Fillable CDA Credential - Preschool, Part 10 (#31720)

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CDA Credential - Preschool, Part 10 (#31720)
Understanding principles of child development and learning
Planning a safe and healthy learning environment
Supporting children's social and emotional development
Building productive relationships with families
Maintaining a commitment to professionalism
Presenters: Tara Warwick, MS, OTR/L; Marina Calarco, MS, MS, OTR/L; Rosemarie Griffin, MA, CCC-SLP, BCBA;
Sandra Duncan, BA, MS, EdD; Nicole Steward, MSW, RYT; Quniana Futrell, BS, MEd, EdS; Rosanne Hansel, BS, MS
How to use this handout:
This course handout accompanies Infant-Toddler, Part 10, one of twelve courses, that together comprise continued’s
Preschool CDA Credential coursework. The Infant-Toddler, Part 10 handout compiles handouts from the 10 course
modules into a single interactive document. Please follow the guidelines below.
§ Click on the title of the course module to quickly navigate to the associated handout.
§ Expand or collapse the bookmarks on the left side pane to navigate to main sect ions.
§ Look for the icon below a slide to enlarge key images.
§ Click on icon to return to List of Course Handouts
§ Watch for knowledge check slides within the slide handouts to practice for the exam.
§ Preview the exam questions before beginning the coursework.
§ Once you’ve viewed all 10 course modules, review the Next Steps to complete Infant-Toddler, Part 10.
If you would like to print handouts specific to one of the ten modules, please use the interactive navigation to print only
the desired pages.
1
CDA Credential - Preschool, Part 10 (#31720)
Course Title
Presenter
1
Feeding Tips for Young Children
Tara Warwick, MS, OTR/L
2
Safety Tips for Young Children
Tara Warwick, MS, OTR/L
3
A Fine Motor Review: The Early Years (birth to 5 years)
Marina Calarco, MS, MS, OTR/L
4
Let's Talk Together: Communication Based Information and
Strategies for the Young Learner
Rosemarie Griffin, MA, CCC-SLP,
BCBA
5
Seven Principles of Classroom Design - A New Perspective
Sandra Duncan, BA, MS, EdD
6
Understanding Trauma Part 1: What It Is and How It Shows Up
Nicole Steward, MSW, RYT
7
Understanding Trauma Part 2: You are the Intervention
Nicole Steward, MSW, RYT
8
Teaching Beyond Bars
Quniana Futrell, BS, MEd, EdS
9
Vertical Learning with Classroom Walls
Sandra Duncan, BA, MS, EdD
10
Creative Block Play
Rosanne Hansel, BS, MS
2
Preschool, Part 10 Exam Preview:
Question 1: When children are sitting at a table, which position should be avoided?
A: Feet flat on ground or surface
B: Dangling feet so they can move
C: 90 degrees at the hips
D: 90 degrees at the knees
Question 2: What is the leading cause of preventable death and injury in the US?
A: Drowning
B: Burns
C: Choking
D: Road injuries
Question 3: What age is it generally OK for children to eat small, round, or hard foods (examples: cheese sticks, marshmallows, hard
candies)?
A: 2 years
B: 3 years
C: 4 years
D: 5 years
Question 4: Expansion is a technique that early childhood professionals can use to model which of the following?
A: Proper etiquette at meal time
B: More complex language and communication
C: Safety on the playground
D: How to use crayons appropriately
Question 5: What does research indicate that too many primary colors in a classroom can do?
A: Positively impacts children's behavior and learning
B: May negatively impact children's behavior and learning
C: Has absolutely no impact on children in any way
D: Makes children act or behave in a subdued manner
3
Preschool, Part 10 Exam Preview (continued):
Question 6: Why is using a variety of textures (i.e., woven placemats, wicker baskets, ribbons, yarn) in early childhood learning
environments important?
A: Texture is pretty
B: Texture increases children's visual, spatial, and physical skills
C: Textural elements are overstimulating
D: Textural elements are more cost effective
Question 7: What is the definition of trauma?
A: An event that harms us physically or emotionally
B: A deeply distressing or disturbing experience
C: A crime
D: A really scary event that only happens in childhood
Question 8: In what ways does trauma impact learning?
A: Trauma causes kids to hate learning.
B: Trauma makes parents pull their kids out of school.
C: Trauma causes the amygdala to activate and the hippocampus to shut down.
D: Trauma causes teachers to be triggered.
Question 9: What are some behaviors we might see if a student is impacted by trauma?
A: Easily distracted
B: Attendance issues
C: Afraid of loud noises
D: Any of the above
Question 10: What is self-regulation?
A: Being triggered but then calming yourself down
B: How we respond to our colleagues
C: The ability to see yourself in a mirror
D: An internal (individual/self) response to change
4
Feeding Tips for Young Children
Tara Warwick, MS, OTR/L
5
Return to Course Module Listing
Knowledge Check
After this course you will be able to answer the following question:
When children are sitting at a table, which position
should be avoided?
A. Feet flat on ground or surface
B. Dangling feet so they can move
C. 90 degrees at the hips
D. 90 degrees at the knees
Feeding tips for young
children
Tara Warwick, M S , O T R / L
www.todaysconsultingsolutions.com
2
Learning Outcomes
§
Identify three reasons children do not eat
§
Identify three important factors for family meals
§
Describe the steps for trying new foods
3
Feeding statistics
§ 25-35% of children in US have feeding problems
§ 40-70% of children with chronic medical problems have
feeding disorders
§ Feeding disorders can lead to malnutrition, congestion,
frequent illness, impact sleep and behavior
• Only 10% of feeding issues are from parenting, 90% are
from some other issue
• Studies suggest that 20% of all children have some type
of feeding and/or growth issues during first 5 years of
life; 5-10% have significant problems that result in
therapy
4
6
Feeding Tips for Young Children
Feeding problems
§
Increased stress to families
§
Feeding is the first relationship that develops
between child and caregiver.
§
Feeding is the most complex sensory activity
children participate in
5
Birth
Brings hand to mouth and opens
mouth in prep to suck
2 months
Holds objects
3 months
Holds onto objects and puts into
mouth
4 months
Holds mouths and shows visual
exploration of objects
4
-11 months
Begins to sit with
some support
and then unaided
9
months
Pincer
grasp with finger and
thumb, without support
9
-18 months
Says first
words, context
specific, might say word for
known food
12 months
Recognizes food by sight, smell,
and taste
12 months and beyond
Visually groups food into
categories
Motor and cognitive development
6
Before birth
Sucking
and swallowing observed in womb
Birth
Opens mouth to suck fist;
gag response to
food and objects in mouth is observed
Moves tongue in and out, up and down
2 weeks
– 9 months
Can show open mouth for spoon at an early
age so this response is present before onset
of complementary feeding
at 4-6 months
6 months
Gag response declines as
mouth becomes
more used to the feel of food, but still
observed in most adults; can move food
from side to side of the mouth
Oral motor development
7
6
-12 months
Eruption
of front teeth
6
-14 months
Can chew softer lumps and
keep most food in the mouth
7
-12 months
Can
close the lips to clear the
spoon
8
-12 months
Can bite into
harder foods
when teeth have erupted
12 months
– 4 years
Can cope with most textures
offered but chewing not
fully
mature
2 years
Can cope with most foods
offered as part of a family meal
Oral motor development
8
7
Feeding Tips for Young Children
ENLARGE
ENLARGE
ENLARGE
4
-11 months
Starts to hold food and bring food to
mouth
8 months
Begins to try to feed from spoon
without spilling from eight months
8 months
– 2 years
Begins to drink from closed
cup (by 11
months most infants can drink from a
closed cup)
11
months – 2 years
Begins
to drink from open cup (by 19
months most infants can drink from an
open cup)
15 months
Most infants can feed themselves
with
a spoon
Self-feeding
9
Before birth
Some will inherit a strong dislike of
bitter taste and certain food textures
Birth
Preference for strong tastes
such as
garlic and spices learned from exposure
to amniotic food; preference for energy
dense sweet and fat foods
Birth
– 6 months
Some strong taste preferences learned
from the taste of milk feed
4
-6 months
Introduction of complementary foods;
Tas te p re fe r e nce s ra pid l y l ear ne d an d
easier acceptance of new foods; It is
better to introduce a wide range
of
tastes in this period
14 months
Rejection of food begins
20
months – 8 years
Neophobic
response
2 years
Preferences now predict food
preferences throughout life
Acceptance and Rejection
10
4
-6 months
Can cope
with pureed and mashed
food
6 months
Introduction of lumpy solids; mash with
soft lumps; Bite and dissolve; soft chew
8 months
Can cope with mash with harder lumpy
solids; Begins to chew (most can chew
without gagging at 12 months)
Texture p rogre ssio n
11
Eating preferences, smells, and tastes
Birth
Shows preferences for known tastes
and smells
4 months
Learns to like and accept
complimentary food quite
quickly and
with variety
9 months
Can begin to understand that similar
looking
foods might taste the same
9
-14 months
Points to food they know they like
14
-16 months
Imitates adult's
eating preferences
3 years
Imitates peers
eating behavior
4 years
The range predicts late child and adult
range
12
8
Feeding Tips for Young Children
ENLARGE
ENLARGE
ENLARGE
ENLARGE
Regulation of appetite
Birth
Can reject a milk feed
Partial regulation of calorie intake
2 months
Good regulation of intake according
to internal cues
4
-6 months
Shows regulation of intake of breast milk and
complimentary
foods
Responds to stressful mealtime interaction by refusing
food
Shows preference for and rejection of foods
Shows better regulation with responsive feeding
14 months
Imitates adult eating
24 months
Imitates other children
Eats more in response to portion size
36 months
Responds to prompts
to overeat, but only in some
children
Reduces amount eaten when pressured
Changes
food preferences to be like peers
Shows preferences for restricted/withheld foods
13
Signaling satiety and dislike
Birth
Cries and turns head away from nipple
Sucks slowly and
stops sucking
Pushes nipple
from mouth
Facial expression
4 months
Turns away from spoon
Shows disgust/gags at disliked food
12 months
Throws food
Signals or says "no" to
unwanted/disliked food
Distracted by toys during mealtimes
14 months
Moves away from meal or meal table
14
Birth
Roots and turns
in search of nipple
Sucks fist
4 months
Opens mouth for food
Moves head towards spoon with mouth
open
Watches food
Reaches for food
9 months
Clear interest in feeding self
Points to food
12 months
Says the word for food they want
Signaling hunger
15
Picky eaters vs Problem feeders
Picky eaters
Problem feeders
30 or
more foods
Less than 20 foods
Foods lost, but gained after
2 week
break
Foods lost, not gained after break
At least one food from most all nutrition
or texture groups (Ex: purees, proteins,
fruits)
Refuses entire categories of food
textures
or nutrition groups
Can tolerate new foods on their plates
Cries,
screams, tantrums when new
foods are presented
Eats different set of foods at a meal, but
same time and same table
Eats different set of foods, different
time, different place
Sometimes reported as "picky eaters at
well child visits
Persistently reported as "picky eaters"
Learns to eat new foods in 20
-25 steps
Requires
more than 25 to learn to eat
new foods
2000, Dr. Kay Toomey, STAR Institute for Sensory Processing Disorder
16
9
Feeding Tips for Young Children
ENLARGE
ENLARGE
ENLARGE
ENLARGE
Why children will not eat?
§
Biological factors
§
Behavioral factors
§
Many times Biological leads to behavioral
www.centerforautism.com
17
Biological factors
§ Physical complications
§ Cleft palate
§ Oral motor difficulties
§
Medical complications
§ Reflex
§ Allergies
§ Constipation/diarrhea
www.centerforautism.com
18
Behavioral factors
§
Consequences from feeding
§ Ability to get desired food item (tangible, different foods)
§
Avoidance of non-preferred food
Spinach – Child cries – Child gets away from table
19
Interesting thoughts
§ Adrenalin is an appetite suppressant
§ Tak es t wo y ea rs fo r an aver ag e chil d to le ar n h ow
to eat
§ Tak es c hi ldre n an a ve ra ge o f 10x t o ea t a ne w
food before adding to repertoire
§ Eating from 1-6 months is reflexive, after 6 months
learned behavior
(Toomey & Ross, 2011)
20
10
Feeding Tips for Young Children
How we should think about
food?
§
Stop placing judgment on food
§
Not good or bad, it is what it is
§ Fruit, vegetable, protein, starch
§
Descriptions
§ Hard, crunchy, soft
§ Red, green, brown
§ Smells like?
§ cold, hot
21
Steps for helping children with
feeding issues
1. Positioning, positioning, positioning!
2. Family meals
3. Tea ch " ea ti ng "
4. Be aware of other contextual factors
5. Make it fun!
6. Special accommodations
22
1. Positioning
§
Breathing is body's number one priority, postural
stability is number two (it's not eating)
§
90-90-90
§ Ankles, knees, hips
§ Feet should rest on floor
§ Back should be against something firm
§ Elbow should rest on table
23
Tips
§ Adjust chair and/or table
§ Bring child up to your level (Keekaroo chair)
§ Foot rest (phone books, large boxes)
§ Support behind back
24
11
Feeding Tips for Young Children
2. Family meal time
§
Child is not the highlight
§
Meals should be enjoyable
§
Involve child
§
Create a routine
§
Serve "family style"
Too me y
25
Family meal time, cont'd
§ Make sure at least one preferred item on child's
plate
§ Goal is to eat preferred item and start learning
about non-preferred foods
§ Reduce other distractions
§ Learning plate
§ Set reasonable expectations for families
26
Family meals, cont'd
§ Reinforcement (with caution)
§ Use same place, schedule, routine
§ Size of bites on plate
§ 1 tablespoon per 1 year of age
§ Snacks = 15 minutes, meals=30 minutes (longest)
§ Spread out meals and snacks 2 ½-3 hours apart.
