Show:
POSITIVE DISCIPLINE
EMOTION REGULATION
FINISH THAT LINE
LANGUAGE DEVELOPMENT AND ACADEMIC COACHING
SOCIAL COACHING
100

WHEN IS IT OKAY TO USE DIFFERNTIAL ATTENTION

WHEN THE CHILDS PIGGY BANK IS FULL

-EVERY POSITIVE INTERACTION IS A COIN THAT GOES INTO THAT BANK

100

WHAT OTHER STRATEGIES FALL UNDER EMOTION COACHING

LABELING EMOTIONS, EMOTION VOCABULARY, EXPLORING EMOTIONS, PREDICTING AND PROBLEM SOLVING, MODELING EMOTION MANAGEMENT, POSITIVE REINFORCEMENT

100

ITS ALOT HARDER TO PUT OUT A FIRE THAN


(FINISH LINE)

TO PREVENT IT

100
WHAT ARE SOME STRATEGIES WE CAN USE IN OUR CLASS TO AVOID OVERSTIMULATION?

LIGHTS

MUSIC

LESSEN THE MATERIALS AVAILABLE (CLEAN AS YOU GO)

TIMERS (TO HELP YOU AND CHILDREN FOLLOW SCHEDULE)

100

PRESCHOOLERS AND TODDLERS RARELY SHARE, THEY ARE EGOCENTRIC AT THIS AGE. 

FALSE:

TODDLERS RARELY SHARE THEY ARE EGOCENTRIC AT THIS AGE

200

LITTLE COSMO IS THROWING TOYS ACROSS THE ROOM, WOULD DIFFERENTIAL ATTENTION BE AN OPTION (IGNORE OR PARTIAL IGNORE)?

WE DO NOT IGNORE UNSAFE BEHAVIORS!

200

EMOTION REGULATION SEQUENCE- DURING TIMES YOU SEE SOME INITIAL UNCOMFORTABLE EMOTIONS

  • Label
  • Validate
  • Pause
  • encourage coping
200

BE PROACTIVE RATHER THAN


(FINISH SENTENCE)

BE PROACTIVE RATHER THAN REACTIVE


PLAN AHEAD AND BE INTENTIONAL

200

HOW DO YOU ARRANGE KIDS DURING LARGE GROUP ACTIVITIES (who next to who, who next to teacher)

KEEP THOSE WHO NEED MORE REDIRECTION OR REINFORCEMENT NEAR YOU 

FEEL FREE TO OFFER OTHER THOUGHTS ON THIS

200

SOCIAL COACHING INVOLVES TEACHERS DEMONSTRATING THE FOUNDATIONAL SKILLS LIKE

MODELING, PROMPTING AND PRAISE

300

IN WHAT OTHER SCENARIOS IS IT OKAY TO YOU USE THE IGNORE MUSCLE?

WHEN LIMITS ARE CLEAR OR WHEN YOU USE IT TO REDIRECT A CHILD TO POSITIVE CHOICES

300

SELF REGULATION DEVELOPS BY 18 MONTHS

(TRUE OR FALSE)

  •  Learning to self-regulate does not begin until preschool so efforts to teach calm down strategies are focused on pre-teaching self-regulation skills
300

TO GET THE ATTENTION OF YOUR STUDENTS YOU CAN USE VISUALS. 


FOR EXAMPLE: SHOW ME .........

CAN CATCH YOUR STUDENT'S ATTENTION

SHOW ME 5


( THIS IS A VISUAL AND VERBAL PROMPT)

300

PRESCHOOL READINESS IS ALSO 

KNOWN AS ACADEMIC COACHING

300

TODDLERS WILL USUALLY PLAY BY THEMSELVES- ABSORBED IN THEIR EXPLORATION AND DISCOVERIES. AS AN EDUCATOR, WHAT IS YOUR ROLE IN THIS STAGE?

ENCOURAGE SOCIAL INTERACTIONS

MAKING THEM AWARE OF WHAT OTHER CHILDREN ARE DOING

HELPING THEM INITIATE INTERACTIONS WITH PEERS

400

WHAT STRATEGIES CAN YOU COMBINE WITH DIFFERENTIAL ATTENTION?

PRAISE/PROXIMAL PRAISE

SOCIAL COACHING/EMOTION COACHING

WHEN/THEN STATEMENTS


400
  • Behavior: crying or screaming
  • PROVIDE AN EXAMPLE OF A COPING SKILL
  • (HINT: LABEL EMOTION)

“ I see how upset you are because you are screaming at your friends today. When I feel upset, I practice taking deep breaths like this…(show child)…Would you like to try this with me?”

400

WHAT GETS ATTENTION GETS

REPEATED!

400
DURING CHILD-LED PLAY IT IS IMPORTANT TO ASK THE CHILD 5 QUESTIONS TO SUPPORT THEIR LANGUAGE DEVELOPMENT 


(TRUE OR FALSE)

FALSE, DESCRIPTIVE COMMENTING IS YOUR FOCUS DURING CHILD-LED PLAY. 

DESCRIPTIVE COMMENTING PROMOTES LANGUAGE DEVELOPMENT IN CHILDREN

400

WHAT CAN DRAMATIC PLAY TEACH YOUR CHILD

IT CAN PROMOTE SOCIAL SKILLS

EMPATHY

FRIENDSHIPS

500

WHAT CAN YOU USE TO SUPPORT EMOTION COACHING

BOOKS, VISUALS, PUPPETS, MUSIC, SIGN LANGUAGE

500

CHILDREN NEED OUR CALM TO....

(FINISH THIS LINE)

CHILDREN NEED OUR CALM TO FIND THEIR CALM

500

FOR CHILDREN IN A BILINGUAL ENVIRONMENT, THE NUMBER OF WORDS THE CHILD CAN SPEAK WILL BE SPLIT BETWEEN THE TWO LANGUAGES S/HE IS LEARNING

(TRUE OR FALSE)

TRUE

500

EVERYONE MUST SHARE AN EXAMPLE OF A POSTIVE OPPOSITE

1 EXAMPLE EACH (EVERYONE GETS A POINT)