kindergarten readiness: the social and emotional perspective november 9, 2010 lauren wiley, m.ed....
TRANSCRIPT
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Kindergarten Readiness: The Social and Emotional
Perspective
November 9, 2010
Lauren Wiley, M.Ed.
Early Childhood Mental Health Consultant
815-685-2150
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The Goodness of Fit
•The Child
• The Specific Program
•Where is the child at on the social and emotional developmental trajectory?
•In what context will the child have more opportunity to move forward on this trajectory?
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Process of Evaluating Kindergarten Readiness –
Child’s Perspective• Observation
– Context as natural as possible– Involvement of significant others
• Inquiry– “Is this typical behavior?”– “When/With Whom do things seem to go
best?”• Determination of current
developmental level• Determine context for continued
development
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We need to look at the child’s ability to:
• Engage with others
• Pay attention
• Store, retrieve and organize information
• Regulate emotions
• Grasp the idea that not all minds think and feel alike
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The Seven Building Blocks of Development
• Taken from “Collaborative Intervention in Early Childhood” by Deborah Hirschland
• Based on three ideas that cross many theoretical frameworks
1. Developmental Pathways of children are individual in nature
2. Mastery in multiple areas of functioning is an important feature of successful growth
3. Vulnerabilities in one area of development often impact competency in another
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Feeling Capable and
Confident
Changing Tracks and
Being Flexible
Regulating Feelings Regulating Energy
CommunicatingEffectively
Tuning In
Feeling Safely and
Warmly Connected
The Child
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Building Block #1:Feeling Safely and Warmly
Connected
• Importance of attachment– Internal Memory and Explicit Memory– Internal Working Model
• Relational Disconnects and Repairs
• Circles of Communication
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Building Block #2:Tuning In
• The Process of Attending– Pop Up– Tune in*– Take in– Pop Down
• Deconstruct ability to tune in– Competence in discriminating between what is
important and what is not important– Ability to sustain focus – Maintaining consistent mental alertness
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Building Block #3:Communicating Effectively
• The Process of Communication– Intake – Receptive Communication– Reflection – Internal Processing– Output – Expressive Communication
• Importance of Scaffolding
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Building Block #4:Regulating Energy
• Process of fostering skill in body-state regulation
• Influences:– Temperament– Sensory System Difficulties– Neurobiological and emotional
consequences of trauma, domestic violence
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Building Block #5:Regulating Feelings
• One of the central developmental challenges
• Influences– Temperament– Effects of family or community life
• Reactions to “Leaning In” and “Leaning Out”
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Building Block #6:Changing Tracks and Being
Flexible• Ability to hear and accept other’s thoughts
or ideas• Ability to switch from one activity to the
next with minimal difficulty• Influences– Few or inconsistent limits in home
environment– Exceptionally strong willed – temperament– Traumatic situations – grasping for control– Victim of bullying or excessive bossiness– Neuro-developmental profile
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Building Block #7: Feeling Capable and Confident• Rests on the previous 6
• Experiences of mastery about behavior
• A feeling of resourcefulness, competence, and optimism
• Develops less from “being told” and more from direct experience
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Process of Evaluating Kindergarten Readiness –
Program Perspective• Recognize where a child is at on the
developmental trajectory
• Identify the strengths and capacities the child possesses
• Identify the challenges the child faces in accomplishing developmental tasks
• Evaluate program readiness and capacity to accommodate the developmental needs of the child
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To determine a child’s readiness for kindergarten, the child must be viewed interacting in and with his/her most natural environment and in the company of individuals with whom he has an existing significant relationship.
andThose individuals with whom the child
has a significant relationship must be actively involved in the assessment for readiness process
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To determine a child’s readiness for a specific kindergarten program, the program must be evaluated to see if it offers a particular child opportunities for healthy development. If it does not, the question becomes, what will it take to build the existing program capacity to meet the needs of this child.
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• Questions?