Help Children Manage Their Own Behavior: So You Don’t Have To! DVAEYC 2013 Presented by Mary Lynn White National Outreach Specialist © 2005, Wingspan, LLC. All Rights Reserved. This presentation and all of its contents are the property of Wingspan, LLC and may not be used for any other purpose without the express written permission of Wingspan, LLC.

Workshop Goals  Examine self-control in children  Introduce teaching approaches that develop skills of self-control  Share strategies that promote children’s social skills and self- regulation

Young Children At Risk  Increased concerns regarding: Anger and aggression Defiance Lack of social skills  Early anti-social behavior key risk factor for future problem behavior  Intervene early when first forming attitudes and behaviors

The Big Picture of Self-Control  Influence on peer relations  Limits aggression  Emotion management  Influences directed attention  Predicts success

Children and the Development of Self-Regulation  Children must practice  Related to temperament, age, and environment  Linked to planning, problem-solving, goal-directed behavior  Predictive of all academic outcomes; math

Social-Emotional Competence  Understanding and expressing feelings  Self regulation (feelings & behaviors)  Peaceful problem-solving  Positive relationships

INTENSIVE INDIVIDUALIZED INTERVENTIONS SOCIAL EMOTIONAL TEACHING STRATEGIES CLASSROOM PREVENTIVE PRACTICES POSITIVE RELATIONSHIPS WITH CHILDREN, FAMILIES, AND COLLEAGUES Developed by: The Center on the Social and Emotional Foundations for Early Learning Promoting Social and Emotional Competence

Young Children Who Lack Social-Emotional Skills May:  Be less accepted by classmates and teachers  Participate less in classroom activities and resist instruction  Be perceived as having low academic potential  Receive less instruction and less positive feedback  Be held back more often in early school years

Characteristics of a Resilient Child  Social Competence Good communication skills Positive relationship with others A sense of humor Empathy and caring Healthy coping skills  Problem-solving Skills Decision-making skills Ability to think flexibly Ability to try different solutions

Characteristics of a Resilient Child (cont.)  Autonomy Self-control, self-discipline Independence Self-esteem Ability to exert control over one’s environment  Sense of Future and Purpose Goal oriented outlook Persistence A focus on achievement and education Hope for a bright future A sense of faith

Protective Factors: Better Outcomes For Children  Nurturing, caring adults  High expectations for success  Meaningful involvement  Involvement in decision-making  Recognition and reinforcement of positive behavior  A safe, predictable environment  Clear norms promoting pro-social, healthy, appropriate behavior

To Foster Resilience, Children Need Adults To...  Listen  Validate feelings and experiences  Facilitate brainstorming  Communicate clear norms  Role model  Respond to sensitive issues  Guide problem-solving

Listening  Turn to the person beside you  Who will be A, who will be B?  A’s ~Talk about your dream vacation B’s ~ Listen attentively but DO NOT SPEAK  Switch when time is called

Curriculum Content  Feelings  Positive Relationships  Communication  Brainstorming  Impulse Control  Safe and Healthy Choices  Problem-Solving

The Importance of Friendship  New study  No friends, at risk for depression during adolescence  One friend made a difference  ‘Reading, writing, ‘rithmetic, relationships

Children who can express their feelings…  tolerate frustration better  get into fewer fights  engage in less destructive behavior  are healthier  are less lonely  are less impulsive  are more focused  have great academic achievement Adapted from the Center on the Social and Emotional Foundations for Early Learning

Calm Down Steps  Take 3 deep breaths  Count to 5 slowly  Say “calm down”, “calm down”

Accepting Differences: Shoe Game

Problem-Solving Steps 1.Stop. Think about the problem. 2.Say how you feel. 3.Brainstorm ideas. 4.Try the best one. 5.What happened?

Small Group Activity  Brainstorm typical problems you encounter in your program.  Role play with your small group to solve one of the problems listed during the brainstorm. Use the problem-solving steps.  Report back to the group: –Problem –Process –Solution

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Thank You Mary Lynn White