§ Eliminate snacking, milk, juice in between
§ Sweets are appetite suppressants
27
3. Teach "eating"
§ Think of it as "teaching"
§ More variety = more volume!
§ Encourage interactions with the food
§ Remember – children will not eat if they are
stressed!
§ Tea ch t hro ug h gr ad ua l e xp os ure v er s us f lo od ing
§ Hunger can be re-taught
28
12
Feeding Tips for Young Children
Steps to eating
§
Tol er at es
§
Interacts
§
Smells
§
Tou ch in g
32 steps total!
(Toomey & Ross, 2011)
29
§ Expand on what they already eat (color, texture,
shape) – Food chaining
§ Eliminate packaging and containers
§ Food jags
§ Concentrate on food not behavior
30
4. Be careful of other contextual
variables
§
Is the TV on?
§
Where does everybody sit?
§
What else is doing on during meal?
§
What are the interactions like?
31
5. Make it fun!
§ Let children help with the meal
§ Find different cook books, supplies that are kid-
friendly
§ Find times outside of meals to interact with the
food
§ Let them get messy!
32
13
Feeding Tips for Young Children
6. Specialized accommodations
§
Adapted utensils? Silverware, plates, cups
§
Visual supports
§
Tan gi bl e rei nf o rce rs
§
Timers
33
Case study
§ Michael is a 5 year old boy with autism who had a
very limited diet. His diet included Vienna sausages,
goldfish, and Capri Sun. He was having a lot of
constipation issues. Mom wanted to add more fruits
and vegetables to his diet. He had no other medical
issues.
34
What we did
§
Started with better positioning at his kitchen table
§
Helped organize family meals (started with only
three per week)
§
Found similar options to his current food.
§
Used a visual schedule to show him the routine for
meals.
§
Over time, he increased the variety of food he was
eating.
35
Summary
§ Family meals are important!
§ Tal k ab ou t f oo d in a n ob j ecti ve w ay
§ Tea ch h ow t o ea t by bui l di ng o n cu rr ent fo od s
§ Make it fun!
36
14
Feeding Tips for Young Children
References
§
SIG 13 Perspectives on Swallowing and Swallowing Disorders (Dysphagia)
, October 2011, Vol. 20,
82-87. doi:10.1044/sasd20.3.82
§ https://summit-education.com/course/CSENDJ.1/differentiating-sensory-from-behavior#/live/6-
ceus/tulsa-ok-2018-02-13
§ https://www.spdstar.org/sites/default/files/file-
attachments/Picky%20Eaters%20vs%20Problem%20Feeders_0
§ http://www.parentguidenews.com/Articles/FoodChaininghttps://www.infantandtoddlerforum.org/medi
a/upload/pdf-downloads/3.5_Developmental_Stages_in_Infant_and_Toddler_Feeding_NEW.pdf
§ To o m e y, K .A ., & R os s, E . S . (20 11 ) . S OS a pp ro ac h t o fe e d in g. P e rs pe c tiv e s o n Sw all ow in g D is ord er s
(Dysphagis), 20 (3), 82-87.
37
Questions?
Tara Warwick, M S , O T R / L
www.todaysconsultingsolutions.com
38
Knowledge Check
When children are sitting at a table, which position
should be avoided?
A. Feet flat on ground or surface
B. Dangling feet so they can move
C. 90 degrees at the hips
D. 90 degrees at the knees
15
Feeding Tips for Young Children
Return to Course Module Listing
Safety Tips for Young Children
Tara Warwick, MS, OTR/L
16
Return to Course Module Listing
Knowledge Check
After this course you will be able to answer the following question:
What is the leading cause of preventable death
and injury in the US?
A. Drowning
B. Burns
C. Choking
D. Road injuries
Knowledge Check
After this course you will be able to answer the following question:
What age is it generally OK for children to eat
small, round, or hard foods (examples: cheese
sticks, marshmallows, hard candies)?
A. 2 years
B. 3 years
C. 4 years
D. 5 years
Keeping young children safe
Tar a Wa rw ic k, MS, OT R/ L
Tod ay ’s Co ns ul ting So lu ti on s
3
Learning Outcomes
§ List three guidelines for car safety
§ Identify three safety precautions for home
§ Identify three safety precautions for play
§ Identify three strategies for children who wander
4
17
Safety Tips for Young Children
Agenda
§ Car safety
§ Home safety
§ Play safety
§ Autism – Special accommodations
www.safekids.org
5
Why?
§ 8,000 families lose a child because of a
preventable injury every year
§ 7.7 million are injured every year
§ Changes lives of families forever
www.safekids.org
6
Car Safety
§ Road injuries are leading cause of preventable death and
injuries in US
§ 3 of 4 car seats are not used or installed incorrectly
§ More than 500 children are killed every day as a result of
road traffic collisions, and tens of thousands are injured
often suffering lifelong disabilities
§ Children living in poorer nations are most at risk
§ 90% of child road deaths occur in low and middle
income countries
7
Guidelines by American Academy of Pediatrics
Infants and Toddlers
Rear facing only,
rear
facing
convertible
Until at least 2 years of age or
highest weight/height for the
car seat
Tod dle r s a nd
Preschoolers
Convertible; forward
facing with harness
Should use after outgrown
rear facing, use forward facing
as long as possible with
harness
School
-aged children
Booster seats
When weight exceeds forward
facing; belt positioning booster
until seat belt fits properly
(typically 4 feet 9 inches and
8
-12 years); All children under
13 should ride in the back seat
Older children
Seat belts
Lap and shoulder
seat belts
8
18
Safety Tips for Young Children
ENLARGE
Car Seat
§ Buying the right car seat
§ Installing your car seat
§ Getting the right fit
§ When to change car seat
9
Booster seat
§ Has child outgrown weight or height limits for
car seat?
§ Seat belt must lie flat across chest (on bony part
of the shoulder and low on the hips or upper
thighs)
§ Do not place shoulder belt under the child's arm
or behind the child's back
10
Home safety
§ Batteries
§ Burns and Scalds
§ Carbon Monoxide
§ Choking and
Strangulation
§ Falls
§ Guns
§ Liquid laundry packets
11
§ Medications
§ Poison
§ Sleep safety
§ Toy s af ety
§ TV and furniture
§ Water and
drowning
Burns and Scalds
§ Avoid holding child while cooking
§ Set water heater to 120 degrees
§ Handles away from edge of stove
§ Hot foods away from counters
§ Careful placement of lighters, matches,
gasoline
12
19
Safety Tips for Young Children
Carbon Monoxide
§ Carbon Monoxide alarm and smoke alarm
§ Do not use grill, generator, or camping stove
inside
§ Remove vehicle from garage
§ Keep gasoline in safe place
13
Choking and Strangulation
§ Cut food into tiny pieces
§ Children under 5 should not eat small, round or
hard foods (hot dogs, cheese sticks, hard
candies, marshmallows or popcorn)
§ Be cautious with certain games
§ Magnets
§ Cords and strings
14
Falls
§ Window screens – second floor emergency
release
§ Use straps in high chairs, infant carriers,
swings, or strollers (carriers on floor not table)
§ Safety gates at top and bottom of stairs (attach
to wall if possible)
§ Secure TVs and furniture with mounts
§ Playgrounds with shock absorbing surfaces
15
Guns
§ Store guns in a locked location, unloaded, out of
reach and sight of children
§ Store ammunition in separate location and out of
reach
§ Keep the keys and combinations hid
§ When gun is not in locked box, keep in your line
of sight
§ Make sure all have effective, child-resistant gun
locks
16
20
Safety Tips for Young Children
Liquid Laundry Packs
§ Keep out of reach
§ Keep in original container and closed
§ If child gets into, call poison help
immediately 1-800-222-1222
17
Medications
§ Put all out of sight
§ Consider places where kids get into medicine
§ Consider other products (creams, vitamins, eye
drops, nail polish)
§ Only use device that comes with the medicine
§ Write clear instructions for everybody
§ Save poison control in your phone!
1-800-222-1222
18
Poison
§ Store household products and cleaning supplies
out of sight
§ Safety cabinets
§ Know what is hazardous
§ Medications out of reach
§ Check for lead-based paint
19
Sleep
§ Babies should always sleep in a safe crib,
bassinet, or pack-n-play
§ Lay your baby on back
§ Avoid stuffed animals, soft bedding, use a firm
mattress with tight fitting crib sheet
§ Room share versus sleeping in bed with you
20
21
Safety Tips for Young Children
Toys
§ Consider age and recommendations on toys
§ Check to make sure there are not any small
parts
§ Game pieces
§ Use a bin or container to store toys after use
- Make sure no holes or hinges that could
catch fingers
21
Play Safety
§ Playground
§ Skating and Skateboarding
§ Bike
§ Boating
§ Swimming
22
Playground
§ Actively supervise!
§ Shock absorbing surfaces
§ Dress appropriately
§ Tea ch c hi ld ren t ha t pu sh in g or sh ov in g or
crowding can be dangerous
23
Skating and Skateboarding
§ Always wear a helmet, wrist guards, knee pads,
elbow pads
§ Ride on smooth, dry surfaces
§ Tea ch c hi ld ren t o c heck bef ore u se
§ Tea ch h ow t o fa ll
24
22
Safety Tips for Young Children
Bike
§ Properly fitted helmet
§ Ride on sidewalk when possible
§ Use hand signals
§ Wear bright colors and reflectors
§ Ride with children
25
Boating
§ Children should always wear a life jacket
§ Proper fit (touchdown signal)
§ Limit alcohol consumption while boating
§ Hypothermia, bring blankets and warm clothing
for young children
§ Learn CPR
§ Tea ch c hi ld ren d i ffe ren ce b et we en s wi mmi ng in
open water versus pool
26
Swimming
§ Watch kids – keep within arms length
§ Tea c h how to s w i m
§ Step or jump into water over heads
§ Float for one minute
§ Tread for one minute
§ Tur n aro un d in full circ le
§ Swim 25 yards
§ Exit
§ Difference bewteen open water and pool
§ Learn CPR and water rescue
27
Special Accommodations – Autism &
Wandering
§ Roughly half of children with ASD attempt to elope from a
safe environment
§ More than 1/3 of children with ASD who elope are rarely
able to communicate their name, address, or phone
number
§ Wandering ranked among the most stressful ASD
behaviors by over 58% of parents
§ 40% of parents suffered sleep disruption due to fear of
elopement
§ Half of families reported they never had any guidance on
elopement from a professional
28
23
Safety Tips for Young Children
Why Do Kids Wander?
§ Goal-directed wandering
§ Bolting/Fleeing
§ Other: nighttime wandering, disorientation,
boredom, transition/confusion
29
Dangers associated with wandering
§ Drowning
§ Hit by vehicle
§ Falling
§ Dehydration
§ Hypothermia
§ Abduction
§ Victimization
§ Assault
30
Prevent
Educate
Respond
31
Prevention
§Install Home Safeguards
§Secure Personal Safeguards
§Create Community Awareness
§Remain Hypervigilant
32
24
Safety Tips for Young Children
ENLARGE
Educate
§Identify triggers/teach self-help
§Teac h S afe ty Ski lls
33
Identify triggers/teach self-help
§ What could trigger wandering (loud noises,
bright lights, fear)
§ Teac h other w a y s f o r your c h i l d to respond
§ Noise canceling headphones
§ Tea ch S el f-Help
§ Calming techniques
§ Asking for a break
34
Teach Safe t y Sk i lls
§ Enroll in swim lessons
§ 91% of reported wandering-related deaths in
children with autism due to drowning (2009-2011)
§ Nationalautism.org
§ Social Stories about safety
§ Answering personal identification questions
§ Dial 911
§ Identify “safe” person
35
Respond
§ Always call 911 immediately – law enforcement
should treat each case as “critical”
§ Provide Autism Elopement Form
§ Search water first
§ Community response (missingkids.org/aware)
§ Stop
§ Seek Assistance
§ Stay
36
25
Safety Tips for Young Children
Summary
§ Safety is critical in young children
§ Road injuries leading cause of preventable
deaths
§ Tips
§ Car
§ Home
§ Play
§ Special accommodations – Autism & Wandering
37
Questions?
Tara War w ick , M S , OTR / L
www.todaysconsultingsolutions.com
38
Knowledge Check
What is the leading cause of preventable death and
injury in the US?
A. Drowning
B. Burns
C. Choking
D. Road injuries
Knowledge Check
What age is it generally OK for children to eat small,
round, or hard foods (examples: cheese sticks,
marshmallows, hard candies)?
A. 2 years
B. 3 years
C. 4 years
D. 5 years
26
Safety Tips for Young Children
Return to Course Module Listing
A Fine Motor Review: The Early Years (birth to 5 years)
Marina Calarco, MS, MS, OTR/L
27
Return to Course Module Listing
A Fine Motor Review
The Early Years
(Birth to 5 years)
Presented by Marina Calarco MS, OTR/L
1
Learning Outcomes
1. Describe the teacher's role in early intervention
with regards to fine motor skills
2. Describe at least 2 strategies a teacher can
use with his / her students to support fine
motor development
3. Cite one research outcome related to young
children's fine motor development
2
Introduction
A Brief Overview
§
Early Intervention and school age-what does
it mean?
