A Closer Look at the Pre-K Emotional Support Domain

Emotional Support Domain Focuses on children’s social and emotional functioning

Child Outcomes Children’s social and emotional functioning in the classroom is increasingly recognized as an indicator of school readiness Children who are motivated and connected to others in the early years are much more likely to establish positive trajectories of development in both social and academic domains

The Emotional Support Domain There are four dimensions under the Emotional Support Domain POSITIVE CLIMATE Negative Climate Teacher Sensitivity Regard for Student Perspectives

Positive Climate Reflects the emotional connection between staff and children and among children and the warmth, respect, and enjoyment communicated by verbal and non-verbal interactions

Positive Climate Overview Within the dimension of Positive Climate there are four categories of behavioral markers observed: Relationships Positive Affect Positive Communication Respect

Relationships There are many indications that the staff and children enjoy warm, supportive relationships with one another Close Physical Proximity Shared Activities Peer Assistance Matched Affect Social Conversations

Positive Affect There are frequent displays observed of positive affect by staff and/or children Smiling Laughter Enthusiasm

Positive Communication There are frequently positive communications, verbal or physical, among staff and children Verbal Affection Physical Affection Positive Expectations

Staff and children consistently demonstrate respect for one another Eye Contact Warm, Calm Voice Respectful Language Cooperation and/or Sharing

Negative Climate Reflects the overall level of expressed negativity in the classroom; the frequency, quality, and intensity of staff and peer negativity are key to this scale.

Negative Climate Overview Within the dimension of Negative Climate there are four categories of behavioral markers observed: Negative Affect Punitive Control Sarcasm/Disrespect Severe Negativity

Negative Affect Staff and children should not display strong negative affect and only rarely, if ever display mild negativity such as: Irritability Anger Harsh Voice Peer Aggression Disconnected or escalating Negativity

Punitive Control Staff should not yell or make threats to establish control. Examples of Punitive Control are: Yelling Threats Physical Control Harsh Punishment

Sarcasm/Disrespect Staff and children should not be sarcastic or disrespectful. Examples of sarcasm or disrespect are: Sarcastic Voice/Statement Teasing Humiliation

Severe Negativity There should be no instances of severe negativity between staff and children or children and their peers such as: Victimization Bullying Physical Punishment

Teacher Sensitivity Encompasses staff’s awareness of and responsivity to children’s academic and emotional needs; high levels of sensitivity facilitate children’s ability to actively explore and learn because staff consistently provides comfort, reassurance, and encouragement

Teacher Sensitivity Overview Within the dimension of Teacher Sensitivity there are four categories of behavioral markers observed: Awareness Responsiveness Addresses Problems Student Comfort

Awareness Staff is consistently aware of children who need extra support, assistance, or attention Anticipates problems and plans appropriately Notices lack of understanding and/or difficulties

Responsiveness Staff is consistently responsive to children and matches his or her support to their needs and abilities Acknowledges Emotions Provides Comfort and Assistance Provides Individualized Support

Addresses Problems Staff is consistently effective at addressing children’s problems and concerns Helps in an Effective and Timely Manner Helps Resolve Problems

Student Comfort The children appear comfortable seeking support from, sharing their ideas with, and responding freely to staff Seeks Support and Guidance Freely Participates Takes Risks

Regard for Student Perspectives Captures the degree to which classroom activities and staff’s interactions with children place an emphasis on children’s interests, motivations, and points of view and encourage child responsibility and autonomy

Regard for Student Perspectives Overview Within the dimension of Regard for Student Perspectives there are four categories of behavioral markers observed: Flexibility and Student Focus Support for Autonomy and Leadership Student Expression Restriction of Movement

Flexibility and Student Focus Staff is flexible in his or her plans, goes along with children’s ideas, and organizes instruction around children’s interests Incorporates Children’s Ideas Shows Flexibility Follows Children’s Lead

Support for Autonomy and Leadership Staff provides consistent support for children’s autonomy and leadership Allows Choice Allows Children to Lead Lessons Gives Children Responsibility

There are many opportunities for children’s talk and expression Student Expression There are many opportunities for children’s talk and expression Staff Encourages Children’s Talk Staff Elicits Children’s Ideas and Perspectives

Restriction of Movement The children have freedom of movement and placement during activities Staff Allows Movement Staff is not Rigid

In conclusion, staff’s abilities to support social and emotional functioning in the classroom are central to any conceptualization of effective classroom practice

For additional information… Please visit the www.forumpac.com website for informational videos and recorded webinars regarding CLASS and classroom best practices

The Children’s Forum Program Assessment Center website : For more information on the Strong Minds Program, please contact the Strong Minds Navigators: Irene Apolinar (561)374-7521 Irene.apolinar@cscpbc.org Natasha Smith (561)374-7532 Natasha.smith@cscpbc.org For copies of this PowerPoint, to view a recording of this webinar, and to watch our informational videos please visit The Children’s Forum Program Assessment Center website : www.forumpac.com

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