When planning a child-focused curriculum, it’s important to notice how children are using the materials. This observation form is made to be used repeatedly over the course of a week or two to allow providers to notice how children are using materials, and plan what additional materials or provocations can be added to extend childrens’ interests. There are also spaces to note early learning standards that children are addressing through interacting with the centers.
When providers encounter children engaging in play with troubling themes, it’s important to understand how to interact with the children in their play, when and how to interrupt, and how to talk to families about our observations. This one-page downloadable/printable document from mental health professionals Megan Lerner, LCSW and Anthony T. Vesco, PhD, can help prepare you for these difficult situations.
Calming spaces in early childhood environments are widespread but creating them with intentionality and teaching children how to use them can be big tasks. When we see disruptive behavior as a sign of a dysregulated child, and provide the tools for that child to re-regulate, we are setting them up for lifelong success as they grow to become people with strong self-regulation and impulse control skills.
These two handouts provide opportunities for you to reflect on how adults use their sensory systems to self-regulate and how to use that information to create calming spaces to support children’s social-emotional development.
This printable/downloadable resource will help providers understand difficult behaviors that may be a result of trauma, and support children in developing skills to overcome their difficulties.
TS Strategies for Helping Youth With Trauma Exposure
Accessible version below:
Strategies for Helping Youth with Trauma Exposure
Strategies Emotional Dysregulation
Assist them in identifying their emotions
Using feelings charts/emojis, asking them to rate their intensity
Use words to describe how you (the adult) are feeling and use that to model expected behaviors for the child
Allow them to express their own thoughts
“What is your brain saying to you?”
Incorporate superheroes or cartoon characters to assist with talking back to thoughts and/or feelings
Have a designated coping space
Fidgets, bean bag chairs, pillows/stuffies, lowered lights, minimal noises, tents
Provide clear and concise directions
“We need to sit down.”
“Let’s take some deep breaths.”
Consider the basic need of the child to help improve their mood
Do they need a snack, nap or water
Strategies for Withdrawal
Allow them to take space for a while and see if they naturally engage with time
Identifying specific, labeled positives in the child, even then the child is expressing feelings of guilt, anger or sadness
Validate the feelings by saying things like, “I bet that is really scary!” or “That would make me mad too.”
Encourage them to engage in a positive activity that increases energy and is the opposite of their urge to isolate/shut down
Examples include having a dance party, making them a special helper, let them choose an activity for the whole group to engage in
Give them choices to take breaks or to do independent activities while also encouraging them to join the group (don’t give up!)
Remind the child that when they are ready to participate everyone will be excited to join them
Assist them with joining in a task with a partner/small group
Scaffold interaction until you can fade yourself out
Strategies for Aggressive Behaviors
As long as they have safe hands and feet, let the child know you will be ignoring the outburst and then immediately provide praise for calm body behaviors when you see them
Keep language focused on their behavioral choices and not focused on the child’s personality or characteristics
Try saying, “I see your hands are having a hard time being safe.” And not: “You are usually such a safe person, what is happening here?”
Consider the purpose of the child’s behavior
Are they trying to escape a situation
To get a tangible need met
To gain attention of an adult or test the attachment of the adult
To self-stimulate (due to an under-stimulated or “numb” nervous system)
Understanding the purpose of the behavior can assist you in meeting the child’s needs and provides context for negotiating your next step
Ask Yourself These Questions Before You Intervene
Can I shift my perspective from one of managing behaviors to supporting and growing a child’s executive functioning?
Can I view problematic behaviors as a child not having mastery over certain executive functioning skills?
Am I optimizing children’s sense of autonomy and providing an opportunity to learn and problem-solve?
Having a mission and philosophy statement is an essential part of any business; it sets the foundation for how you want to operate and why. Having a written statement can help in centering your business and effectively communicating with families. Use this Town Square-created resource to guide you in developing a mission and philosophy statement.
Mission and Philosophy Resource
Town Square Research to Practice Statements offers information from theory and research with examples and suggestions for what it means in your work with children. This position statement focuses on executive function, the importance, children’s development, and strategies.
RtoP Supporting the Development of Executive function
The arts offer children a vital way to express their ideas and feelings. As providers, we can encourage the arts by being intentional in how we present art materials and support children as they create. This Town Square research to practice resource outlines the benefits of the arts for young children and showcases ways to explore the arts.
RtoP The Benefits of Incorporating the Arts
Young children learn through exploration of their environment. A safe and intentional space allows them the freedom to explore, practice new skills and have fun! This is especially true for infants and toddlers as they develop and learn new movement.
This resource from the Early Head Start Resource Center explores how to create a nurturing environment that is safe and accessible for infants and toddlers.
News You Can Use: Environment as Curriculum for Infants and Toddlers
Environment as Curriculum for Infants and Toddlers PDF
Town Square and Erikson Institute’s Early Math Collaborative present you with a great tool to use in helping communicate with families the Big Idea of early math. These bookmarks and graphics provide families with at-home activities, games, and book ideas connected to math concepts such as number sense, measurement, and patterns!
To share with families, print the PDF bookmarks or save the images and attach them to your newsletter, email, or social media post.
Bookmarks
One of the most important tasks for young children is developing self-regulation, and the support of caregivers is critical in this process. This Town Square created handout offers information on what is involved in self-regulation, why it is important, and how responsive caregiving can support it.