§
Research
§
Fine motor milestones
3
Introduction
A Brief Overview
§ Getting Started
§ Fine motor and sensory
§ Observation and setting goals
§ Ideas
4
28
A Fine Motor Review
Early Intervention / School
§
Early Intervention is Part C of IDEA (established
in 1986) refers to children 0-2 years
§
IDEA Part B refers to children ages 3-21 years
§
The purpose of EI is to “lessen the effects of the
disability or delay” (www.wrightslaw.com
)
5
Early Intervention
§ Services focus on 5 developmental areas
1. Physical development
2. Cognitive development
3. Communication
4. Social or emotional development
5. Adaptive development
6
Early Intervention
§
Services can occur in may different places, but
there is a heavy emphasis on delivering services
in “natural environments” (this is a legal
requirement)
§
Evaluations and assessments are provided at no
cost to the parent
§
Eligibility for EI services is determined at a state
level
7
Roles in Early Intervention
“One of the most important roles
interventionists play is serving as an
interface between families and other service
providers. In this role, the interventionist
helps the family navigate the intervention
system and helps coordinate the
communication between therapists, social
service-providers, medical personnel, and
the educational system.”
8
29
A Fine Motor Review
Roles in Early Intervention
“An interventionist is also responsible for providing
direct services for children in the early intervention
program. Services are provided in different
settings including classroom, home, and center-
based programs.”
9
Role in Early Intervention
“Additionally, an early intervention specialist works
as a team member to provide developmental and
educational experiences for children to improve
sensory and physical ability, cognitive
development, and emotional stability.”
(www.masters-in-special-education.com)
10
Occupational Therapist’s Role in Schools
§
When the child is close to reaching school age
(age 4) the role of the Occupational Therapist is
to “improve fine motor skills, with particular
emphasis on eye hand coordination and
manipulation; to enhance play skills; and to
increase self care function.”
(Case-Smith 1994)
11
Common Concerns in Early Intervention
§ Feeding
§ Sleeping
§ Movement and play
§ Sensory processing
§ Speech
§ Self help (in older children)
12
30
A Fine Motor Review
Common Concerns in Schools
§
Academics
§
Handwriting
§
Scissor skills
§
Self help
§
Coloring
13
Common Assessments Used
§ The Mullen Scales of Early Learning
§ Battelle Developmental Inventory
§ Developmental Assessment of Young
Children (DAYC)
14
Common Assessments Used
§
The Peabody Developmental Motor Scales
§
Carolina Curriculum for Infants and Toddlers
§
Infant and Toddler Sensory Profile
§
Alberta Infant Motor Scale
15
Common Assessments Used
§ Bayley Scales of Infant Development
§ Hawaii Early Learning Profile (HELP)
16
31
A Fine Motor Review
Common Assessments Used
School Age
§
The Beery Buktenica Developmental Test of
Visual Motor Integration 6
th
edition (VMI)
§
Bruininks Oseretsky Te st o f Mo to r P rof ic ie nc y
2nd Edition (BOT 2)
17
Developing Goals
§ Use the assessments as a guide, but do not use
them to develop goals.
§ What is important to the family?
§ What is important to succeed in school?
§ What are the areas of concern?
18
What Does the Research Say?
§ Over the past few years, there has been a
strong push for evidence based practice.
§ Many studies and research are being
conducted, but the studies and research
at this point in time are limited (do not
examine the long term benefits).
19
What Does the Research Say?
AJOT Review
American Journal of Occupational
Therapy July / August 2013 article
Systematic Review of Interventions Used
in Occupational Therapy To Promote
Motor Performance for Children Ages
Birth-5 Years
20
32
A Fine Motor Review
Evidence Based Theories
What does the research say?
AJOT Review
§
Visual motor interventions for preschoolers with
developmental delays
§ Children with therapist directed interventions
improved in functional skills, but children with child
centered interventions improved with fine motor
skills. (DeGangi et al. (1993))
§ Similar results between individual therapy and
consultative therapy
21
What does the research say?
§ Research continues to be limited. There are 2
reasons why
1. Lack of valid and reliable instruments
2. Hard to establish a control group due to
ethical considerations (Campbell, 1991;
Palisano, 1991)
22
Evidence Based Theories
What does the research say?
§
Interested in more research and evidence?
§
Jane Case-Smith, EdD, OTR/L, FAOTA
§ Does a lot of research in this area. As well as
publishes a lot of articles.
23
Fine Motor Milestones in a Typical Child
0-6 months old
§ Hands are in a fisted position
§ Arms movements are random and not controlled
§ Will watch the movement of their hands and
brings hands to their mouth
§ Will swing at targets (toys, person) using their
whole arm
§ Will follow a person’s movements with their eyes
§ Will begin to hold objects in their hands
24
33
A Fine Motor Review
Fine Motor Milestones in a Typical Child
3-6 months
§
Reaches for toys using both arms
§
Begins to transfer objects from one hand to
another
§
Will hold their hands together
§
Begins to notice objects a few feet away from
them
25
Fine Motor Milestones in a Typical Child
6-9 months old
§ Begins to grasp & hold onto objects
§ Uses a raking grasp to move objects with fingers
§ Looking for one object while holding another
§ Pokes at objects using their index finger
26
Fine Motor Milestones in a Typical Child
6-9 months continued
§
Tak e ob je ct s to their mo ut h
§
Explore textures and sensory input with their
mouths
§
Begin to hold their bottle
§
Squeezes objects with their fist
§
Play with their own hands
27
Fine Motor Milestones in a Typical Child
9-12 months old
§ Begins to feed themselves finger foods
§ Will turn pages in a book a few pages at a time
§ Begins to put small objects in a cup or container
§ Pincer grasp develops (using index finger and
thumb to grasp objects)
28
34
A Fine Motor Review
Fine Motor Milestones in a Typical Child
9-12 months old continued
§
Transfers objects between hands (beginning of
crossing midline skills)
§
Grabs crayons with a fisted grasp
§
Can hold two small objects in one hand
§
Begins to show a preference for one hand over
the other (beginning development of right
handed vs. left handed)
29
Fine Motor Milestones in a Typical Child
12-18 months old
§ Can build a tower of 2 blocks high
§ Claps hands together (beginning of bilateral
coordination!)
§ Waves goodbye
§ Can scoop objects with a spoon or small shovel
§ Bangs objects together using both hands (beginning
of bilateral coordination!)
§ Puts small objects into a container
§ Scribbles with crayons on paper
30
Fine Motor Milestones in a Typical Child
18 Months – 2 years old
§ Putting rings on pegs
§ Begins holding a crayon with finger tips and thumb
§ Removing pegs from a pegboard
§ Marks or scribbles with a crayon or pencil
§ Can build a tower 3-4 blocks high
§ Can open loosely wrapped packages or containers
§ Begins to start cutting paper with scissors (closer to 2
years old)
31
Fine Motor Milestones in a Typical Child
2 Years old
§ Manipulates clay or play dough
§ Can stack a block tower 9 blocks high
§ Can turn doorknobs
§ Can pick up small objects with pincer grasp
(index finger and thumb)
§ Can complete 3 piece puzzles
32
35
A Fine Motor Review
Fine Motor Milestones in a Typical Child
2 Years old continued
§
Scribbles
§
Make snips on paper with scissors
§
Will wash hands independently
§
Can screw lids on containers on and off
§
Can string large beads
§
Zips and unzips large zippers
§
Can use a spoon correctly
33
Fine Motor Milestones in a Typical Child
3 Years old
§ Can draw a circle after being shown model
§ Cuts a piece of paper in half
§ Copies prewriting lines of vertical, horizontal, and
circle shapes
§ Laces a card
§ Can unbutton large buttons
34
Fine Motor Milestones in a Typical Child
3 Years old continued
§
Can cut a long a wide line with 1/2″ accuracy
§
Will string 1/2 inch beads
§
Cuts along a line with no more than 1/8-1/4 inch
deviation from the inch
§
Sorts objects
§
Will fasten and unfasten large buttons
35
Fine Motor Milestones in a Typical Child
4 years old
§ Opening Ziploc bags, lunchbox
§ Tracing on thick lines
§ Copying an O
§ Using non dominant hand to stabilize
§ Completing a 4-6 pc puzzle
36
36
A Fine Motor Review
Fine Motor Milestones in Typical Children
5 years old
§
Cutting along a line
§
Manipulating Duplos
§
Copying O, T and a square
§
Beginning to hold pencil with a tripod grasp
§
Coloring in the lines
§
Writing name, drawing pictures, copying other
letters or numbers
37
VISION!
VISION IS CRITICAL TO FINE
MOTOR SKILLS!!!!
38
Strategies, Ideas and Activities
§ Make sure to use toys and objects already in the child’s
environment.
§ Try to avoid bring specialized ite ms w ith you unless
absolutely necessary.
§ Give parents and schools ideas of fine motor toys
available. Give ideas on how to make or use homemade
items instead of buying items.
§ When giving suggestions, think about the child’s daily
routine and how the suggestions can be incorporated
into the routine instead of creating something new.
39
Fine Motor and Sensory
§ It’s always important to assess if there is a
sensory component to decreased fine
motor skills.
§ If you feel there might be a sensory
component, consult with an occupational
therapist.
40
37
A Fine Motor Review
Fine Motor and Sensory
§ Observation is important!
§
What is the child doing and how are they
doing it? (are they using their whole hand or
fingertips?)
§
Do they show signs of distress?
(Withdrawing, crying, refusing etc.)
41
Fine Motor and Sensory
§ Observation is important!
§ How does the child do at meal times or circle
time?
§ How does the child do with messy activities?
(Glue, shaving cream, playdoh)
§ How does the child do with others in his
space?
42
Strategies, Ideas and Activities
§ Positioning / seating
§
Make sure the child is positioned in a way
they can use their arms and hands. Provide
support if needed. (High chair, stroller, sitting
on floor propped with pillows, at a table that
allows their feet to touch the floor)
43
Strategies, Ideas, and Activities
Activities for younger children 0-9 months
§ Rattles (easy to grasp, colorful, various textures, makes sounds)
§ Nesting cups
§ Blocks
§ Spoons (hard plastic)
§ Too ls -drum sticks, hammer
§ Food exploration
§ Cars, trains, busses
§ Pull toys
§ Containers (taking out, putting in)
§ Self feeding (finger feeding)
44
38
A Fine Motor Review
Strategies, Ideas, and Activities
Activities for 9 months-3 years
§
Stringing beads
§
Playdoh (this is a great go to activity)
§
Coloring (use an easel)
§
Painting (finger painting and using a paintbrush)
§
Cooking activities
§
Sticker activities
§
Blocks / Legos / Duplos
§
Piggy banks
45
Strategies, Ideas, and Activities
Activities for 9 months-3 years cont.
§ Self help (buttons, snaps, zips, shoes, coats, hats)
§ Self feeding (finger feeding and using utensils)
§ Puzzles
§ Peg boards
§ Arts and crafts
§ Gluing
§ Snipping / cutting
§ Tearing o r c rum p ling paper
46
Strategies, Ideas and Activities
4-5 years old
§
Mazes
§
Dot-to-dots
§
Playdough
§
Beads
§
Putty
§
Scissors
§
Drawing in sand
§
Coloring
47
Strategies, Ideas and Activities
4-5 years cont.
§ Color by number
§ Board games
§ Stickers
§ Weight bearing activities
48
39
A Fine Motor Review
Review
§
Occupational therapist’s role in early intervention
is to help children in their natural environments
with skills such as fine motor, visual motor, self
help and feeding.
§
The research is limited, more studies need to be
done with diverse populations.
§
There are many strategies to help children with
their fine motor skills. At a young age, skill
development should come through play.
Playdoh, rattles and arts and crafts can be good
ways to address fine motor skills.
49
Review
§ Observation is key. It is a good way to assess a
child’s fine motor skills.
§ Sensory and fine motor can go together (or they
may not). Observation is a good way to help
determine this.
§ Treatment should be play based and fun for the
child.
§ Vision is critical to fine motor skills!
50
Questions
?
51
marinascott224@gmail.com
Resources
§ Campbell, S. (1991). Consensus statements. In S.K,
Campbell (Ed.), Proceedings of the Consensus Conference
on the Efficacy of Physical Therapy in the Management of
Cerebral Palsy. Pediatric Physical Therapy, 2, 175-176
§ Case-Smith, J. ,Clark, G., Schlabach, T. (2013) Systematic
Review of Interventions Used in Occupational Therapy To
Promote Motor Performance for Children Ages Birth -5 Years.
American Journal of Occupational Therapy, 68 413-422
§ Case-Smith, J. (2000). Effects of occupational therapy
services on fine motor and functional performance in
preschool children. American Journal of Occupational
Therapy, 54, 372-380.
http://dx.doi.org/10.5014/ajot.54.4.372
52
40
A Fine Motor Review
Resources
§
DeGangi, G.A., Wietlisbach S., Goodine, M.,
&Scheiner, N. (1993). A comparison of
structured sensorimotor therapy and child
centered activity in the treatment of preschool
children with sensorimotor problems. American
Journal of Occupational Therapy, 47, 777-786.
http://dx.doi.org/10.5014/ajot.47.9.777
53
Resources
§ Edwards, M.A., Millard, P., Praskac, L.A. & Wisniewski, P.A.
(2003) Occupational Therapy and Early Intervention : A family-
centered approach. Occupational Therapy International, 10,
239-252. http://dx.doi.org/10.1002/oti.188
§ Greutmann, Heather, “Typical Fine Motor Developmental
Milestones for Ages 0-6” Growinghandsonkids.com.
