Selina’s Top Ten List to Promote Positive & Independent Behaviors Selina Flores, Coordinator Early Childhood Special Education Services Training & Technical Assistance Center (T/TAC) Virginia Tech

Directions In small group 1. Take 10 mins. to introduce yourselves & 2. Collaborate to create ONE top 10 list of practices &/or strategies that promote positive behaviors and independence 3. Stand up when done

#10. Tell children what to do NOT what they are doing wrong Catch the child being good Model behaviors, children do as they see rather than being told

#9. Have a Solution Box Teach children a process to resolve conflicts Model aloud how to resolve a conflict Involve children in process of choosing examples to use

# Classroom Rules No more than 3 rules to start the year “Life skill” rules i.e., find, use, return cycle Describe behavior, what to do - positive NOT what to stop

#7. Inviting Environment Children can see all areas, low dividers Bright, airy, colorful, organized, & clean Diversity of toys and discovery centers

#6. Plan for Transitions Remember time, visual time, assist time Check-in time, nurture time, buddy-time Review time, make-up time, turn-around time

#5. Consistency Adults, teachers, classroom team plan respond/act as a unified front Agree on handling discipline, providing support “Do with a child, NOT for”

#4. Active Engagement Open-ended materials along with toys, real objects (recycled, safe discarded ones) Discovery centers grouped by interests and have appropriate and diversity of materials available

#3. Be Genuine Child can spot a fake a mile away Be 100% there physically AND mentally Label feelings. Take the time to talk about those feelings at quieter times Location, location, location = facilitate, mediate and ready for action

#2. Safe, Nurturing Environment Love on each child Plan for quiet nurturing time prior to start of the day Appropriate age level toys & materials, duplicates, triplicates with popular ones

#1. Continuous PD Administrators provide on-going professional development based on staff needs Staff have access and share (free) on-line professional development resources Administrators provide common planning, networking, and/or problem-solving time amongst staff

Resources Epstein, A. S. (2009). Me, you, us: Social-emotional learning in preschool. Ypsilanti, MI: High/Scope Press Evan, B. (2002). You can’t come to to my birthday party!: conflict resolution with young children. Ypsilanti, MI: High/Scope Press Dombro, A. L., Jablon, J., & Stetson C. (2011) Powerful Interactions: How to connect with children to extend their learning. Washington, DC: NAEYC. Lacina, J. & Stetson, R. (2013). Using children’s literature to support positive behaviors. Young Children, 68(5)

Resources Masterson, M. L., & Katharine C. K. (2013). Maximize your influence to make toddler mornings meaningful. Young Children, 68(5) McWilliam, R.A., & Casey, A. M. (2008). Engagement of every child in the preschool classroom. Baltimore, MD: Brookes Publishing Co. Pica, R. (2003). Teachable Transitions: 190 activities to move from morning circle to the end of the day. Beltsville, MD:Gryphon House. Rush, D., M’Lisa, S. (2011). Early childhood coaching handbook. Baltimore, MD: Brookes Publishing Co. Sandall, S. R., & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs. Baltimore, MD: Brookes Publishing Co.