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Kindergarten Readiness: The Social and Emotional Perspective November 9, 2010

Kindergarten Readiness: The Social and Emotional Perspective November 9, 2010. Lauren Wiley, M.Ed. Early Childhood Mental Health Consultant 815-685-2150 wiley82@att.net. The Child. The Goodness of Fit. The Specific Program.

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Kindergarten Readiness: The Social and Emotional Perspective November 9, 2010

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  1. Kindergarten Readiness: The Social and Emotional PerspectiveNovember 9, 2010 Lauren Wiley, M.Ed. Early Childhood Mental Health Consultant 815-685-2150 wiley82@att.net

  2. The Child The Goodness of Fit • The Specific Program • Where is the child at on the social and emotional developmental trajectory? • In what context will the child have more opportunity to move forward on this trajectory?

  3. Process of Evaluating Kindergarten Readiness – Child’s Perspective • Observation • Context as natural as possible • Involvement of significant others • Inquiry • “Is this typical behavior?” • “When/With Whom do things seem to go best?” • Determination of current developmental level • Determine context for continued development

  4. We need to look at the child’s ability to: • Engage with others • Pay attention • Store, retrieve and organize information • Regulate emotions • Grasp the idea that not all minds think and feel alike

  5. The Seven Building Blocks of Development • Taken from “Collaborative Intervention in Early Childhood” by Deborah Hirschland • Based on three ideas that cross many theoretical frameworks • Developmental Pathways of children are individual in nature • Mastery in multiple areas of functioning is an important feature of successful growth • Vulnerabilities in one area of development often impact competency in another

  6. Feeling Safely and Warmly Connected Changing Tracks and Being Flexible Feeling Capable and Confident Communicating Effectively The Child Regulating Feelings Regulating Energy Tuning In

  7. Building Block #1:Feeling Safely and Warmly Connected • Importance of attachment • Internal Memory and Explicit Memory • Internal Working Model • Relational Disconnects and Repairs • Circles of Communication

  8. Building Block #2:Tuning In • The Process of Attending • Pop Up • Tune in* • Take in • Pop Down • Deconstruct ability to tune in • Competence in discriminating between what is important and what is not important • Ability to sustain focus • Maintaining consistent mental alertness

  9. Building Block #3:Communicating Effectively • The Process of Communication • Intake – Receptive Communication • Reflection – Internal Processing • Output – Expressive Communication • Importance of Scaffolding

  10. Building Block #4:Regulating Energy • Process of fostering skill in body-state regulation • Influences: • Temperament • Sensory System Difficulties • Neurobiological and emotional consequences of trauma, domestic violence

  11. Building Block #5:Regulating Feelings • One of the central developmental challenges • Influences • Temperament • Effects of family or community life • Reactions to “Leaning In” and “Leaning Out”

  12. Building Block #6:Changing Tracks and Being Flexible • Ability to hear and accept other’s thoughts or ideas • Ability to switch from one activity to the next with minimal difficulty • Influences • Few or inconsistent limits in home environment • Exceptionally strong willed – temperament • Traumatic situations – grasping for control • Victim of bullying or excessive bossiness • Neuro-developmental profile

  13. Building Block #7: Feeling Capable and Confident • Rests on the previous 6 • Experiences of mastery about behavior • A feeling of resourcefulness, competence, and optimism • Develops less from “being told” and more from direct experience

  14. Process of Evaluating Kindergarten Readiness – Program Perspective • Recognize where a child is at on the developmental trajectory • Identify the strengths and capacities the child possesses • Identify the challenges the child faces in accomplishing developmental tasks • Evaluate program readiness and capacity to accommodate the developmental needs of the child

  15. To determine a child’s readiness for kindergarten, the child must be viewed interacting in and with his/her most natural environment and in the company of individuals with whom he has an existing significant relationship. and Those individuals with whom the child has a significant relationship must be actively involved in the assessment for readiness process

  16. To determine a child’s readiness for a specific kindergarten program, the program must be evaluated to see if it offers a particular child opportunities for healthy development. If it does not, the question becomes, what will it take to build the existing program capacity to meet the needs of this child.

  17. Questions?

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