November 4, 2010
§ “Early Intervention (Part C of IDEA). Wrightslaw.com.
December 9, 2015
§ “Fine Motor Developmental Checklist”.
Childdevelopment.com/au. 2017
§ Palisano, R. J. (1991). Research of the effectiveness of
neurodevelopmental treatment. Pediatric Physical Therapy, 3,
143-148
54
Resources
§
“Masters in Special Education Program Guide”
www.masters-in-special-eduaction.com 2018
55
41
A Fine Motor Review
Return to Course Module Listing
Let's Talk Together: Communication Based Information
and Strategies for the Young Learner
Rosemarie Griffin, MA, CCC-SLP, BCBA
42
Return to Course Module Listing
Knowledge Check
After this course you will be able to answer the following question:
Exp
ansion is a technique that early childhood
professionals can use to model which of the
following?
A. Proper etiquette at meal time
B. More complex language and communication
C. Safety on the playground
D. How to use crayons appropriately
Let’s Talk Together
Communication Based Information and
Strategies for the Young Learner
Presented by Rosemarie Griffin CCC/SLP BCBA COBA
2
§
Financial Disclosure: Rosemarie Griffin was paid
an honorarium for this talk. She is the creator of
the Action Builder Cards and receives royalties
fo
r their sales.
§
Content in this presentation is copyright ABA
Speech LLC.
3
Learner Objectives
§ Categorize examples of receptive and
expressive language skills.
§ Able to apply strategies for working with
students who may have delayed language skills.
§ Demonstrate red flags for autism.
4
43
Let's Talk Together
A little about me
§ SLP/BCBA
§ Work 3 days a week in a public school
§ Work 1 day a week in a private school for students with
autism with elementary to high school students
§ Work 1 day a week on projects related to ABA SPEECH
LLC (this webinar J) (www.abaspeech.org
)
§ Mom of 3 kids under the age of 8 J
5
Our Agenda Today
Discuss
Communication
Norms
Discuss
Communication
Strategies
Ideas for How
to Apply Within
Your Set t ing
6
All the Pieces and Parts
Receptive Language Expressive Language
Speech Social Language/Play
Communication
7
What is speech?
§ The process of producing speech sounds for
communication
§ “B”
§ “K”
§ “S”
§ “T”
8
44
Let's Talk Together
ENLARGE
ENLARGE
Real Life Example
§
You are working with a l ear ner and he says
“bop” for stop while playing. He has trouble with
his speech sounds.
§
You are working with a st udent who says “ lello”
fo
r yellow. The student has trouble with their
speech sounds.
§
These errors are okay at a certain age – we will
discuss in a bit.
9
What is Receptive Language?
§ The ability to understand words and language.
§ When you tell a student “come here” and they come
to you.
§ “When you tell a student “give me the ball” and they
follow the direction
.
10
Real Life Example
§
You give the one step direction to the group
“Line up, we are going to wash hands before
snack” and Jane does not line up.
§ This may indicate trouble with receptive language
skills.
§
You are givi ng a progress assessment and ask
Patrick to touch the bunny picture in the book
but he touches something different.
§ This may indicate trouble with receptive language
skills.
11
What is Expressive Language?
§ Expressive language is the use of words, sentences
and gestures to convey meaning and messages to
others. *reference
§ A student sees their mom and says “Mom.”
§ You ask a student, “What are you playing with?” and
they say “Train.”
12
45
Let's Talk Together
Real Life Example
§
You notice that a student in your class has
trouble labeling the weather symbols in morning
circle.
§
You notice that a student has trouble answering
questions about a story that the class has read.
§
These would be difficulties with expressive
language skills.
13
What is Social Language?
§ Also referred to as pragmatics. Aspect of language
concerned with language use within a communication
context.
§ We will refer to this as the social use of language.
§ When a student asks another student to play with him in
the art center.
§ When a student says hi to a friend in class.
§ For our purposes today we will also include play in this
definition.
14
Real Life Examples
§
You notice that a student does not talk to the
other students in the class or play with them.
§
This may indicate trouble with social language
skills.
15
Developmental Norms
§ These norms are taken from the ASHA website:
www.asha.org
and the CDC website:
https://www.cdc.gov/ncbddd/actearly/pdf/checklists/all
_checklists.pdf
§ Both have really great resources which we will talk
about in greater detail in a bit.
§ These are not exhaustive but highlights.
16
46
Let's Talk Together
Developmental Expressive Language
Norms 1-2
§ Says more words every month
§ Uses some one- or two- word questions ("Where kitty?"
"Go bye-bye?" "What's that?“)
§ Puts two words together ("more cookie," "no juice,"
"mommy book“)
§ Uses many different consonant sounds at the beginning
of words
17
Developmental Expressive Language
Norms 2-3
§ Has a word for almost everything
§ Uses two – or three – words to talk about and
ask for things
§ Uses k, g, f, t, d, and n sounds
§ Speech is understood by familiar listeners most
of the time
§ May stutter on words or sounds
18
Developmental Expressive Language
Norms 3-4
§ Talks a b o u t a c t iviti e s a t school o r at f r iends' h o m es.
§ Talks a b o u t w h a t happ e n e d durin g t h e day. U se s about
4 sentences at a time.
§ People outside of the family usually understand child's
speech.
§ Answers simple "who?" "what?" and "where?"
questions.
§ Uses pronouns, like I, you, me, we, and they.
§ Uses a lot of sentences that have 4 or more words.
§ Usually talks easily without repeating syllables or words.
19
Developmental Receptive Language
Norms 1-2
§ Points to a few body parts when asked
§ Follows simple commands and understands
simple questions ("Roll the ball," "Kiss the baby,"
"Where's your shoe?")
§ Listens to simple stories, songs, and rhymes
§ Points to pictures in a book when named
20
47
Let's Talk Together
Developmental Receptive Language
Norms 2-3
§
Understands differences in meaning ("go-stop,"
"in-on," "big-little," "up-down")
§
Follows two requests ("Get the book and put it
on the table")
§
Listens to, and enjoys hearing stories for longer
periods of time
21
Developmental Receptive Language
Norms 3-4
§ Hears you when you call from another room
§ Understands words for some colors, like red,
blue, and green
§ Understands words for some shapes, like circle
and square
§ Understands words for family, like brother,
grandmother, and aunt
22
Speech Sound Development
By 1 year:
§ Babbles longer strings of sounds, like “mimi,” “bababa,”
and “upup”
By 3 years:
§ Says m, h, w, p, b, t, d, k, g, and f in words
By 4 years:
§ Says "y" and "v" in words
§ May still have trouble with s, sh, ch, j, th, z, l, and r
sounds
23
General Communication Strategies
§ These strategies described can be used to
fa
cilitate and nurture children’s language skills
§
Questioning
§ Think about the level of questions that you are
asking
§ Allow for low level and high level questions
§ Open ended questions allow for the child to be
more mentally engaged and use their language
24
48
Let's Talk Together
Application
§
Avoid questions that can be answered with yes
or no
§
Avoid: Did the boy like spiders?
§
Use a variety of question types: Why do you
think he did not like spiders? What was the b
oy
afraid of? What can you do when you see a
sp
ider at home?
25
General Communication Strategies
Wait time
Make sure to allow children enough time to
answer a question or talk.
This active engagement with the student will
reinforce and encourage their communication.
Linguistic Scaffolding
Provides support for children as they
communicate, so their message is effective.
26
General Communication Strategies
§
Contingent Questioning – using a series of
questions that build on each other and encourage
communication.
§
Tea c her : Jo e it i s yo u r t u r n to sha re . Wh a t d i d yo u
bring?
§
Joe: A car.
§
Tea c her : Wh a t k i n d o f ca r is i t?
§
Joe: A police car.
§
Tea c her : Oh I se e th a t it is b l u e a n d h a s li g hts .
27
General Communication Strategies
§ Tea ch er : Wh y do p ol i ce c ar s ne ed t he se l i ghts ?
§ Joe: So they can help people fast.
§ By using this strategy, Joe was able to share
more complete information.
28
49
Let's Talk Together
General Communication Strategies
§
Expansion – used to model more complex
communication.
§
Quinn: (finds a butterfly sitting on a leaf) Oh a
bug!
§
Tea ch er : Th at i s a bu tt er f ly. S ee i t ha s be au ti fu l
wings.
§
Quinn: Look, it flied over there.
§
Tea ch er : Ye s, i t f le w ov er t o th e flo wer.
29
General Communication Strategies
§ Using repetition
§ Allows us to emphasize on the key parts of the
interaction
30
Using Sign Language
§
The introduction of sign language can be helpful
for those who have not developed verbal
speech. ASL signs that we teach should be
specific so our learners can request preferred
people, activities and items.
§
Let’s practice some common signs that young
students may use.
31
Fun Resources/Simon Says
32
Sign Language Practice
Fun Resources/Modified Memory
Fun Resources/Musical Chairs
50
Let's Talk Together
Pete The Cat
Eric Litwin/James & Kim Dean
33
Fun Resources
§ https://www.gonoodle.com
34
Red Flags for Autism
Impairment in Social Interaction:
§
Lack of appropriate eye gaze
§
Lack of warm, joyful expressions
§
Lack of sharing interest or enjoyment
§
Lack of response to name
35
Red Flags
Impairment in Communication:
§ Lack of showing gestures
§ Lack of coordination of nonverbal
communication
§ Unusual prosody (little variation in pitch, odd
intonation, irregular rhythm, unusual voice
quality)
36
51
Let's Talk Together
ENLARGE
Red Flags
Repetitive Behaviors & Restricted Interests:
§
Repetitive movements with objects
§
Repetitive movements or posturing of body,
arms, hands or fingers
Source: https://www.firstsigns.org/concerns/flags.html
37
Used with permission from www.rethinked.com
38
Resource/CDC
39
Resource/www.asha.org
40
52
Let's Talk Together
ENLARGE
ENLARGE
ENLARGE
Do you have a system in place?
§
Questions to think about:
§ Do you have a policy at your place of work if you are
worried about a student’s development?
§ Is there someone you should share this information
with?
§ Getting early intervention is vital for student success
and quality of life.
§ If there isn’t a system in place – see if one can be
developed.
§ Time is critical.
41
Enhancing Communication with
Children with Delays
§ Adapt your communication to allow for ease of
understanding with the child
§ Be brief, question types
§ Each child will be different
§ Use gestures to help the child understand your message
§ Use visuals if possible as this may be helpful for some
children/model expectations as needed
§ Discuss strategies that caregivers use in the home
environment
42
Case Study 1
§
You have a student in your class who is 3 years
old. She has difficulty saying her brother’s name,
Theodore, when retelling about things takin
g
pl
ace at home. You are very concerned because
it is so very important to be able to talk about
family. When you bring it up to a co-worker they
say that is really no big deal, the /th/ is a hard
sound to make. How should you proceed?
43
Case Study 1
§ Your co- worker may have had more training with
the typical development of speech sounds. The /th
/
so
und is a later developing sound. You may note it
in a progress check as part of annual report to note
this so it can be watched, but it may not be an area
of concern at this time.
44
53
Let's Talk Together
Case Study 2
§
There is a student who is new to your class
nam
ed Sarah. Sarah is only 2 years old. W
hen
yo
u ask her open ended questions like “What do
you want to play with?” or “What book do you
want to look at?” she does not answer. You are
having a hard time communicating with Sarah,
what should you do?
45
Case Study 2
Remember that if our students are having a hard
time answering an open ended question, we can
make it easier by giving choices: “Do you want
to read Llama Llama or Pete The Cat?”
46
Tak e H ome P o i nts
§
Communication is key
§
Giving our students support to help communicate is
vital
§
If you are concerned about a child’s development
notify the correct people
§
Please stay in touch at www.abaspeech.org
47
References
§ ASHA – Ty p ica l Speech and L a nguage Developm e n t-
https://www.asha.org/public/speech/development/
.
Fe
bruary 5, 2018.
§ CDC – Learn the Signs-
https://www.cdc.gov/ncbddd/actearly/index.html.
February 15, 2018.
§ Otto, Beverly. ( 2014) Language Development In Early
Childhood Education- 4
th
Edition. Boston: Pearson.
48
54
Let's Talk Together
Knowledge Check
Expansion is a technique that early
childhood professionals can use to model
which of the following?
A. Proper etiquette at meal time
B. More complex language and communication
C. Safety on the playground
D. How to use crayons appropriately
55
Let's Talk Together
Return to Course Module Listing
Seven Principles of Classroom Design - A New
Perspective
Sandra Duncan, BA, MS, EdD
56
Return to Course Module Listing
Knowledge Check
After this course you will be able to answer the following question:
What does research in
dicate that too many primary
colors in a classroom can do?
A. Positively impacts children's behavior and learning
B. May negatively impact children's behavior and
learning
C. Has absolutely no impact on children in any way
D. Makes children act or behave in a subdued
manner
Knowledge Check
After this course you will be able to answer the following question:
Why is using a variety of textures (i.e., woven
placemats, wicker baskets, ribbons, yarn) in
early childhood learning environments important?
A. Tex tu re is pretty
B. Tex tu re increases children's visual, spatial, and
physical skills
C. Tex tu ral elements are overstimulating
D. Text ur al elements are more cost effective
7 Principles of Design
Sandra Duncan, EdD
3
A New Perspective
Before we begin . . .
§ Rules & Policies
§ Board of Health
§ Fire Marshall
§ Personal Pedagogy
4
57
Seven Principles of Classroom Design
Before we begin . . .
5
§ Cracks in the Sidewalk
§ No Perfect Image
§ Life Isn’t Black & White
Before we begin . . .
