a closer look at the pre-k emotional support domain

A Closer Look at the Pre-K EMOTIONAL SUPPORT DOMAIN

Emotional Support

EMOTIONAL SUPPORT DOMAIN

Focuses on children’s social and emotional functioning

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

• POSITIVE CLIMATE

There are four dimensions under the EMOTIONAL SUPPORT DOMAIN

THE EMOTIONAL SUPPORT DOMAIN

• TEACHER SENSITIVITY

• NEGATIVE CLIMATE

• REGARD FOR STUDENT PERSPECTIVES

POSITIVE CLIMATEReflects the emotional connection between

staff and children and among children and the warmth, respect, and enjoyment

communicated by verbal and non-verbal interactions

POSITIVE CLIMATE OVERVIEW

Within the dimension of POSITIVE CLIMATE there are four categories of behavioral markers observed:

• Relationships

• Positive Communication

• Positive Affect

• Respect

RelationshipsThere 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

Positive AffectThere are frequent displays observed

of positive affect by staff and/or children

• Smiling

• Laughter

• Enthusiasm

Positive CommunicationThere are frequently positive communications,

verbal or physical, among staff and children

• Verbal Affection

• Physical Affection

• Positive Expectations

RespectStaff and children consistently demonstrate

respect for one another

• Eye Contact • Warm, Calm Voice

• Respectful Language • Cooperation and/or Sharing

NEGATIVE CLIMATEReflects the overall level of expressed

negativity in the classroom; the frequency, quality, and intensity of staff and peer

negativity are key to this scale.

NEGATIVE CLIMATE OVERVIEW

Within the dimension of NEGATIVE CLIMATE there are four categories of behavioral markers observed:

• Negative Affect

• Sarcasm/Disrespect

• Punitive Control

• Severe Negativity

Negative AffectStaff 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

Punitive ControlStaff should not yell or make threats to

establish control. Examples of Punitive Control are:

• Yelling

• Threats

• Physical Control

• Harsh Punishment

Sarcasm/DisrespectStaff and children should not be sarcastic or

disrespectful. Examples of sarcasm or disrespect are:

• Sarcastic Voice/Statement

• Teasing

• Humiliation

Severe NegativityThere should be no instances of severe negativity

between staff and children or children and their peers such as:

• Victimization

• Bullying

• Physical Punishment

TEACHER SENSITIVITYEncompasses 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

TEACHER SENSITIVITY OVERVIEW

Within the dimension of TEACHER SENSITIVITY there are four categories of behavioral markers observed:

• Awareness

• Addresses Problems

• Responsiveness

• Student Comfort

AwarenessStaff is consistently aware of children who need

extra support, assistance, or attention

• Anticipates problems and plans appropriately

• Notices lack of understanding and/or difficulties

ResponsivenessStaff is consistently responsive to children and

matches his or her support to their needs and abilities

• Acknowledges Emotions

• Provides Individualized Support

• Provides Comfort and Assistance

Addresses ProblemsStaff is consistently effective at addressing

children’s problems and concerns

• Helps in an Effective and Timely Manner

• Helps Resolve Problems

Student ComfortThe children appear comfortable seeking support

from, sharing their ideas with, and responding freely to staff

• Seeks Support and Guidance

• Freely Participates

• Takes Risks

REGARD FOR STUDENT PERSPECTIVESCaptures 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

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

• Student Expression

• Support for Autonomy and Leadership

• Restriction of Movement

Flexibility and Student FocusStaff is flexible in his or her plans, goes along with

children’s ideas, and organizes instruction around children’s interests

• Follows Children’s Lead

• Incorporates Children’s Ideas• Shows Flexibility

Support for Autonomy and LeadershipStaff provides consistent support for children’s

autonomy and leadership

• Allows Choice

• Gives Children Responsibility

• Allows Children to Lead Lessons

Student ExpressionThere are many opportunities for children’s talk

and expression

• Staff Encourages Children’s Talk

• Staff Elicits Children’s Ideas and Perspectives

Restriction of MovementThe children have freedom of movement and

placement during activities

• Staff is not Rigid• Staff Allows Movement

In conclusion, staff’s abilities to support social and emotional

functioning in the classroom are central to any conceptualization of

effective classroom practice

For additional information…

Please visit the www.forumpac.com website for informational videos and recorded webinars regarding CLASS and classroom best practices

For more information on the Strong Minds Program, please contact the Strong Minds Navigators:

Irene Apolinar(561)374-7521

Irene.apolinar@cscpbc.org

Natasha Smith(561)374-7532

Natasha.smith@cscpbc.org

The Children’s Forum Program Assessment Center website :

www.forumpac.com

For copies of this PowerPoint, to view a recording of this webinar, and to watch our informational videos please visit

Questions?