Free Social-emotional Resources to Share with Families

Child Care Aware® of Central Missouri has been utilizing the free resources available from The Technical Assistance Center on Social Emotional Intervention (TACSEI) to help child care professionals manage challenging behaviors for several years.  Their website provides a variety of useful tools at no cost to you.  One new resource provides free printable handouts you can share with families to promote social-emotional skills at home.

The Backpack Connection Series helps parents stay informed about what their child is learning at school, and each one gives specific ideas on how to use the strategy or skill at home.   The handouts cover emotions such as jealousy, frustration, anger, and disappointment as well as challenging behaviors like biting.  There are also pages available on routines like bedtime and skills like sharing.

For example, the handout on smooth transitions offers these helpful tips:

• Use a timer, instrument, or funny noise to alert the child about the coming transition.
• Let the child choose a special toy to take with him to the new activity or place.
• Use a visual schedule to show the child the plan for the day.
• Use a special song during transition times.
• Give the child a job to do during the transition. 

To view and print the Backpack Connection Series or other useful resources, visit TACSEI’s website, www.challengingbehavior.org.

Rules, Rules, and Fewer Rules!

It is that time of year when many programs are in transition; new children are enrolling, some are moving to a different classroom, it is the beginning of a new school year. This is a great time to re-visit your classroom rules to see if they are working for both you and the children in your program.

The following are some general guidelines for rule-setting:

• Your rules should be limited to a few of the most important ones.
• The rules need to make sense to the children.
• Rules should be stated in positive terms (Be safe, walk inside).
• Rules should be short and easily repeated.
• Rules need to be appropriate for the ages and stages of the children in the group.
• Teach each rule to staff, children and families.

Whatever rules you decide are important, the children should be part of the process of setting those rules.  For example, you might choose three simple rules such as:

1. Take good care of yourself. 
2. Take good care of others.
3. Take good care of our school or classroom.

As part of your circle time or your morning meeting time, you can discuss each of the rules and find out what it means to each child.  “Taking care of yourself” might mean stay safe, walk inside, or hold the handrail.

“Taking good care of others” might mean using soft touches, or talking softly while inside.

And “taking good care of our classroom” can mean be careful with our toys or color only on the paper.

The children will come up with a lot of great ideas, and you can help them see how they fit under each of the simple rules. Then you can use the consistent language of the rules for each situation. “James, take care of yourself; sit on the swing.”

You will know your rules are working, when you do not have to continually remind the children about following them.

Written by: Barb Vigil, Early Childhood Specialist
Adapted from Child Care Plus+

Helping Children Line Up

We are often asked for tips on how to help children learn how to behave during daily routines.  One of these routines that can be challenging for preschool age children is standing and walking in a line.  If you work in a child care center where you have to take children outside, to lunch, or to other parts of the building, this can be a daily struggle if you haven't taught children how to walk in a line.

One important thing to remember is that we cannot assume children already have this skill.  It's something they must be taught!  Even if they are used to being in child care, they may not have learned how you want them to stand or walk in a line.  This is a skill that should be taught in detail early in the year, and it's something you may need to re-teach any time you get new children.

Using songs and rhymes is a great way to teach and reinforce daily routines in a preschool setting.  If you make a large poster with the words to the song you choose, it can also be a great way to build literacy skills.

This song is song to the tune of "The Farmer in the Dell" and was taken from Bright Hub.

My hands are at my side.
I'm standing straight and tall.
Eyes ahead, mouth is closed;
I'm ready for the hall.

This song came from Preschool Education, and it's sung to the tune of "If You're Happy and You Know it":

If you're ready and you know it, face the door.
If you're ready and you know it, face the door.
If you're ready and you know it, then it's time for you to show it.
If you're ready and you know it, face the door.

This line up poem is easy to memorize and recite.  It was taken from Mrs. Jones.

My hands are resting by my sides,
I'm standing straight and tall.
My eyes are front; my lips are zipped,
I'm ready for the hall.

Whatever strategy you use, make sure you help the children practice, practice, and practice some more! 

Taking a Bite out of Biting

Biting is a frustrating and painful behavior for parents and caregivers to manage. Between the ages of one and two (and sometimes longer), children use their mouths to explore and learn about the environment. They also have very limited verbal skills during this stage. As a result, biting may occur for several reasons: exploration, expressing emotions, and/or attention seeking. Some children may not bite at all, and others may be frequent and persistent biters.

Here are some suggestions for ways to minimize biting:

Look at your program's environment, schedule, routines, and expectations of children and staff. Try to minimize: congestion, confusion and disorder, children waiting, frustration, boredom, commotion, competition for toys and materials, and competition for adult attention.

Avoid large groups, and break the children up into smaller groups. Try to spread out activities to avoid children “bunching” up.

Look for ways to increase the promotion of the children’s sense of security and stability:

- Maintain a predictable schedule and ensure that children understand and anticipate the progression of the day.

- Ensure prime times with the child’s primary caregiver.

- Ensure warm, cozy, semi-secluded “safe places to be.”

- Avoid staffing changes. Develop and maintain individual and group rituals.

Look for ways to engage children more effectively in the environment:

- Analyze the developmental appropriateness of children’s choices.

- Provide duplicates of popular toys and multiple options for activities.

- Consider whether to increase the motor and sensory choices available.

Look for ways to calm children after periods of excitement, such as relaxed transitions, calming music, and calming physical contact with caregivers.

Analyze grouping of children to avoid combinations that might lead to conflict or biting. Avoid grouping “biters” and “victims” together. Also avoid grouping children who will compete for toys.

If you would like more information about biting or any other behavior issue, please contact one of the Inclusion Specialists at Child Care Aware® of Central Missouri at 800-243-9685.

Information obtained from: ExchangeEveryDay a free service of Exchange Magazine, January 6, 2006

Using Dolls to Teach Problem Solving

Teaching children problem solving skills can be a great way to reduce challenging behaviors in your home or classroom.  Adults often swoop in and tell children how to solve problems (How often do you say, "Tell him you're sorry."  "Now nobody gets to play with the truck."  or "Go sit in time out."?) because it's quicker and easier in the moment.  But in the long run, taking the time to teach children how to solve their own problems will make your life easier, and teach kids a valuable life skill.

One way to introduce problem solving is to role play situations that often happen when groups of children are together.  During circle time, or another time children are calm and quiet, you can simply ask something like, "What would you do if someone had a toy you wanted to play with?"  Then discuss the ideas children share, and provide some suggestions of your own if necessary.

Using dolls to set up and act out situations can also be helpful.  Persona dolls are designed to be culturally diverse, and they come with pre-written "life stories" that can be helpful when role playing with children.  However, you could easily use dolls, puppets, or stuffed animals you already own and create your own stories.

Then be aware and involved when children are playing, and when a similar situation arises, you can take the time to discuss how children might solve the problem.  For instance, if you've shared a role playing scenario in which children discuss what to do when someone takes a toy, next time you see a toy taken, go to the children and say something like this:

"Oh my, I see that Johnny took the truck from you.  You seem very upset.  What are some ways you could solve this problem?  What did our doll do when that happened to him?  Right, you could take the toy back from Johnny.  Or you could ask nicely if he would give you the toy back.  Or you could tell an adult.  What would happen if you did....  Which solution would you like to try?"

This approach takes some time, but it's valuable for children, and over time, it will enable kids to solve their own problems, which will make your life easier!

For more ideas on how to use Persona Dolls, or other dolls in your classroom, check out Kids Like Us: Using Persona Dolls in the Classroom.