§ Cracks can be good
§ Cracks invite fresh and new
§ Life is about change
6
Learning Outcomes
§
After this course, participants will be able to describe
the difference between space and place.
§
After this course, participants will be able to identify
at least two ways to break the traditional aesthetic
co
de of the early childhood classroom.
§
After this course, participants will be able to describe
one idea or strategy for implementing at least three of
the Seven Principles of Design.
7
Power of Place
8
Seven Principles of Design
§ Place has been claimed by feelings.
58
Seven Principles of Classroom Design
Space vs. Place
SPACE
PLACE
•
Walls
•
Emotional Relationships
•
Doors
•
Social Interactions
•
Floors
•
Sharing & Making Stories
•
Ceiling
•
Long-Term Attachments
•
Windows
•
Pleasant Memories
•
No Emotional Connection
•
Significant Connections
•
Minimal Social Interaction
•
Linked to Community
•
Little Importance
•
Experiencing Deeply
9
Seven Principles of Design
Think back . . .
10
Seven Principles of Design
Inspiring Spaces are Beautiful…..
…And Emotionally Connected
11
Learning is about emotional relationships.
Relationships with…
§
Others
§
Environment
§
Self
Beauty, Aesthetics & Emotions
Promotes Cognition
Cognition
Emotions
Aesthetics
Beauty
12
59
Seven Principles of Classroom Design
ENLARGE
ENLARGE
13
Inspiring spaces are places of . . .
BEAUTY
#1
BEAUTY promotes a . . .
SENSE OF WONDER
#2
A sense of WONDER promotes . . .
LIFE-LONG LEARNING
#3
Inspiring Places for Young Children
14
Seven Principles of Design
New Perspective
§ Children’s right and need for beauty.
Essential Understandings
15
1) Sense of Place
2) Nature-Aligned
3) Authenticity
4) Uniqueness (Visual & Kinesthetic)
5) Heart-Centered
Seven Principles of Design
Benefits of Inspiring Places
16
§ Decreased negative behaviors
§ Increased focus and attention
§ Enhanced involvement
§ Less stress for child & adult
Seven Principles of Design
60
Seven Principles of Classroom Design
From Good . . .
17
Seven Principles of Design
. . . To Inspiring . . .
18
Seven Principles of Design
How Do We Get To Inspiring?
19
Breaking Traditional Aesthetic Codes
20
61
Seven Principles of Classroom Design
ENLARGE
ENLARGE
ENLARGE
ENLARGE
What is Aesthetics?
§Aesthetics is people’s perceptions of what is
familiar and what is socially accepted.
21
The Aesthetic Code
Society’s Accepted
Expectations
§ Football Field
§ Casino
§ Church/Synagogue
§ Doctor’s Office
§ Hotel Room
22
Aesthetic Code of Traditional Classroom
23
Breaking Traditional Aesthetic Code
24
Functional
&
Beautiful
62
Seven Principles of Classroom Design
ENLARGE
Nature Instills Beauty
§Research indicates children who have
frequent interactions with nature have
increased academic success.
25
Principle #1:
www.natureexplore.org
Nature Instills
Beauty
26
Principle #1:
Nature
§ Tree Pods
§ Pine Cones
§ Sea Shells
§ Sticks
§ River Rocks
§ Driftwood
§ Bamboo Pieces
Nature Instills
Beauty
27
Natural
§ Wicker Baskets
§ Woven Placemats
§ Te r ra Cotta
§ Wood & Tile Pieces
§ Wooden Bowls
§ Pottery
§ Te x t iles
Principle #1:
Nature Instills Beauty
28
Less Plastic = More Beauty
Principle #1:
63
Seven Principles of Classroom Design
ENLARGE
Nature Instills
Beauty
§
Soil from each child’s home layered in mason
or clear jars.
§
Water-stained ceiling tile with a duct-taped frame
and painted.
§
Construction-site bricks painted and placed in
block area.
§
Beach sand in old piano bench makes great
sensory table.
§
29
Principle #1:
Challenge #1: Reduce Plastic
30
Principle #1:
§
Eliminate 1 plastic item in each center and replace
with natural object.
Challenge #2: Replace Playdoh
31
§
Replace Playdoh with natural
clay and incorporate clay table as a learning
center.
Principle #1:
Color Generates Interest
32
§ Use color intentionally.
§ Research indicates too many primary colors may
negatively impact children’s behavior.
§
Principle #2:
Color Creates Mood
Color Defines Space
64
Seven Principles of Classroom Design
What Mood Do These Colors Create?
33
Inspiration
Pieces
Create
Color
Palate
34
Before
: What’s the Color Inspiration?
§ Floor Carpet
§ Wall Carpet
§ Blue Chairs
§ Edging on Table
§ Blue Sofa/Chair
35
After: Blue and Brown is the Color Inspiration
36
65
Seven Principles of Classroom Design
ENLARGE
ENLARGE
ENLARGE
37
Challenge #1: Find Color Inspiration
38
§ Area Rug
§ Carpet
§ Pillows
§ Wall Color
§ Picture
§ Community
§ Geography
Principle #2:
Furnishings Define Space
§ The placement of the furniture is as important as the
furniture itself.
§ Research indicates the type of furnishings and learning
materials impacts children’s language.
§ Research indicates the placement of furnishings impacts
children’s social-emotional development and behaviors—
either positively or negatively.
39
Principle #3:
Authentic
40
Authentic offers visual and tactile diversity.
Pretend
Authentic
Principle #3:
66
Seven Principles of Classroom Design
ENLARGE
ENLARGE
Challenge #1: Authentic Furniture
41
§ Include at least 1 piece of authentic furniture in the
classroom.
Principle #3:
Placement: Before
42
Principle #3:
More Foot Space
Less Shelf Space
Placement: After
43
Principle #3:
Vertical Environments
44
Metal roofing attached
to wall with furring
strips on edges.
Principle #3:
67
Seven Principles of Classroom Design
ENLARGE
ENLARGE
ENLARGE
Challenge #2: Furniture Placement
45
§ Install a vertical learning environment.
Principle #3:
Textu re A d d s D e pth
46
§ Infuse both kinesthetic and visual texture into the
classroom.
§ Research indicates texture increases children’s visual,
spatial, and physical skills
.
§ Children learn visual and spatial skills from visually
interesting objects.
Principle #4:
Challenge #1: Infant Texture
47
§ Increase floor textures.
Principle #4:
Displays Enhance Environment
48
1.Organized Environment
2.Display Children’s Work with Honor
Principle #5:
68
Seven Principles of Classroom Design
Organized Environment
49
§ Research indicates children need order and simplicity to
be
effective learners.
§
Brain is wired to make connections.
Principle #5:
Organized Environment
50
• Less Shelf Space; More Foot Space
• Transparency (View from M iddle of Classroom )
• Pull Shelving Away from Walls
• Multiple Exits/Entries into Centers
• Less is More (Rotate Materials)
Organized environments are places where children
can navigate freely without obstacles.
Principle #5:
Organized Environment
51
Adult’s Viewpoint
Principle #5:
Organized Environment
52
Child’s Viewpoint
Principle #5:
69
Seven Principles of Classroom Design
ENLARGE
ENLARGE
Organized Environment (Containers)
53
Purpose of container is to attract children to its contents—not to just
hold stuff.
§ Unique and unexpected
§ No sided
§ Child-constructed
§ Container is base for activity
Brain is attracted to the unique and novel.
Principle #5:
Display Work with Honor
54
Principle #5:
§ Display children’s work with honor in an orderly
environment.
§ Say “no” to laminated displays.
Challenge #1: Container Selection
55
§
Replace at least 5 ordinary with unique
containers.
Principle #5:
Challenge #2: Reduce Lamination
56
Principle #5:
§ Replace 50% of laminated catalog-purchased
ma
terials with child or teacher-made displays.
70
Seven Principles of Classroom Design
Elements Heighten Ambiance
57
§ Infuse space with several types of ambiance such as light,
sound, and smell.
§ Research indicates sensorial elements (i.e., kinesthetic,
auditory, visual, olfactory) support Gardner’s theory of
multiple intelligences.
Principle #6:
Ambient Lighting
58
Principle #6:
§
Say “no” to florescent lights.
§
Say “yes” to ambient lighting.
§
Infuse 3 levels of lighting.
1. Ceiling
2. Floor
3. Mid-level
Children & Illumination
59
Principle #6:
§
Offer opportunities for children to play with light
and shadow.
Discovering Light Sources
60
Examples of Light Sources
Overhead projectors Flashlights
Spotlights Grow lights
Lava lamps Disco balls
Rope lights Sun
Battery-powered
lanterns
Battery-powered
candles
Light tables Windows
Prisms Lamps
71
Seven Principles of Classroom Design
ENLARGE
Illumination Station
61
Principle #6:
§
A designated place to play with light
Challenge #1: Add Ambient Light
62
Principle #6:
§
Add 1 lamp to the classroom.
Challenge #2: Provide Place to Play
63
§
Create designated place to play with light.
Principle #6:
Focal Point Attracts Attention
64
§
Children’s visual viewpoints are important to
their interactions with the environment.
Principle #7:
72
Seven Principles of Classroom Design
Focal Point Attracts Attention
65
§
Research indicates positive visual views from the
classroom door help children transition from their
outside world to the classroom world.
§
What do children see from your classroom door?
Principle #7:
Challenge #1: Improve Focal Point
66
Principle #7:
§
Create invitation to come in.
To Th o s e W h o S h a re d In s p ira tio n
§ Dr. Ruth Wilson
§ Melissa Henningin
§ Christine Buckholder
§ Elyssa Nelson
§ Mickey MacGillivray
§ Sally Haighey
§ Louise Mass
§ Nancy Menwith
§ Sherry Trebus
§ Gail Szutner
§ Gary Bilezikian
§ Brandi Diez
67
Dr. Sandra Duncan
sandrdun@aol.
com
219-743-2923
With Gratitude:
References
§ Duncan, S. (2011). Breaking the Code: Changing Our Thinking About
Early Childhood Environments. Exchange 200, 13-16.
§ Duncan, S., Martin, J., & Kreth, R. (2016). Rethinking the Classroom
Landscape: Creating Environments that Connect Young Children,
Families, and Communities. Lewisville, NC: Gryphon House.
§ Olds, A.R. (2001). Child Care Design Guide. New York, NY: McGraw
Hill.
68
73
Seven Principles of Classroom Design
Knowledge Check
What does research indicate that too many primary
colors in a classroom can do?
A. Positively impacts children's behavior and learning
B. May negatively impact children's behavior and
learning
C. Has absolutely no impact on children in any way
D. Makes children act or behave in a subdued manner
Knowledge Check
Why is using a variety of textures (i.e., woven
placemats, wicker baskets, ribbons, yarn) in early
childhood learning environments important?
A. Texture is p retty
B. Texture incre a s e s c h ildre n 's vi s u a l , spatia l , and
physical skills
C. Textura l e l e m e n t s a re o v e r s timulatin g
D. Te x t u ral e le m ents a re m ore c o s t effe c tive
74
Seven Principles of Classroom Design
Return to Course Module Listing
Understanding Trauma Part 1: What It Is and How It
Shows Up
Nicole Steward, MSW, RYT
75
Return to Course Module Listing
Knowledge Check
After this course you will be able to answer the following question:
What is the definition of trauma?
A. An event that harms us physically or
emotionally
B. A deeply distressing or disturbing experience
C. A crime
D. A really scary event that only happens in
childhood
Knowledge Check
After this course you will be able to answer the following question:
In what ways does trauma impact learning?
A. Trauma causes kids to hate learning.
B. Trauma makes parents pull their kids out of
school.
C. Trauma causes the amygdala to activate and
the hippocampus to shut down.
D. Trauma causes teachers to be triggered.
Understanding Trauma
Part 1: What it is & How it shows up
Presented by Nicole Steward
3
Learning Outcomes
After this course, participants will be able to:
▪ Define trauma, the different types of trauma, and
trauma's impact on our health.
▪ List the three-part brain model and each level's
attributes.
▪ Identify the ways trauma impacts the work we do.
4
76
Understanding Trauma Part 1
Why Trauma?
5
One out of every 4 children attending school
has been exposed to a traumatic event that
can affect learning and/or behavior.
-
National Child Traumatic Stress Network
What is Trauma?
...a deeply distressing or disturbing experience.
...a disordered psychic or behavioral state resulting from
severe mental or emotional stress or physical injury
(Merriam-Webster Dictionary)
Trauma is the Greek word for "wound"
6
Types of Trauma
▪
Acute
▪
One-time traumatic event
▪
Chronic
▪
Multiple, different traumatic events
▪
Complex
▪
Ongoing, repeated trauma
▪
System-Induced*
▪
Exposure to traumatic systems
7
What is the Impact of Trauma?
"Traumatic events overwhelm the ordinary
systems of care that give people a sense of
control, connection, and meaning."
-
Judith Herman, Trauma & Recovery
8
77
Understanding Trauma Part 1
What is the Impact of Trauma?
Developmental trauma (birth to age 5) negatively
impacts social, emotional, and cognitive/neural
development; attachment & regulation
Infants depend on a caregiver for
9
▪
Warmth & love
▪
Protection & safety
▪
Survival
Developmental Trauma
“One consequence of developmental trauma, relationally
conceived, is that affect states take on enduring,
crushing meanings. From recurring experiences of
malattunement, the child acquires the unconscious
conviction that unmet developmental yearnings and
reactive painful feeling states are manifestations of a
loathsome defect or of an inherent inner badness.”
