Megan Grable

ECED 302
August 24, 2019

Supporting Social and Emotional Development Action Plan

Part 1 - Supporting Yourself in Supporting Others

Action Plan for Creating a Positive Climate

What specific steps must you take to achieve your goal? Include your entire plan strategy in
this section, not just the aspect you are implementing for this course.

Goal: State your goal in a measurable sentence. For example: Define expectations to
support positive behavior
My goal is: Is to help Lincoln be successful in navigating the social situation with his peers and with
his teachers, using tools for self-regulation to help him when he is upset.

Action Steps - What are the steps you need to take to Expected Costs, constraints,
complete your goal? be specific, include expected completion considerations
completion date, costs, time involved, etc. (Add more date
rows if needed)

Emotion Charts put up in the classroom 9/2019 Laminating poster,

putting it up

All about me Poster sent home to family to display in the 9/2019 Help with the printing of
classroom pictures, poster board,
materials
Meet with parents in their home prior to the start of the 9/2019 Transportation, the
school year parents allowing me into
their home
Use of breathing techniques Ongoing, Must be done
once a consistently at circle to
week. be effective

Modeling of share taking with peers Ongoing,

once a
week

Creating opportunities for collaboration with others Ongoing,

once a
week

Classroom jobs Ongoing,

once a
week

Clear classroom expectations explained, have the children Starting at Check-ins are vital. You
the cannot explain the rules
 create the rules themselves. beginning at the beginning of the
of school, year and not follow up
ongoing constantly to remind and
check-ins. redirect when rules are
forgotten.

How will you know you have made progress toward your goals? What will you look for?

Lincoln will feel comfortable in the classroom and will begin to follow the classroom routines and
expectations

OBSTACLES/CHALLENGES
What obstacles stand in the way of you achieving your plan?
How will you address the obstacles or
Obstacle/Challenges
challenges if/when they arise?
Separate the classroom when possible to bring
Staffing constraints the noise and energy levels down.
Parent’s availability to meet and create a plan, talk Be flexible and allow the parents to set the
with teachers meeting times.

Part 2 - Supporting a Child

Social/Emotional Development Action Plan for a Child

What specific steps must you take to achieve your goal? Include your entire plan strategy in
this section, not just the aspect you are implementing for this course.

6 Life Skills: Which two Life Skills did you determine to focus on for this child?
1. Self-Regulation

2. Collaboration

Family Perspective: What did you learn from the family about the child and their goals for
their child? How does this impact your assessment?
They mentioned that he does have outbursts art home and struggles when he feels angry. He is still
processing the loss of his Grandfather who he was close to and is without his older brothers at times.
He needs a safe place to express how he’s feeling.

What are possible social/emotional risks for this child? Any red flags?

Aggression when he feels unregulated.

Choose one of the two life skills, and write an action plan to support it.
Which life skill will you use? What is your goal for the child based on this life skill? State in
measurable terms
Self-regulation; that Lincoln will be able to express his emotions in a safe way with others. That he
will communicate his needs to others appropriately.
Strategies for Life Skill Goal 1
In this section, you will create specific research-based strategies to support the Life Skill 1
Goal. (You began thinking about these strategies in your Week 4 Child Observation
assignment. Here, you will work to build them in more detail)
Support Aspect Strategy written out specifically
How will you strengthen Continuity is key in forming a
your bond with this relationship with the child. Being
child? there every day for a child to help
support them is crucial.
What one teacher Validating their feelings and talking
interaction or with them about emotions at the
relationship strategy moment. Acknowledging when they
would you use to support are sad or happy.
this life skill?
Which classroom culture Use of picture schedules in the
or emotional classroom will help the children
environment strategy understand what activity is expected
would you use to help of them
develop this life skill?
What will you specifically Having an area where the child can
do to the classroom safely be alone and express his
environment, the emotions without fear of hurting
physical space, for this himself of another child. Allowing
child, to help reach the items that will help him self sooth in
goal? there is important, i.e. his special
blanket.
What one curriculum The use of emotion cards is
adaptation or important. Introducing them into the
intervention can you classroom and showing them to the
implement to support children, talking about all the
this life skill? How can different emotions, not villainizing
you use the child’s any, i.e. anger, but talking about
interests to scaffold and them frankly and allowing the
build strength? children to talk about them.
Using pictures of the children from
the classroom for the cards will be
Rationale and Research
backing this strategy
Raikes talks of this, “Continuity
with a primary caregiver is
believed to allow the time and
consistent interactions between a
child’s signals and the caregiver's
responses necessary for a secure
attachment to a caregiver to
develop.” (Raikes, pp. 83)
“Strive to name and validate all
the feelings -good and bad- that
children express in your
classroom” (Bilmes, pp. 104)
Once children have an
understanding of what to expect
from their day, they will feel more
comfortable in the space they are
in and will e able to function
better. (Bilmes, pp.108)
Use of a one-person area is
talked about from Bilmes, “help
children explore this strategy by
including places within the
classroom where they can go to
center themselves when they
begin to spin out of control.”
(Bilmes, pp. 112)
Bilmes talks of how the use of
emotion cards and other activities
like that will help promote
empathy and help “focus
awareness on of how their own
behaviors affect others, with both
helpful and hurtful results.”
(Bilmes, pp. 135)
 more meaningful.

