Presentation on theme: "Integrating CSEFEL into the Work with the Framework and Foundations."— Presentation transcript:
Integrating CSEFEL into the Work with the Framework and Foundations
In this session Explore areas of overlap among the foundations, framework, and CSEFEL in: –Overarching principles –Teacher strategies –Scope of topics Discuss how CSEFEL resources can be integrated into professional development, particularly on the social-emotional development domain of the foundations and framework
4 Social-Emotional Development in Volume 1
5 What Does the Framework Do? Created as a companion to the California Preschool Learning Foundations, Volume 1, this framework presents strategies and information to enrich learning and development opportunities for all of Californias preschool children. p. v
Overview of CSEFEL
National CSEFEL National Center focuses on promoting the social-emotional development and school readiness of young children birth to age 5. Jointly funded by the Office of Head Start and the Child Care Bureau, under the auspices of the Administration on Children, Youth and Families at the U.S. Department of Health and Human Services.
Partner Project: TACSEI TACSEI (Technical Assistance Center on Social Emotional Intervention for Young Children) is a partner National Center focused on sharing practices that improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities Funded by the U.S. Department of Education, Office of Special Education Programs
Teaching Pyramid High Quality Supportive Environments Nurturing and Responsive Relationships Intensive Individualized Interventions Children at-risk Children with persistent challenges High quality Early Education Social Skills CurriculaPositive Behavior Support Effective Work Force All children
California CSEFEL Working to build capacity within CA Collaborative Leadership Team at the state level
Californias CSEFEL: Collaborative on Supporting Early Childhood Social-Emotional Foundations in Early Learning Team Co-Leaders California Department of Education (CDE) Child Development Division Map to Inclusive Child Care WestEd CDE. Special Education Division, Assessment, Evaluation & Support California Child Care Resource & Referral Network CDE Head Start Collaboration Office Child Development & FKCE California Community Colleges Department of Developmental Services, Early Start State Services, Interagency Coordinating Council Center for Excellence in Child Development, The Center for Human Services UCD Extension California Early Childhood Comprehensive System, Maternal, Child, Adolescent, Health First 5 California Sacramento Co. Office of Ed. SEEDS Project WestEd Center for Child & Family Studies California Department of Mental Health Children & Family Services Division, California Department of Social Services Team Members WestEd Center for Prevention & Early Intervention Child Care Licensing Division, California Department of Social Services California Head Start Association Head Start State-Based Training & Technical Assistance Office for CA
CSEFEL Links to Products Each curriculum framework includes teaching strategies, interactions with children and families, and setting up of environments; and provides an overall approach for teachers to support childrens learning through environments and experiences that are: –developmentally appropriate, –reflective of thoughtful observation and intentional planning, –individually and culturally meaningful, and –inclusive of children with disabilities or other special needs.
Overlaps Among the Foundations, Framework, and CSEFEL Overarching principles Teacher strategies Scope of topics
Eight Overarching Principles of the Framework Relationships are central Play is a primary context for learning Learning is integrated Intentional teaching Family and community partnerships Individualization for all children Cultural and linguistic responsiveness Teacher reflection and planning time
15 The Framework is: Developmentally appropriate Reflective of thoughtful observation and intentional planning Individually and culturally meaningful Inclusive of children with disabilities and other special needs
Framework Approaches: Environments and Materials
Framework Approaches: Teachable Moments, Interactions, and Strategies
Framework S-E substrands Self-awareness Self-regulation Social and emotional understanding Empathy and caring Initiative in learning Interactions with familiar adults Interactions with peers Group participation Cooperation and responsibility Attachment to parents Close relationships with teachers and caregivers Friendships
Using CSEFEL as an additional professional development resource You and the teacher have identified interactions with peers and friendships as a place to start.
Foundations and Framework PLF, pp (Interactions with Peers) and 20 (Friendships) for age-level expectations PCF, pp (Interactions with Peers) and (Friendships) for environments and materials, teachable moments, interactions, and planned learning activities
CSEFEL as an Additional Resource Trainers materials from the Training of Trainer (ToT) sessions The CSEFEL website
CSEFEL Module 2 Resources for Teachers Part III discusses social emotional strategies for Friendship Skills Look at your handout for some of the resources available Discuss at your table how to use these resources to inform your work with teachers
Another Option Module 2 Part III on Friendships is a one hour module that includes video clips, handouts, and activities. Pull this section from the overall CSEFEL training as a stand-alone module to deliver in a professional development training session for a small group, adding additional slides to connect the concepts to the foundations and framework as appropriate.
CSEFEL Module 1 Building Positive Relationships Designing the Physical Environment Schedules, Routines, and Transitions Planning Activities that Promote Engagement; Large and Small Group Time Giving Directions Teaching Children Classroom Rules Ongoing Monitoring and Positive Attention Using Positive Feedback and Encouragement
CSEFEL Module 2 Developing Friendship Skills Enhancing Emotional Literacy Identifying Feelings in Self and Others Controlling Anger and Impulse Developing Problem Solving Skills
CSEFEL Modules 3 and 4: Beyond the Scope of Foundation/Framework Work Module 3 –Individualized Intensive Interventions –Top of the Pyramid Module 4 –Leadership Strategies for Supporting Childrens Social and Emotional Development and Addressing Challenging Behavior
CSEFEL Areas of Caution The Top of the Pyramid is not addressed in the Curriculum Frameworks, and so is not an area that is anticipated as a CPIN area of training or support. In general, the development of intensive individual intervention plans is done by a team of people who include individuals with specific expertise in positive behavior support or behavior planning.
Remember If there is a conflict between CSEFEL materials and California Foundations/Curriculum Framework, Californias information is the referenced. For example, CSEFEL includes references to time-out as a strategy, and this is not encouraged in California practice.
Moving Beyond Consequences Consequences tend to lead to negative, or punitive ideas Think of solutions instead Positive behavior support cycle
Additional CSEFEL Resources Practical Strategies for Teachers What Works Briefs--the training modules
Additional CPIN Resources CPIN modules on social-emotional development Prekindergarten Learning and Development Guidelines Preschool English Learners Guide Inclusion Works Social-emotional development books distributed by CPIN Trainers Manual (new resource)
Quick Announcements Upcoming CSEFEL Sessions –San Jose Jan Feb –Los Angeles Mar 1-3 April 5-7 $50/day not including travel and hotel
CSEFEL Follow-up Webinar Planning underway for participants who attended the CSEFEL ToT 2010… What would be of interest to you in a follow-up webinar session? Please post your thoughts on the wall chart or me at