- Dr. Robert D. Stolorow
10
Attachment Theory
Attachment is a deep and enduring emotional bond that
connects one person to another across time and space
(Ainsworth, 1973; Bowlby, 1969).
▪ Attachment in Children: seeking connection to caregiver
when upset or threatened.
▪ Attachment in Adults: responding sensitively and
appropriately to the child’s needs.
Video: Still Face Experiment: Dr. Edward Tronick
11
Traumatic Situations*
▪ Bullying
▪ Natural disasters
▪ Community violence
▪ Physical or sexual abuse
▪ Abandonment or neglect
▪ Acts or threats of terrorism
▪ Witnessing domestic violence
▪ Migration/Refugee experience
▪ The death or loss of a loved one (or pet)
▪ Medical trauma (own or that of family members)
12
* not an exhaustive list
78
Understanding Trauma Part 1
Reptilian Brain
§ Autopilot
§ Primitive brain
§ Online at birth
§ Brainstem & Cerebellum
§ REGULATE
body's vital functions
§ Body temp
§ Breathing
§ Heart rate
§ Balance
13
Mammalian Brain
§ Decisions
§ Emotional brain
§ Perceived emotions
§ Amygdala, hippocampus, and
hypothalamus
§ RELATE
connection to others
§ Value judgments
§ Emotional regulation
§ Recorded memories & learning
§ Unconscious influence on behavior
14
Rational Brain
§ Reason
§ Neocortex
§ Thinking brain
§ Accurate representation of the
world/self
§ RATIONAL
what makes you YOU
§ Abstract, rational thought
§ Foresight, hindsight & insight
§ Imagination, judgement & logic
§ Development/understanding of human
language
15
Limbic System: Emotional Center
Amygdala:
▪ Perception of emotions
▪ Fear response:
Fight, Flight, Freeze
▪ Impulse control
▪ Memory creation
▪ Aggression control
▪ Libido
16
Hippocampus:
▪ Memory storage & recall
▪ Spatial memory
▪ Navigation
▪ Proprioception
79
Understanding Trauma Part 1
ENLARGE
ENLARGE
ENLARGE
Limbic System: Emotional Center
Hypothalamus:
▪
Pituitary hormones control: growth, blood
pressure, sex organs, thyroid, metabolism,
reproduction
▪
Control body temperature, hunger, thirst
▪
Sleep and circadian rhythms
▪
Fatigue & pain relief
▪
Important aspects of parenting and attachment
behaviors
17
Trauma Impacts the Learning Brain
18
Webb’s DOK Levels
1. Recall
2. Skills & Concepts
3. Strategic Thinking
4. Extended Thinking
Bloom’s Taxonomy
▪ Remember
▪ Understand
▪ Apply
▪ Analyze
▪ Evaluate
▪ Create
Trauma & the
Nervous
System
19
Behaviors you might observe
▪ Absenteeism
▪ Increased somatic complaints
▪ Changes in school performance
▪ Changes in behavior:
▪ Increase/Decrease in activity level
▪ Withdrawal from others or favorite activities
▪ Angry outbursts and/or aggression
▪ Decreased attention and/or concentration
▪ Difficulty with authority, redirection, or criticism
▪ Distrust of others with both adults and peers
▪ Inability to interpret and respond appropriately to social cues
▪ Anxiety, fear, and worry about safety of self and others
▪ Increased distress (unusually whiny, irritable, moody)
▪ Over (or under) reacting to bells, doors slamming, sirens, physical
contact, lighting, sudden movements, changes in plans
20
80
Understanding Trauma Part 1
ENLARGE
ENLARGE
21
Optimum brain development & brain engagement
Adverse Childhood Experiences (ACE)
▪ Emotional abuse
▪ Physical abuse
▪ Sexual abuse
▪ Emotional neglect
▪ Physical neglect
22
▪ Mental illness in household
▪ Parental separation or divorce
▪ Criminal household member
▪ Mother treated violently
▪ Household substance abuse
▪ Kaiser Permanente study from 1995-1997
▪ 17,000 patients took a confidential survey
▪ 2/3 of study participants reported at least one ACE
Adverse Childhood Experiences
Study findings repeatedly reveal a graded dose-response
relationship between ACEs and negative health and well-
being outcomes across the life course. - CDC, Kaiser study
Dr. Nadine Burke Harris- TED Talk 2014
How Trauma Affects Health Across a Lifetime
23
24
81
Understanding Trauma Part 1
ENLARGE
ENLARGE
Understanding OUR Trauma
In order for us to best serve others with
trauma, we must understand how this work
may create/bring up trauma for us...
25
Burn Out & Compassion Fatigue
"...a syndrome of emotional exhaustion,
depersonalization, and reduced personal
accomplishment that can occur among individuals
who do 'people-work' of some kind."
(Maslach (1992,2003)
26
§ Headaches
§ Helplessness
§ Low-grade cold
§ Fatigue/exhaustion
§ Tightness in the chest
§ Lack of interest/engagement
Feels like...
Vicarious Trauma
Vicarious trauma is the
emotional residue of exposure...
from working with people…
"Vicarious traumatization refers to a cumulative transformative
effect or condition experienced by working with specific
populations of survivors of traumatic life events."
27
(McCann & Pearlman, 1990, Pearlman & Saakvitne, 1995)
How We Carry the Work
Transference: unconsciously transferring feelings and
attitudes from a person or situation in the past onto a person
or situation in the present.
Countertransference: emotional reaction provoked in us by
the unconscious communications of those we serve.
"Emotional entanglement" with another.
28
82
Understanding Trauma Part 1
Triggering of Personal Trauma
Check in with yourself as a situation is unfolding.
What about this student/parent/situation
is bringing out what within me
and where is it coming from?
29
Personal & Professional Effects
Chronic Stress > Health & Wellness
Stress overrides our instinctive impulses,
keeping us stuck in fight, flight, or freeze.
This can impact the choices we make at work and at
home, causing more stress...unless we take action to
counteract the impacts.
30
Contact
Nicole Steward, MSW, RYT
nicole@radical-tendencies.com
“If you’ve come here to help me
you are wasting your time.
If you’ve come because your
liberation is bound with mine,
let us work together.”
– Lila Wilson
31
References/Resources
▪ National Child Traumatic Stress Network https://www.nctsn.org/
▪ The Origins of Attachment Theory: John Bowlby and Mary Ainsworth.
Developmental Psychology (1992), 28, 759-775.
▪ Video: Still Face Experiment: Dr. Edward Tronick
▪ Relationship of Childhood Abuse and Household Dysfunction to Many of
the Leading Causes of Death in Adults
. Felitti, Vincent J et al. American
Journal of Preventive Medicine , Volume 14 , Issue 4 , 245 - 258.
▪ Video: How Trauma Affects Health Across a Lifetime
Dr. Nadine Burke
Harris- TED Talk 2014
32
83
Understanding Trauma Part 1
Knowledge Check
What is the definition of trauma?
A. An event that harms us physically or emotionally
B. A deeply distressing or disturbing experience
C. A crime
D. A really scary event that only happens in childhood
Knowledge Check
In what ways does trauma impact learning?
A. Trauma causes kids to hate learning.
B. Trauma makes parents pull their kids out of school.
C. Trauma causes the amygdala to activate and the
hippocampus to shut down.
D. Trauma causes teachers to be triggered.
84
Understanding Trauma Part 1
Return to Course Module Listing
Understanding Trauma Part 2: You are the Intervention
Nicole Steward, MSW, RYT
85
Return to Course Module Listing
Knowledge Check
After this course you will be able to answer the following question:
What are some behaviors we might see if a
student is impacted by trauma?
A. Easily distracted
B. Attendance issues
C. Afraid of loud noises
D. Any of the above
Knowledge Check
After this course you will be able to answer the following question:
What is self-regulation?
A. Being triggered but then calming yourself
down
B. How we respond to our colleagues
C. The ability to see yourself in a mirror
D. An internal (individual/self) response to change
Understanding Trauma
Part 2: You are the Intervention
Presented by Nicole Steward
3
Learning Outcomes
After this course, participants will be able to:
▪ Define vicarious trauma and its impacts on our
work.
▪ Understand what a trigger is and how to
manage them.
▪ Identify 2-3 ways we can show up at work to
help regulate ourselves and those we serve.
4
86
Understanding Trauma Part 2
Effects of Trauma
Chronic Stress > Health & Wellness
Personal & Professional
Toxic stress/Trauma overrides our instinctive
impulses, keeping us stuck in fight, flight, or
freeze.
This can impact the choices we make at work and
at home, causing more stress...unless we take
action to counteract the impacts.
5
Vicarious Trauma
Vicarious trauma is the
emotional residue of exposure...
from working with people…
"Vicarious traumatization refers to a cumulative
transformative effect or condition experienced by
working with specific populations of survivors of
traumatic life events."
6
(McCann & Pearlman, 1990, Pearlman & Saakvitne, 1995)
Burn Out vs. Vicarious Trauma
Burnout is generally something that happens over
time, and as it builds up a change, such as time off
or a new and sometimes different job, can take
care of burnout or improve it.
Vicarious trauma, however, is a state of tension
and preoccupation of the stories/trauma
experiences described by clients.
American Counseling Association
7
Signs of Vicarious Trauma
§ Having difficulty talking about their feelings
§ Startle effect/being jumpy
§ Over-eating or under-eating
§ Losing sleep over patients/clients/students
§ Worried they are not doing enough for their clients
§ Diminished joy toward things they once enjoyed
§ Diminished feelings of satisfaction and personal
accomplishment
§ Feelings of hopelessness associated with work
8
87
Understanding Trauma Part 2
What Vicarious Trauma Looks Like...
▪ Frequent job changes
▪ Tardiness
▪ Free floating anger/irritability
▪ Absenteeism
▪ Irresponsibility
▪ Overwork
▪ Irritability
▪ Exhaustion
▪ Conflictual engagement
▪ Poor relationships
▪ Negative perception
9
▪ Poor communication
▪ Impatience
▪ Avoidance of working with
clients with trauma
histories
▪ Lack of collaboration
▪ Withdrawal and isolation
from colleagues
▪ Low motivation
▪ Increased errors
▪ Decreased quality
▪ Lack of flexibility
Understanding Triggers
To cause distress, typically as a result of
arousing feelings or memories associated with a
particular traumatic experience.
What are triggers:
▪ Sounds
▪ Smells
▪ Noises
▪ People
10
▪ Places
▪ Transitions
▪ Changes in plans
▪ Bigger life changes
Triggers...
▪
Triggers can set off a memory or flashback
transporting the person back to the event of the
original trauma
▪
Triggers are very personal; different things trigger
different people
▪
The survivor may begin to avoid situations and
stimuli that she/he thinks triggered the flashback
▪
Reaction from a trigger may look like:
disobedience, opposition, lazy, distracted
11
What to do about Triggers?
▪ You will not know what your own triggers
are...until they are triggered.
▪ You will not know what others’ triggers
are...until they are triggered.
▪ If you don’t know how to react, ask the
person being triggered.
▪ Stay calm, apologize, note the trigger for next
time, and move on.
12
88
Understanding Trauma Part 2
Triggering of Personal Trauma
Check in with yourself as a situation is unfolding.
What about this student/parent/situation
is bringing out what within me
and where is it coming from?
13
How We Carry the Work
Transference: unconsciously transferring
feelings and attitudes from a person or situation in
the past on to a person or situation in the present.
Countertransference: emotional reaction
provoked in us by the unconscious
communications of those we serve. "Emotional
entanglement" with another.
14
Caring vs. Carrying
Recognizing how we carry the work when
caring for others is involved.
“I can CARE for you, but I can’t CARRY you.”
Shifting the weight of this work and remembering what
is yours to carry and what is not yours to carry.
15
Working with Trauma
“When we stop distancing ourselves from
the pain in the world, our own or others’,
we create the possibility of a new experience,
one that often surprises because of how much
joy, connection, or relief it yields. Destruction may
continue, but humanity shines through.”
- Mark Epstein, The Trauma of Everyday Life
16
89
Understanding Trauma Part 2
YOU are the Intervention
How you show up for the work matters.
You can help those you serve handle trauma
Grounded
Regulated
Attuned
Present
Egoless
Supported
17
Show up Grounded
...well-balanced, sensible, and firmly established.
▪ Feel your physical connection to the ground.
▪ Let the rest of your body relax into this
connection.
▪ Connect to something bigger than yourself.
18
Science of Grounding/Earthing
▪
Reduce pain
▪
Reduce stress
▪
Increase circulation
▪
Decrease inflammation
▪
Prevent oxidation of healthy tissues
▪
Normalize circadian rhythms for
sleep
▪
Speed wound healing
- Oschman, et al. Journal of Inflammation Research
19
Show up Regulated
Being in control of & responsible for our nervous
system responses, maintaining internal balance.
Internal Weather Report
If you were weather, what would you be?
▪ What is it that’s really pushing my buttons here?
▪ Why am I reacting so strongly?
▪ What’s the worst (or best) that could happen?
20
90
Understanding Trauma Part 2
Trauma & Emotional Regulation
Our ability to regulate our emotions is directly
related to our attachment/safe bonding
in the first years of life.
Emotional regulation allows us to attend to
information in our environment that is useful, and
to tune out what is not useful.
21
Types of Regulation
Regulation: the ability of being able to adjust as a
response to change.
Self-Regulation: an internal (individual/self)
response to change.
Co-Regulation: the social relationships and the
way one can adjust themselves when interacting
with another, in order to maintain a regulated
state.
22
Co-Regulation for the WIN!
