Social-Emotional Development Foundations for Teachers

1. Social-Emotional Development Foundations for Teachers Focus on Social Interactions

2. Session Outcomes • Become familiar with Preschool Learning System components developed by the California Department of Education, Child Development Division. • Become familiar with the social-emotional development foundations with a focus on the social interactions strand. • Understand the format and content of the foundations in the Social Interactions strand. • Experience the synergy of social interactions.

3. Friendship Bingo Objectives: Get to know your colleagues Complete the Bingo Board Instructions: Circulate among your colleagues. Meet as many people as you can. Try to record a name in each space. Use each person’s name only twice. Record as many names as possible.

4. Agenda • Welcome • A guided tour of the social-emotional development domain sections • Key points from the Introduction • A closer look at the Social Interactions strand • What’s next?

5. Norms • Start on time and end on time. • Turn cell phones off. • Help the group stay on task. • Listen to thoughts and ideas of others. • Contribute your thoughts and ideas.

6. Parking Lot Please write questions on post-its and place them on chart paper titled “Parking Lot.”

8. Preschool Learning Foundations ~Domains~ English- Language Development Social-Emotional Development Language and Literacy Mathematics

9. A Guided Tour How Is the Social-Emotional Development Domain Organized?

10. The Sections • Introduction • The Foundations • Bibliographic Notes • Glossary • References and Source Material

11. Jigsaw • Introduction (paragraphs 1-2) • Assumptions (paragraph 3) p. 1 “The CDE’s…” • Diversity (paragraphs 5-7) p. 2 “Children are a…” • Children with special needs (paragraph 8) p. 4 “Likewise…” • How children learn (paragraphs 9-10) p. 4 “Young children…” • Basis for foundations (paragraphs 11-12) p. 4 “The preparation…”

12. Key Points

13. What are Social-Emotional Development Foundations? California Preschool Foundations describe behaviors typical of children who are making good progress toward being ready for school when they enter kindergarten.

14. Developmental and educational research tells us that… school readiness consists of social-emotional competencies as well as cognitive and motivational ones.

15. It is important to remember that these foundations, especially the behavioral examples for each foundation, are not meant to be assessment items; rather, they are meant to be guidelines and teaching tools.

16. Underlying Assumptions Young children have access to the appropriate kinds of social interactions, experiences, and environments that normally support healthy development.

17. Underlying Assumptions cont’d Children are a remarkably diverse population….Different children will display skills relevant to each domain in individual ways.

18. Underlying Assumptions cont’d These foundations must be used especially carefully for children with special needs.

19. Underlying Assumptions cont’d Culture is… directly related to the meaning of these foundations and their application to particular children, especially children who are from underrepresented groups, English-language learners, or from special populations.

20. Underlying Assumptions cont’d Young children acquire social and emotional competence in ways that are often different from how they acquire competence in naming letters or numbers.

21. Underlying Assumptions cont’d Play is a central context for social and emotional development in early childhood.

22. Universal Design for Learning To make the foundations helpful for all of California’s children, it is important to provide opportunities to follow different pathways to learning.

23. Foundations and the DRDP-R How the Foundations and the DRDP-R Work to Complement Each Other

24. Foundations and the DRDP-R Foundations • At around 48 and 60 months • A guide and teaching tool DRDP-R • Developmental continuum • An assessment tool

25. The Social-Emotional Development Domain

26. Foundation Organization Domain Social-Emotional Development Age Strand Substrand Foundation Description Examples

27. Map of the FoundationsSocial-Emotional Development Domain Strand Self Substrand Age Age Foundation Foundation description Examples

28. The Three Strands • Self • Social Interactions • Relationships

29. What’s the difference? • Social Interactions = sociability with other people to whom the child does not have a close relationship • Relationships = close relationships children create with adults and peers

30. Treasure Hunt • Establish groups of three participants. • Complete the Treasure Hunt. • Answer as many questions as possible before the time is up. Good Luck!!

31. Social Interactions A Closer Look

32. Research • Several research teams have found that differences in aspects of self regulation predicts young children’s reading and mathematics achievement. • Young children who are more competent in understanding others’ feelings have been found, for example, to become more academically competent in the primary years.

33. Bibliographic Notes • Locate the Bibliographic Notes section. • Read your assigned substrand notes with your table partners. • On your chart paper, write down a research highlight from your section.

34. Do Re Mi… The more we get together, together, together Oh the more we get together, the happier we’ll be. For your friends are my friends And my friends are your friends. Oh the more we get together, the happier we’ll be.

35. Mission Possible • Review the foundations for each substrand in the Social Interactions strand. • Divide chart paper in four sections. Label each section with one of the substrands. • Interactions with Familiar Adults • Interactions with Peers • Group Participation • Cooperation and Responsibility • Create a visual representing each substrand in the appropriate section.

36. Sharing the Wisdom • Pair with another table • Share your charts • Exchange charts and return to your tables

37. Finishing Touches • Add three activities or strategies you currently use to support the development of each substrand. • Look through the Preschool DRDP-R, Measures 1-15. Record one Measure that relates to each substrand in the each quadrant. • Return the chart to your partnering table group with a Thank YOU!

38. Sharing the Wisdom cont’d • Review your chart with the new additions. • Post your finished chart on the wall. • Review the other groups’ charts. • Record any strategies and/or ideas that you might try in your program.

39. Next Steps • During 2008 – CPIN will continue to provide professional development to teachers and administrators about the Preschool Learning Foundations. • Winter 2009 – Curriculum framework information sessions and professional development will provide guidance about how to integrate the Preschool Learning Foundations into state-funded preschool programs.

40. http://www.cde.ca.gov/sp/cd/re/psfoundations.asp

41. CDE Web site • At the Web address, the underlined Preschool Learning Foundations link takes you to the publication. There you will have easy access to the chapters and sections within the 192 page publication. • The Appendix, on pages 173-192, provides a summary list of the foundations. • Frequently Asked Questions (FAQs) are posted on the website. Questions can be sent to psfoundations@cde.ca.gov

42. To Purchase • The Preschool Learning Foundations publication will be available for purchase from the CDE Press after February 28, 2008 for $19.95. • Ordering information can be found at the CDE Web site www.cde.ca.gov or by calling 800-995-4099.

43. What We Will Take Away… • Discuss the three most important things to remember about the social-emotional foundations. • Share your thoughts with the whole group.

44. Q & A

45. Goodbye Song MAKE NEW FRIENDS Make new friends, but keep the old. One is silver and the other gold.