1 Partners in Implementing Good Start Grow Smart The Center on the Social and Emotional Foundations for Early Learning Jointly Funded by the Child Care Bureau and the Head Start Bureau

2 Social Emotional Development as a Foundation for School & Life Success • Some key indicators of school readiness that are linked to social emotional development: • Persistence at difficult tasks • Ability to express emotions appropriately • Ability to make and sustain relationships with peers and adults • Confidence • Ability negotiate and cooperate in a group setting • When children don’t have these skills, they are less likely to benefit from even the best instruction and they are more likely to engage in challenging behavior • What we know about social development in preschool and children’s later life success

3 Center Collaborators • University of Illinois University of Colorado at Denver - Mary Louise Hemmeter – PI - Phil Strain – Co-PI - Rob Corso - Barbara Smith - Amy Santos - Micki Ostrosky - Tweety Yates University of South Florida Education Development Center - Glen Dunlap - Philip Printz - Lise Fox University of Connecticut Tennessee Voices for Children - Mary Beth Bruder - Matt Timm - Nancy Gordon - Diane Dixon Project Officers Ann Linehan – Head Start • Linda Reese-Smith – Child Care

4 CSEFEL Goal To Strengthen the Capacity of Head Start and Child Care to Promote the Social and Emotional Foundations of Early Learning

5 Outcomes • Increased awareness about the importance of social/emotional development • Increased capacity of T/TA systems to support the use of evidence-based practices at the local level • Increased support for T/TA providers and direct service providers through professional organizations, institutions of higher education and federal offices • Local demonstration sites • Materials and products for a range of audiences • Network of experts on social and emotional foundations of learning • Positive outcomes for children and families!!!

6 Guiding Principles • Promotion and Prevention • Comprehensiveness • Intensity • Clear criteria for efficacy • Cost and time efficiency • Long term essential outcomes • Family-centeredness • Cultural and linguistic sensitivity • Collaboration with and responsiveness to consumers

7 Identify Evidence-Based Practices Topical Areas • Positive parenting practices • Classroom practices • Social emotional curriculum and intervention practices • Intensive child and family interventions • Policy, leadership and systems change • Culturally and linguistically sensitive practices

8 Identify Evidence-Based Practices “What Works” briefs on the following topics: • Understanding the impact of language differences on behavior • Helping children understand routines and classroom rules • Helping children make transitions between activities • Using classroom activities and routines to support peer interaction • Using environmental strategies to promote positive peer interactions Examples of Upcoming Briefs: • Helping children learn to manage their own behavior • Strategies for teaching children about emotions • Promoting positive peer social interactions • Promoting emotional literacy • Using social emotional curricula

9 Develop T/TA Materials •Conduct focus groups – needs, preferences, & strategies • Develop training materials •Training modules •Videos

10 Supportive Learning Environments Positive Relationships with Families, Children, and Colleagues Curriculum Strategies and Proactive Approaches Individually Designed Interventions Building a Foundation for Children

11 Training Modules • Classroom Preventive Practices/Building Relationships • Social Emotional Teaching Practices • Individualized Interventions for Challenging Behaviors (2) • Leadership and Administrative Supports • Power of Change (Coming Soon!!!!) • Positive Parenting (Coming Soon!!!!)

12 Activities for Capacity Building •Conduct national level dissemination activities •Conduct strategic planning with state Head Start and Child Care Teams •Establish demonstration sites at the local level through the use of Partners in Excellence (PIE) Teams

13 Disseminate Information and Materials •Develop linkages with professional organizations •DEC •NAEYC •NACCRRA •NBCDI •NABE •Create an interactive Web site •Disseminate content and materials to 2- and 4-year colleges and universities

14 Disseminating Evidence Based Practices 1.Importance of understanding audience - families, policy makers, direct service staff, administrators 2.Determine level of impact - awareness vs change in practice 3.Match format and content of materials to audience 4.Provide training and build supports - ongoing support is necessary for sustaining change over time 5.Identify and address barriers 6.Ensure that a common message is being provided to all stakeholders - direct service staff, administrative, policy, family

15 Building Community Capacity around Children’s Mental Health

16 Collaborating with Mental Health Professionals •Recognize the need for comprehensive, team-based services that go beyond the early care and education setting •Acknowledge the expertise of all team members including the family •Build on the expertise of each team member in order to effectively address challenging behavior •Collect information on relationships, environments, teaching strategies & the needs of the child & family • Develop a plan that addresses the long term needs of children and families as well as the short term needs of the early care and education staff

17 For more information, visit our Web site at or contact Dr. Mary Louise Hemmeter or Dr. Rob Corso at 61 Children’s Research Center 51 Gerty Drive Champaign, IL 61820