Co-Regulation allows us to be supported in safely
adjusting our own internal regulation to match
that of someone external to us.
As practitioners, it is our job to co-regulate with
those we serve. We can do this by being aware
of our own internal regulation and our own
triggers.
23
Self-Regulation as Self-Care
H.A.L.T.
Hungry, Angry, Lonely or Tired?
Check-In
How is it in my mind?
How is it in my body?
How is it in my heart?
24
91
Understanding Trauma Part 2
Show up Attuned
to bring into accord, harmony, or sympathetic
relationship; adjust.
“Tuning in” assists brain development and over time
teaches us how to self-regulate, make sense of our
emotions and thus communicate our needs
(and get them met).
Being attuned to others gives us an emotional road
map from which to travel and experience life.
25
Attunement in the Present
When we attune to another person we are becoming
fully immersed in the emotional world of that person in
the present moment.
The person being “attuned to” has their present need
and emotional reality is being ‘held’ and feels:
▪ Seen
▪ Deeply understood
▪ A secure attachment
▪ A meaningful connection
26
Show up Present
Become aware of what’s happening as it happens.
▪
Focused attention to the current moment.
▪
Centered awareness to the here and now.
▪
Thoughts and feelings attuned to current task.
▪
Slightly distant observer without judgement.
Mindfulness
27
Mindfulness as Self-Awareness
“The early parent-child environment, the balance
between being and doing, lives on in the mind.
Mindfulness offers an opportunity to see these
patterns clearly. In seeing them, in bringing them into
the domain of reflective self-awareness, there is
a possibility of emerging from their constraints.
Choice emerges where before there was only
blind and conditioned behavior.”
- Mark Epstein, The Trauma of Everyday Life
28
92
Understanding Trauma Part 2
Show up Egoless
...having no ego, or not having an inflated
view of one's self-importance.
▪
Third-person thinking
▪
Aware of others’ perspective & perceptions
▪
Focused on the emotional comfort of others
NOT the same as selfless
(
concern more for the needs of others than
one's own...self-denying, self-sacrificing
)
29
Meditation for Egolessness
“When we give up our images of self-importance
and our ideas of what should be, we can help
things become what they need to be.”
- Benjamin Hoff, The Te of Piglet
Egoless means become aware of the current
experience of not identifying with thoughts
or being attached to any thought.
30
Show up Supported
Human connection is crucial in the immediate
task of clearing trauma. In order for us to
support others, we must be supported
ourselves.
We need support from our network of
colleagues, school leaders, professional
organizations, families, etc.
31
Remember
▪ Trauma has personal and professional impacts.
▪ Vicarious trauma is real and cumulative.
▪ We can counteract the impacts of trauma.
▪ Triggers can be hard to identify until they appear.
▪ You don’t have to have all the answers, be patient.
▪ We can care for others without carrying their trauma.
▪ In order to show up for those we serve we have to be:
▪ Grounded
▪ Regulated
▪ Attuned
▪ Present
▪ Egoless
▪ Supported
32
93
Understanding Trauma Part 2
Contact
Nicole Steward, MSW, RYT
nicole@radical-tendencies.com
“If you’ve come here to help me
you are wasting your time.
If you’ve come because your
liberation is bound with mine,
let us work together”
– Lila Wilson
33
References/Resources
▪ Belford, D 2012, Co-Regulation and Self-Regulation,
Center for Development and Disability, The University of
New Mexico, viewed 18 July 2016
▪ American Counseling Association: Vicarious Trauma
▪ The Trauma of Everyday Life, by Mark Epstein.
Published by Penguin Press, New York, 2013.
▪ Oschman, J. L., Chevalier, G., & Brown, R. (2015).
The
effects of grounding (earthing) on inflammation, the
immune response, wound healing, and prevention and
treatment of chronic inflammatory and autoimmune
diseases.
Journal of Inflammation Research, 8, 83–96.
34
References/Resources
▪ Macklem, G.L. (2008). Emotion dysregulation,
Practitioners Guide to Emotion Regulation in School-
Aged Children
, 13-24.
▪ The Te of Piglet
, by Benjamin Hoff. Published by
Penguin Books, New York, 1993.
35
Knowledge Check
What are some behaviors we might see if a student is
impacted by trauma?
A. Easily distracted
B. Attendance issues
C. Afraid of loud noises
D. Any of the above
94
Understanding Trauma Part 2
Knowledge Check
What is self-regulation?
A. Being triggered but then calming yourself down
B. How we respond to our colleagues
C. The ability to see yourself in a mirror
D. An internal (individual/self) response to change
95
Understanding Trauma Part 2
Return to Course Module Listing
Teaching Beyond Bars
Quniana Futrell, BS, MEd, EdS
96
Return to Course Module Listing
Teaching Beyond
Bars
™
Presented by: Quniana Futrell, EdS
1
§ All information shared within this training is owned by
ECE Firm, LLC. All rights reserved. Reproduction and
distribution of the training without written permission
of the company is prohibited.
2
Learning Outcomes
After this course, participants will be able to:
§
List factors surrounding incarceration that affect the
child.
§
Describe how to have non-stressful conversations
around the sensitive topic of incarceration.
§
Describe the significance of their role in helping these
children and families.
3
Introd u ctio n
4
97
Teaching Beyond Bars
What is Resilience?
The ability of matter to spring back
quickly into shape after being bent,
stretched, or deformed – elasticity.
The ability to recover quickly from
setbacks - speedy recovery.
5
Let’s Talk Stereotypes
§ What is the first thing that comes to mind after
hearing a child say their parent is in jail?
§ Nearly 3 million children have a parent in jail or
prison.
§ Can you group all children dealing with incarceration
together?
§ Can this silent issue be resolved the same? How or
why not?
§ How do we move pass generalizations and
stereotypes?
6
What are ACEs?
Adverse Childhood Experiences
7
Robert Wood Johnson Foundation
https://www.rwjf.org/en/library/infographics/the-truth-about-aces.html
§ Study from California-Irvine -
"The study found significant health problems,
including behavior issues, in children of
incarcerated parents and also that, for some
types of health outcomes, parental incarceration
can be more detrimental to a child's well-being
than divorce or death of a parent."
An Astounding Fact: Incarceration
8
98
Teaching Beyond Bars
ENLARGE
Factors that Affect the Child
§
At which age the separation occurred
§
The child’s presence at the arrest
§
The stability of the family prior to the arrest,
conviction, and sentence
§
The disruptiveness of the incarceration
§
The strength of the present child-parent
relationship
§
The influence of siblings
§
1 in 14
9
Family Stressors
§ Family is restructured
§ Financial stress
§ The unknown
10
So Now…
§ What is the role of the professional?
§ How can the professional serve these
children and families?
11
We are a Community First!
12
99
Teaching Beyond Bars
Parent Explanation
13
Family members who have the responsibility of explaining
incarceration to a child often give answers that are not true
such as the incarcerated person is:
§
At school
§
At work
§
In the hospital
§
On vacation
§
In the Military
Possible honest answers about the person incarcerated:
•
Mom/Dad made a bad choice and will not be able to live at home
•
Mom/Dad loves you and will miss you while he/she is gone
Let’s Role Play
§
Scenario 1
§ Tea ch er a nd p res ch oo l-aged child who visited
dad in jail
14
Scenario 2
§
Tea ch er a nd p res ch oo l-aged child who visited
dad in “college”
15
Scenario 3
§ Tea ch er w it h pa ren t/ care gi ve r af t er c hi ld expo se d
the family secret
16
100
Teaching Beyond Bars
ENLARGE
A Word of Encouragement
“Change the Family,
Change the World.”
17
My contact information:
Quniana Futrell, “Children’s Champ”
admin@ecefirm.
com
www.qunianafutrell.com
18
References
§ Genty, P. M. (2012). Moving Beyond Generalizations And Stereotypes To
Develop Individualized Approaches For Working With Families Affected By
Parental Incarceration. Family Court Review, 50(1), 36-47.
doi:10.1111/j.1744-1617.2011.01426.x
§ Parke, R., & Clarke-Stewart, K. (2011, December 1). Effects of Parental
Incarceration on Young Children. Retrieved from
http://aspe.hhs.gov/hsp/prison2home02/parke-stewart.htm
§ Turney, K. (2014, August 18). Parental incarceration linked to health,
behavioral issues in children. Retrieved from http://news.uci.edu/press-
releases/parental-incarceration-linked-to-health-behavioral-issues-in-
children/
§ Walker, A. J., & Walsh, E. (2015). Adverse childhood experiences: How
schools can help. Journal Of Child And Adolescent Psychiatric Nursing,
28(2), 68-69. doi:10.1111/jcap.12105
§ Ace’s image credits Robert Wood Johnson Foundation; Source: CDC
19
101
Teaching Beyond Bars
Return to Course Module Listing
Vertical Learning with Classroom Walls
Sandra Duncan, BA, MS, EdD
102
Return to Course Module Listing
Vertical Learning
With Classroom Walls
Sandra Duncan, EdD
1
Learning Outcomes
After this course, participants will be able to
§ Define vertical learning environments.
§ Distinguish the difference between vertical and
horizontal learning surfaces.
§ Explain why children need vertical learning
environments.
§ Describe at least 2 ideas for creating a vertical
learning space on classroom walls.
2
Think Back
3
Horizontal Surfaces
4
103
Vertical Learning
Horizontal Surfaces
5
Vertical Surfaces
6
Classroom Walls as Learning Surfaces
7
§ What is posted and why?
§ What is purpose of posted materials?
§ Do postings honor work of classroom?
§ More than visual noise?
Classroom Walls as Learning Surfaces
§Are postings 2- or 3- dimensional?
§Do postings promote active
engagement?
8
104
Vertical Learning
ENLARGE
ENLARGE
The Basics of Vertical Learning
A vertical learning environment is any vertical
surface covered with two- and three-dimensional
objects that afford children opportunities for
perception, manipulation, interaction,
construction of knowledge, and representation.
--Readdick & Bartlett (1994)
9
The Benefits of Vertical Learning
10
Encourages Mid-line Crossing
§ Helps both sides of
brain to communicate
§ Precursor to reading
(eye movement)
§ Predictor of
coordination
Mid-line crossing is ability to reach across body
with arms or legs.
11
Increases Spatial Awareness
§ Learns spatial concepts
(i.e., above, below,
distance)
§ Looks directly at the surface
rather than down
§ Gains awareness &
understanding of spatial
relationships
Spatial concepts are easier to learn because child
can relate the words to his very own body.
- Laura Drobnjak
12
105
Vertical Learning
ENLARGE
ENLARGE
Improves Proprioception
§ Dysfunctional proprioception
(poor motor
planning)
§ Improved through sensory
integration
experiences
§ Heavy work
§ Increase movement-in-
space
Proprioception is the child’s unconscious
perception of movement through space as
well as the orientation of one’s body in space.
13
Promotes Affordance
§ Environmental cues cause
people to take action
§ Door handles send
message to push/pull
§ Vertical learning spaces
send message to act/play
Visual cues in the environment suggest
possibilities for one’s actions.
–James Jerome Gibson
14
Inspirations (Big & Tiny)
§Cross mid-line
§Spatial awareness
§Promote affordances
§Proprioception
15
Inspirations (Big & Tiny)
§Cross mid-line
§Spatial awareness
§Promote affordances
§Proprioception
16
106
Vertical Learning
ENLARGE
ENLARGE
Inspirations (Big & Tiny)
§Cross mid-line
§Spatial awareness
§Promote affordances
§Proprioception
17
Inspirations (Big & Tiny)
§Cross mid-line
§Spatial awareness
§Promote affordances
§Proprioception
18
Inspirations (Big & Tiny)
§Cross mid-line
§Spatial awareness
§Promote affordances
§Proprioception
19
Inspirations (Big & Tiny)
§ Cross mid-line
§ Spatial awareness
§ Promote affordances
§ Proprioception
20
107
Vertical Learning
Inspirations (Big & Tiny)
§
Cross mid-line
§
Spatial awareness
§
Promote affordances
§
Proprioception
21
Inspirations (Big & Tiny)
§ Cross mid-line
§ Spatial awareness
§ Promote affordances
§ Proprioception
22
Tips for Successful
Vertical Learning Spaces
§
Mount at appropriate height
§
Use authentic materials
§
Position away from main traffic flow
§
Use durable bases
§
Keep safety in mind when choosing parts
§
Select appropriate parts suitable for age and skill
23
Resources
§ Article - Vertical Learning with Classroom Walls By Sandra Duncan &
Christine Burkholder & Melissa Hennigin
http://www.communityplaythings.com/resources/articles/2019/verti
cal-learning-with-classroom-walls
24
§ Duncan, Sandra, Jody Martin, & Sally
Haughey (2019). Through a Child’s
Eyes: How Classroom Design Inspires
Learning and Wonder. Lewisville, NC:
Gryphon House.
108
Vertical Learning
ENLARGE
Thank You
Dr. Sandra Duncan
sandrdun@aol.com
25
References
§ Drobnjak, Lauren (2013). Why kids should work on a vertical surface.
https://theinspiredtreehouse.com/?s=vertical
. Retrieved February 15,
2019.
§ Duncan, Sandra, Jody Martin, & Sally Haughey (2019). Through a
Child’s Eyes: How Classroom Design Inspires Learning and Wonder.
Lewisville, NC: Gryphon House.
§ Gerber, Magda & Allison Johnson (1998). Yo ur S elf -Confident Baby:
How to Encourage Your Child’s Natural Abilities. New York, NY: John
Wiley & Sons.
