1. A Closer Look at the Pre-K Emotional Support Domain

2. Emotional Support Domain
Focuses on children’s social and emotional functioning

3. Child Outcomes
Children’s social and emotional functioning in the classroom is increasingly recognized as an indicator of school readiness
Children who are motivated
and connected to others in
the early years are much
more likely to establish
positive trajectories of
development in both social
and academic domains

4. The Emotional Support Domain
There are four dimensions under the Emotional Support Domain
POSITIVE CLIMATE
Negative Climate
Teacher Sensitivity
Regard for
Student
Perspectives

5. Positive Climate
Reflects the emotional connection between staff and children and among children
and the warmth, respect, and enjoyment communicated by verbal and
non-verbal interactions

6. Positive Climate Overview
Within the dimension of Positive Climate there are four categories of behavioral markers observed:
Relationships
Positive Affect
Positive
Communication
Respect

7. Relationships
There are many indications that the staff and children enjoy warm, supportive relationships with one another
Close Physical Proximity
Shared Activities
Peer Assistance
Matched Affect
Social Conversations

8. Positive Affect
There are frequent displays observed of positive affect by staff and/or children
Smiling
Laughter
Enthusiasm

9. Positive Communication
There are frequently positive communications, verbal or physical, among staff and children
Verbal Affection
Physical Affection
Positive Expectations

10. Staff and children consistently demonstrate respect for one another
Eye Contact
Warm, Calm Voice
Respectful Language
Cooperation and/or
Sharing

11. Negative Climate
Reflects the overall level of expressed negativity in the classroom; the frequency, quality, and intensity of staff and peer negativity are key to this scale.

12. Negative Climate Overview
Within the dimension of Negative Climate there are four categories of behavioral markers observed:
Negative Affect
Punitive Control
Sarcasm/Disrespect
Severe Negativity

13. Negative Affect
Staff and children should not display strong negative affect and only rarely, if ever display mild negativity such as:
Irritability
Anger
Harsh Voice
Peer Aggression
Disconnected or escalating
Negativity

14. Punitive Control
Staff should not yell or make threats to establish control. Examples of Punitive Control are:
Yelling
Threats
Physical Control
Harsh Punishment

15. Sarcasm/Disrespect
Staff and children should not be sarcastic or disrespectful. Examples of sarcasm or disrespect are:
Sarcastic Voice/Statement
Teasing
Humiliation

16. Severe Negativity
There should be no instances of severe negativity between staff and children or children and their peers such as:
Victimization
Bullying
Physical Punishment

17. Teacher Sensitivity
Encompasses staff’s awareness of and responsivity to children’s academic and emotional needs; high levels of sensitivity facilitate children’s ability to actively explore and learn because staff consistently provides comfort, reassurance, and encouragement

18. Teacher Sensitivity Overview
Within the dimension of Teacher Sensitivity there are four categories of behavioral markers observed:
Awareness
Responsiveness
Addresses Problems
Student Comfort

19. Awareness
Staff is consistently aware of children who need extra support, assistance, or attention
Anticipates problems and plans appropriately
Notices lack of understanding and/or difficulties

20. Responsiveness
Staff is consistently responsive to children and matches his or her support to their needs and abilities
Acknowledges Emotions
Provides Comfort and Assistance
Provides Individualized Support

21. Addresses Problems
Staff is consistently effective at addressing children’s problems and concerns
Helps in an Effective and Timely Manner
Helps Resolve Problems

22. Student Comfort
The children appear comfortable seeking support from, sharing their ideas with, and responding freely to staff
Seeks Support and Guidance
Freely Participates
Takes Risks

23. Regard for Student Perspectives
Captures the degree to which classroom activities and staff’s interactions with children place an emphasis on children’s interests, motivations, and points of view and encourage child responsibility and autonomy

24. Regard for Student Perspectives Overview
Within the dimension of Regard for Student Perspectives there are four categories of behavioral markers observed:
Flexibility and Student Focus
Support for Autonomy and
Leadership
Student Expression
Restriction of Movement

25. Flexibility and Student Focus
Staff is flexible in his or her plans, goes along with children’s ideas, and organizes instruction around children’s interests
Incorporates Children’s Ideas
Shows Flexibility
Follows Children’s Lead

26. Support for Autonomy and Leadership
Staff provides consistent support for children’s autonomy and leadership
Allows Choice
Allows Children to Lead Lessons
Gives Children Responsibility

27. There are many opportunities for children’s talk and expression
Student Expression
There are many opportunities for children’s talk and expression
Staff Encourages Children’s Talk
Staff Elicits Children’s Ideas and Perspectives

28. Restriction of Movement
The children have freedom of movement and placement during activities
Staff Allows Movement
Staff is not Rigid

29. In conclusion, staff’s abilities to support social and emotional functioning in the classroom are central to any conceptualization of effective classroom practice

30. For additional information…
Please visit the website for informational videos and recorded webinars regarding CLASS and classroom best practices

31. The Children’s Forum Program Assessment Center website :
For more information on the Strong Minds Program, please contact the Strong Minds Navigators:
Irene Apolinar
(561)
Natasha Smith
(561)
For copies of this PowerPoint, to view a recording of this webinar, and to watch our informational videos please visit
The Children’s Forum Program Assessment Center website :

32. Questions?