2. Scaffolding Early Learning (SEL) OVERVIEW

3. Scaffolding Early Learning (SEL)  Based on Lev Vygotsky’s approach to education *targets the critical domains of early literacy development while at the same time boosting skills important for all learning, such as self-regulation.  A growing body of empirical evidence validates SEL’s positive impact on children’s school readiness because of its emphasis on literacy skills and executive functions, or cognitive control.

4. Self-Regulation is a Problem in Today’s Classrooms  Growing levels of aggression & oppositional behavior have been found in daycare and Head Start (up to 1/3 of the class).  Preschool teachers report that behavioral problems are their greatest challenge in the classroom.  Kindergarten teachers report less than 50% of their children start school with self-regulation.

5. Changes to the Head Start Child Development Early Learning Framework  3 New Domains *Logic and Reasoning *Social Studies and Knowledge Skills *English Language Development  Executive Function

6. Connection to Connecticut Early Learning Developmental Standards (CTELDS)  Sustains attention to task  Engages in cooperative play  Engages in problem-solving  Uses complex vocabulary and sentences  Engages in conversation  Understands stories  Phonological awareness  Understands printed words  Writes for meaning..\CTELDS\cteldsoct2013.pdf

7. Executive Functions  Core Executive Functions *Inhibitory control of actions and attention -self-control or discipline -selective or sustained attention *Working memory -holding information in mind & working with it *Cognitive flexibility -thinking “Outside the box”

8. A closer look at Executive Functions: Inhibitory control  Controlling emotions like anxiety or temper when you don’t get your way or what you want  Being able to stop and think before you act  Acting appropriately when tempted to do otherwise.  Paying attention despite distractions.  Staying on task even when bored or delaying gratification.

9. A Closer Look at Executive Functions: Working Memory  Holding information in mind and being able to work with it  Being able to reflect on one’s thinking  Considering two different strategies for the same situation so you can weigh and consider them  Taking more than one perspective at a time

10. A Closer Look at Executive Functions: Cognitive Flexibility  Flexibly adjusting thinking, actions, and mental effort to changing demands of the situation  Intentionally investing more mental effort in tasks that are difficult  Necessary when you are multi-tasking (given two or three assignments for homework)

11. Popular myths about self-regulation/ executive function Young children lack self-regulation because:  They are simply immature and will grow out of it on their own  They have a medical condition, such as ADHD

12. The reality of self-regulation is…  It does not develop naturally  It is not a personality characteristic that cannot be changed  Evidence points to the fact that early childhood is the period when practicing self-regulated behavior has the most profound impact on the developing brain (Blair, 2001)

13. And…  If self-regulation does not develop early, it seems to be less amenable to later intervention resulting in *academic problems *anti-social behavior *eventual school drop out rate (Snyder, 2001, Tremblay, Mass, Pagani, & Vitaro 1996)

14. Classroom interventions can improve self-regulation  High levels of dramatic play improves self- regulation when children practice making the rules and then follow them by regulating their own and their playmates’ behaviors (Bodrova & Leong, 2003; Vygotsky, 1977). *All families have given signed written consent for photos to be shared.

15. Work Cited  Barnett, W. S., Jung, K., Yarosz, D. J., Thomas, J., Hornbeck, A., Stechuk, R., Educational effects of the Tools of the Mind Curriculum: A Randomized Trial & Burns, S. (2008). Early Childhood Research Quarterly, 23(3), 299-313  Bodrova E., Germeroth, C., & Leong, D. J. (2013). Play and self-regulation: Lessons from Vygotsky. American Journal of Play, 6(1)Play and self-regulation: Lessons from Vygotsky  Bodrova, E. & Leong, D. J. (2012) Chopsticks and counting chips: Do play and foundational skills need to compete for the teacher’s attention in an early childhood classroom? In: C. Copple (ed.) Growing minds: Building strong cognitive foundations in early childhood. Washington DC: NAEYCChopsticks and counting chips: Do play and foundational skills need to compete for the teacher’s attention in an early childhood classroom?  Bodrova E., & Leong, D. J. (2012). Tools of the mind: Vygotskian approach to early childhood education. In: Rooparine, J. L. & J. Jones. Approaches to early childhood education (6th ed.). Columbus, OH: Merrill/Prentice Hall, pp. 241-260  Bodrova, E. & Leong, D. J. (2012) Scaffolding self-regulated learning in young children: Lessons from tools of the mind. In S. Sheridan, R. Pianta, L. Justice, & W. Barnett (Eds) Handbook of early education. New York, NY: Guilford Press, pp. 352-369

16. Work Cited Continued  Bodrova, E., Leong, D., & Akhutina, T. (2011) When everything new is well forgotten old: Vygotsky/Luria insights in the development of executive functions. New Directions in Child and Adolescent Development, 133, 11–28  Bodrova E., & Leong, D. (2011). Revisiting Vygotskian perspectives on play and pedagogy, In Rogers, S. (year). Rethinking play and pedagogy in early childhood education: Concepts, contexts, and cultures. Routledge, pp. 60-72.  Cordova, E., & Leong, D. J. (2001). Tools of The Mind: A Case Study of Implementing the Vygotsky Approach in American Early Childhood and Primary Classrooms. (UNESCO Innodata Monographs: Educational Innovations in Action No. 7) Geneva, Switzerland: International Bureau of Education, UNESCO  Diamond, A., Barnett, W., Thomas, J., & Murno, S. (2007, November 3). Preschool Program Improves Cognitive Control. Science, 318(585)5, pp. 1387-1388. doi: 10.1126/science.1151148  Imholz, S. & Petrosino, A. (2012). Teacher observations on the implementation of the Tools of the Mind curriculum in the classroom: Analysis of interviews conducted over a one-year period. Creative Education, 3,185-192.