§ Gibson, James J. & Leonard Carmichael (1950). The Perception of
the Visual World. New York NY: Houghton Mifflin.
§ Lewis, Barbara (1978). Sensory Deprivation in Young
Children. Child: Care, Health, and Development. 4(4), 229-238.
§ Readdick, Christine & Patricia Bartlett. (1994). Vertical Learning
Environments. Journal of Childhood Education, 70(2), 86-90.
26
109
Vertical Learning
Return to Course Module Listing
Creative Block Play
Rosanne Hansel, BS, MS
110
Return to Course Module Listing
Rosanne Regan Hansel
3D CHILDHOOD
RosanneHansel@gmail.com
Creative Block Play
1
Learning Outcomes
After this course, participants will be able to:
1. Identify the important benefits of block play.
2. Explain how to set up a block area.
3. Identify the stages of block play.
4. Identify the components of a play-based, teacher-guided
learning experience with blocks.
2
Overview
§ Understanding the benefits of block play
§ Setting up the block area
§ Recognizing the stages of block play
§ Creating playful, teacher-guided learning
experiences with blocks
§ References
3
The Benefits of Block Play
When children are given time to critically think and
plan, collaborate with others, communicate their
ideas, and create with blocks, they not only develop
21
st
century skills, they also grow socially, emotionally,
cognitively, and physically.
4
Johnson, Hirsch, Pollman, Tunks, Welhousen
and Kieff in Hansel, 2017.
111
Creative Block Play
Block Play Addresses the Physical Needs of Children
§ Children need to move. Life-size structures built with
blocks allow children to use their whole bodies (to stand
on, crawl or move through, be inside) helping them
develop gross motor skills, balance, and body awareness.
§ Giving young children materials to manipulate and
physically handle helps build muscle memory which
cements concepts in children’s minds.
§ Building helps to improve hand-eye coordination, fine
motor, and visual-spatial skills.
5
Block Play Develops Social-Emotional Skills
§ Learning how to enter play
§ Sharing with others
§ Balancing individual and group rights
§ Understanding different perspectives
§ Expressing their ideas and feelings appropriately
§ Independently or collaboratively solving complex problems
§ Focusing their attention for extended periods of time
6
Block Play Reinforces Language and Literacy
7
§ Children’s language during block play elicits more frequent
and higher- quality oral language than in dramatic play
§ Children are motivated to show what they have built
through language, drawing and writing
§ Children are more willing to read or look at books on topics
they are investigating through building
§ Children are more likely to use spatial language when they
build
Block Play Builds Cognitive and 21st Century Skills
8
What does this mean for young children as they build with blocks?
§
Children show creativity and imagination
§ Children identify and solve problems
§ Children demonstrate initiative, engagement and
persistence
§ Children apply what they have learned to new situations
§ Children learn new science, engineering, and math
concepts and terminology
112
Creative Block Play
Setting Up the Block Area
§ Ideally, the block area should be one third of the floor space
and located away from heavy traffic.
§ Low-pile carpet, flat hardwood, or linoleum floors work best
for building with blocks.
§ There should be a sufficient number of blocks for 2-4
children to build.
§ Dedicate at least 60 minutes of uninterrupted time for block
play. If there is less time, children may get frustrated taking
materials out and cleaning them up and never become
deeply engaged in building complex structures.
9
Choosing Blocks
Unit blocks are
rectangular blocks
measuring about 5
x 1 x 2 ½ inches.
They come in sets
with half, double,
and quadruple
units.
Hollow blocks
10
Nature
blocks
Cardboard and
foam blocks
Designer blocks
Tab l e Top and In te rl oc ki ng Bl oc ks
11
Magnetic tile blocks
Connecting blocks
Structural planks
Organizing the Block Area
Ensure that children have
a sufficient number of
blocks for building
12
113
Creative Block Play
ENLARGE
ENLARGE
ENLARGE
Making Modifications
§ Mark off the block area with tape to create boundaries for
children who may have difficulty seeing or staying within
boundaries.
§ Use different types of blocks to match the physical needs
of each child. Some may be easier to stack or grab, such
as foam blocks, magnetic blocks, or blocks that fasten
together.
§ Have adapted equipment available so children can be at
the same level as their peers.
13
Caring for Blocks
§ Develop systems for putting blocks away such as
assembly lines or assigning shapes or quantities to bring
to the shelves.
§ Allow sufficient time for cleaning up. Most children are
happy to help if there is a classroom culture of
cooperation and fun.
§ Blocks made of hardwood like maple are expensive but
can last a lifetime if handled with care.
14
Introducing Block Area Rules
2. Keep blocks in the
construction zone.
3. Unbuild your own
construction only.
1. Blocks are for
building.
15
Provide Time for Open Exploration with Blocks
16
Children need ample time to get to know the different characteristics of blocks
through open exploration or unstructured play. This is an important time to observe
children. What do you notice as children are building? What themes emerge? What
stories do they tell? What do you notice about the language they are using? What
problems arise and what strategies do children use to solve them?
114
Creative Block Play
ENLARGE
ENLARGE
Recognizing the Stages of Block Play
1. Tote and
Carry
Pick up
blocks and
carry around,
sometimes
aimlessly
.
2. Beginning
Building
Pile the blocks to
make a tower or
lay the blocks on
the floor in rows,
either horizontally
or vertically.
3. Bridging
Connecting
two blocks
with a space
between them
with a third
block.
17
Hirsh, Ed., 1996.
18
4. Enclosures
Place blocks
in order to
enclose a
space.
5.Designing
Use
symmetry,
pattern,
balance, an
d
designs to
create
building
s.
6. Naming
Structures
Name
structures
related to the
function of the
building.
7. Complex
Building
Block buildings
often reproduces
actual structures
children know
and there is a
strong impulse
toward dramatic
play around the
block structures.
What Stage of Block Play is This?
Stage 1: Tote and Carry
Stage 2: Beginning Building
Stage 3: Bridging
Stage 4: Enclosures
Stage 5: Designing
Stage 6: Naming Structures
Stage 7: Complex Building
A kindergartner constructs
a train museum she has
visited with her family.
19
Creating Playful, Teacher-Guided Learning
Experiences with Blocks
Components of a playful, teacher-guided learning experience:
§ Active
§ Engaging
§ Meaningful
§ Socially interactive
§ Iterative
§ Joyful
20
Zosh, J.M., K. Kirsh-Pasek, E.J. Hopkins, H. Jensen, C.Liu, D. Neale, S.L. Solis, & D. Whitebread. 2018.
115
Creative Block Play
ENLARGE
ENLARGE
ENLARGE
Active
Children build a
tunnel ramp using
the book they
wrote, How to
Make a Tunnel
Ramp.
Hollow blocks with
ramps
Children are physically and mentally active, not passively absorbing information
21
Engaging
Children stay on task for extended periods of time
The 3-year-old children were driving small toy
cars on roads built from blocks and wondered
how to get the cars from one level to the next.
Ms. Sarah introduces the idea of a
drawbridge.
They found videos of drawbridges on the
internet, which Ms. Sarah projects on the
wall. Notice how the children use the
projected images as a reference.
22
§ What do you want people to know about your
construction?
§ What is your favorite part of this construction?
§ When you were working on constructing your drawbridge,
what was the most challenging part?
§ What did you do about it?
§ How could you make it better or different the next time?
23
It is important to make reflection a regular part of the day. Questions you
might ask a child who is sharing his or her ideas:
Meaningful
Children learn relevant information, connected to their lives and interests
During their “Around the World” unit in kindergarten, Ms.
Krista discusses the different cultures of the children in her
classroom as well as important buildings and landmarks
that the children see every day on their way to school. This
connects to literature as well as math.
24
116
Creative Block Play
ENLARGE
ENLARGE
ENLARGE
§ Use gestures, objects, and visuals
to teach basic concepts.
§ Add books about topics of interest
in children’s home languages.
§ Give children opportunities to
speak in small group activities.
§ Provide children with the
appropriate word at the moment
when they connect it to an action. It
makes a concept easier to
remember and more meaningful.
25
Strategies to support language and vocabulary development for all
children, especially dual language learners and children with language
delays:
English is not the first
language of the girls in
this kindergarten class.
Usually they are very
quiet, but Ms. Krista
observed them
communicating very
well in both languages
as they built this
structure.
Socially Interactive
Children build on each other’s knowledge
26
This 7 month study began when Ms. Laura
noticed children building a rocket ship in the
block area. They create a web to identify topics
of interest.
Initially, the boys refuse to let the girls join in
the construction of the rocket ship saying
that the girls could not be astronauts. The
teachers bring in books about female
astronauts and read them to the children,
which empowers the girls to join.
27
The children in this classroom know each
other quite well since they have been
together for two years. They are
encouraged to collaborate with each other,
so there are many lively conversations and
discussions which include arguments,
problem-solving, and negotiating as they
work with each other.
The teachers noticed that the
children’s vocabulary grew
immensely as the children
learned about rocket ships,
outer space, and other planets.
Iterative
Ms. Arlene posts photos of area bridges in the
classroom, reads Three Billy Goats Gruff, and
allows ample time for open exploration of bridges.
Building Bridges
Children build new knowledge based on theories, testing, and revision
28
117
Creative Block Play
ENLARGE
ENLARGE
ENLARGE
§ Tel l me m ore ab ou t
what you are building.
§ Show me how cars
can go under the
bridge.
§ How do cars get on
the bridge?
§ I wonder what would
happen if…?
29
Ms. Arlene sits on the floor with the children and responds appreciatively to their
efforts just by being present. She shows she is truly interested by describing what
she sees them building, gives them visual references to inspire ideas and uses
concepts and vocabulary in context. Ms. Arlene asks open-ended questions to
challenge their thinking and to help them make revisions in their building.
Julio asks, “How can we make our bridge
stronger?”
Eduardo asks, “How can we make our bridge
longer?”
Javier asks, “How can we
keep our bridge from falling
down?”
30
Ms. Arlene builds content knowledge by
inviting an engineering student to help children
build strong bridges.
Tea c h e r Response G uid e
31
Strategy Response
Offer words of encouragement
“You look frustrated that your bridge keeps falling down, but don’t
give up! If you and Julio keep working on it, I know you will help
each other figure out a way to make it strong enough so it won’t
fall down. I’ll be nearby if you need help.”
Describe what the builder is doing
“I noticed that you and Amelia made a bridge at the water table
and pretended that the
billy
goats were walking across the bridge,
just like the story we read.”
Expand on an idea the builder has
“Do you remember when the engineer came to visit our classroom
and showed us how we could make the base of the bridge
stronger? Show me how you could do that.”
Offer assistance or model a building
strategy
“I noticed that the bridge is not high enough for your cars to go
under the bridge. Do you have an idea of how to solve that
problem?”
Ask open
-ended questions
“How do cars and trucks get onto the bridge?”
Point out new terms, concepts, and
vocabulary
“Your bridge is very stable. When you accidentally bumped into it,
it didn’t fall down.”
Describe positions, directions and
distances
“You were showing each other how people can walk across the
bridge or swim under the bridge.”
Joyful
Children are encouraged to be curious, creative, and have fun
“Adults tend to talk about learning as if it were
medicine: unpleasant but necessary and good for
you. Why not instead think of learning as if it were
food—something so valuable to humans that they
have evolved to experience it as a pleasure?”
Susan Engel, “Joy: A Subject Schools Lack”
32
118
Creative Block Play
ENLARGE
ENLARGE
ENLARGE
ENLARGE
References
§ Engel, Susan. 2015. “Joy: The Subject Schools Lack.” The Atlantic. Retrieved at
http://www.theatlantic.com/education/archive/2015/01/joy-the-subject-schools-lack/384800/
§ Hansel, Rosanne Regan. 2015. “Bringing Blocks Back to the Kindergarten Classroom.” Yo ung C hi ld re n 70(1): 44-51.
§ Hansel, Rosanne Regan. 2017. “Block Area.” In Big Questions for Young Minds: Extending Children’s Thinking, eds.
J. Strasser & Mufson Bresson, L.. 19-23. Washington, DC: NAEYC.
§ Hansel, Rosanne Regan. 2017. “Blocks: Back in the Spotlight Again!” Retrieved at
https://www.communityplaythings.com/resources/articles/2017/blocks-back-in-the-spotlight
§ Hansel, Rosanne Regan. 2017. Creative Block Play: A Comprehensive Guide to Learning through Building. Saint
Paul, MN: Redleaf Press.
§ Hansel, Rosanne Regan. 2018. “Guiding Children’s Learning During Block Play.” Retrieved at
http://www.communityplaythings.com/resources/articles/2018/guiding-learning-during-block-play
§ Hirsch, Elisabeth S., ed. 1996. The Block Book. 3rd ed. Washington, DC: National Association for the Education of
You ng Ch il dr en.
§ Masterson, M. & Bohart, H., Eds. 2019. Serious Fun: How Guided Play Extends Children’s Learning. Washi ngton,
D.C.: NAEYC.
§ Pollman, Mary J. 2010. Blocks and Beyond: Strengthening Early Math and Science Skills through Spatial Learning.
Baltimore, MD: Paul H. Brookes Publishing Co.
§ Zosh, J.M., K. Kirsh-Pasek, E.J. Hopkins, H. Jensen, C.Liu, D. Neale, S.L. Solis, & D. Whitebread. 2018. “Accessing
the Inaccessible: Redefining Play as a Spectrum.” Frontiers in Psychology 9: 1124.
33
Rosanne Regan Hansel
3D CHILDHOOD
RosanneHansel@gmail.com
Thank you!
34
119
Creative Block Play
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