarify expectations for specific settings; they may only apply in certain settings Example Rules: Keep hands and feet to yourself Walk with your group Listen for teacher directions RULES general ways you want people to act; they will apply to all children and adults across all settings Example Expectations: Be respectful Be safe Be a Team Player EXPECTATIONS 67
- 70. Enough of that! Cut it out! * 70
- 71. General Guidelines about Rules Have a few simple rules. Involve the children and families in developing the rules. Post the rules visually. Teach the rules systematically. Provide positive feedback for following the rules at high rates initially and at lower rates as the children become more skilled in following the rule. 71
- 72. * Generate rules with children/family Demonstrate the rule Guess the rule Use visuals to represent rule Decorate a visual to represent the rule (e.g., poster) 72
- 73. * Systematically taught Use in context Prevention strategy Remind children of the expectations Redirect to rules when appropriate Acknowledge when children demonstrate the rules Teach across the day and throughout the year Ensure children know HOW to engage in the rules 73
- 74. Lincoln Junk Shop-June 2013-Family Rules by Gareth Williams, CC BY 2.0 74
- 75. Shhh…Don’t Wake the Baby by angie M. photography, CC BY-NC-ND 2.0 75
- 76. * Image located in Module 1 from CSEFEL 76
- 77. Looking Eyes Gentle Hands Walking Feet Listening Ears * 77
- 78. * Image located in Module 1 from CSEFEL 78
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- 80. * Images located in Module 1 from CSEFEL 80
- 81. * Image located in Module 1 from CSEFEL 81
- 82. QUESTIONS? Question Mark Block by Jared Cherup, CC BY-NC-ND 2.0 82
- 83. *THINK ABOUT IT! *What can you change in your current practice? Why would you change something? Geo Bowl Thinking by Brittany Randolph, CC BY-NC-ND 2.0 83
- 84. It’s not enough to be cute! Baby Fat Cheeks by Aikawa Ke, CC BY-NC-ND 2.0 84
- 85. • Ask yourself, “Do I currently depict diverse abilities? • Schedules and routines help children learn important skills! • Visual supports are an easy way to empower children. • Clear expectations and age-appropriate rules can prevent challenging behaviors. Key Take-Away Points 85
- 86. •Webinar participants who want to receive a certificate of continuing education (or just want proof of participation in the training) need to take this post-test AND evaluation: https://vte.co1.qualtrics.com/SE/?SID=SV_4OuhHq7ulgat11H •CE certificates of completion will be automatically emailed to participants upon completion of the post-test & evaluation. Questions/concerns surrounding CE credit certificates can be emailed to this address: MFLNFDEarlyIntervention@gmail.com Sometimes state/professional licensure boards recognize CE credits from other states. However, it is necessary to check with your state and/or professional boards if you need CE credits for your field. CE Credit Information 86
- 87. Upcoming Events: Join us on Dec. 3 for the final webinar in our 2015 linked series on Social Emotional Development in the Early Years entitled Enriching Social Emotional Literacy. More information can be found at: learn.extension.org/events/2121 87
- 88. Find all upcoming and recorded webinars covering: Personal Finance Military Caregiving Family Development Family Transitions Network Literacy Nutrition & Wellness Community Capacity Building www.extension.org/62581 This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, and the Office of Family Readiness Policy, U.S. Department of Defense under Award Numbers 2012-48755-20306 and 2014-48770-22587.
- 89. Photo Credits Slide 16: Campbell’s Select by Danny Hammontree, CC BY-NC-ND 2.0; Man of Steel by Abhinay Omkar, CC BY-NC-ND 2.0; Image belonging to Amy Santos and used with permission; Image belonging to Amy Santos and used with permission Slide 45: Evenflow Insulated Sippy Cup by Alicia Voorhies, CC BY-ND 2.0; Day 46: Old Enough for Chores by ThreeIfByBike, CC BY-SA 2.0; All images from OpenClipArt by CC0 1.0; Image located in Module 1 from CSEFEL Slide 63 & 64: All images of the child belong to Robyn DiPietro-Wells and are used with permission; All images from OpenClipArt by CC0 1.0 Slide 28 : Lower School Pajama Night by Santa Catalina School, CC BY-NC 2.0; Yes I can Holiday performance-117 by Nicole Mays, CC BY-NC 2.0; Little Flower: 8.25.15 by Courtney, CC BY-NC 2.0 89