How will you address
any challenging behavior
related to the
development of this life
skill?
Use of the Solution cards to help
Lincoln when he is beginning to
dysregulate to get back on track for
asking for what he wants to do.
Showing him a visual of the choices.
Use of the solution cards from the
Center on the Social and
Emotional Foundations for Early
Learning, can be displayed and
the child can be shown when they
need extra support.

How will you help
support the development
of initiative and self-
efficacy in this child?
Use of self-correcting material in the Bilmes talks of the different ways
classroom can be effective in this can be done in the classroom
creating self-efficacy. This can be in her chapter about Contribution.
from the use of puzzles to placing
pictures of each toy on the shelf so
that children know where they
belong.

How will you help this
child to recognize and
manage their emotions
and enhance peer
relationships?
Modeling of deep breathing and
modeling turn taking with peers.
Shadowing the child during free
choice play to help him facilitate
appropriate peer relationships by
helping them learn how behaviors
affect others.
Bilmes talks about the importance
of helping children learn how their
actions affect others. “One
essential skill for empathy is the
ability to take the perspective of
another person.” (Bilmes, pp. 133)

How will you By getting to know the child on an By looking at individualizing,

individualize support for
this child in a manner
respectful to his/her
family’s beliefs and
expectations?
individual basis, as well as learning
about the child’s home language and
family traditions from the parents
prior to starting school.
Raikes talks of the importance of
this, “planning is motivated by
interests and the development of
individual children.” (Raikes, pp.
73)

What will you do
specifically to involve the
family on a plan to
develop this skill?
Have a home visit before the school
year begins and have ongoing
conferences and meetings
This is important as outlines in the
which states, “Families are our
partners with a critical role in their
family’s development.” (ECLKC,
pp.10)

What is one children’s How will you use the book? What Rationale and Research that
book you will use to are some curricular activities you supports the use of books for
support this life skill will use to add meaning to the emotional literacy?
goal for this child? book?

No, David by David I will read the book to the children, When children are able to see
Shannon and we can talk about all the things themselves in a story they are
that they are told no about. We can able to understand the concepts
discuss how it feels to be told no. better. It’s similar to the activity of
Beginning-Middle-End Stories in
We can then talk about how we Bilmes, “Guide Children’s
know our parents still love us. I can understanding of the flow from
talk about how the mom at the end of feelings to actions to
the story gave David a big hug and consequences by helping them
 told him, “I love you” Give each child break down stories into three
an opportunity to talk about the steps.” (Bilmes, pp. 137)
things that their families do that
make them feel loved.

How will you know you have made progress toward your goals? What will you look for?

By showing an increase in self-regulation strategies, such as emotion labeling, deep breathing, and
asking for what he wants.

OBSTACLES/CHALLENGES
What obstacles stand in the way of you achieving your plan for the child?
How will you address the obstacles or
Obstacle/Challenges
challenges if/when they arise?
Try and maintain continuity of care whenever
Staffing concerns possible, having a consistent teacher in the
class as much as possible.
Set up reminders of ways to be more
Being intentional about practices while teaching a intentional about practices.
busy classroom.
Not all staff on board with the process Have team meetings where you discuss what
the expectations are and how to handle any
issues that arise so you can on the same page.

Part 3 - Supporting a Family

Review the analysis from your Self-Assessment in Family Partnerships and use what you learned
from the Week 5 Family Interview - Getting to Know a Family to create a responsive relationships
action plan for this particular family.

Responsive Relationships Action Plan for a Family

What specific steps must you take to achieve your goal? Include your entire plan strategy in
this section, not just the aspect you are implementing for this course.

5 Protective Factors: Which two Protective Factors did you determine to focus on for this
family?
1. Knowledge of parenting and child development

2. Social-Emotional Competence of Children

What did you learn from the family that leads you to choose these protective factors?

The parents have some understanding of child development but would like to know more,
and they could use support in helping foster better emotional competence in their child.
Which one protective factor could have the most impact on for this family?

Social-Emotional Competence of children.

What are the three competencies (knowledge, skills, and actions) did you decide to address
as a result of your Family Partnerships self-assessment?

1. Family Access to Community resources

2. Positive Goal-Oriented Relationships
3. Family connections to Peers and Families

Which of these competencies do you feel is most connected, or would have the most impact
on promoting the chosen protective factor for this family? Why?

I think a positive goal-oriented relationship would be the most connected of all the ones I selected. I
would like to know more about how to seek out information from people, but I still struggle with how
to facilitate these conversations and am not as adept at eliciting feedback from parents as some.

What is your plan for growth in this competency? Please be specific and write the steps you
will take to develop this competency.

1. Build up my relationships with the families by sharing information about their child’s day and what
their positive things about the child are.

2. Allow families more opportunities to have conversations with me, thus providing more chances to
learn more about the family.

3. Practice asking more storytelling questions

Strategies for Responsive and Supportive Relationships

In this section, you will create specific research-based strategies to support one protective
factor for a family and one competency that will best impact this protective factor. (You
began thinking about these ideas in your Week 3 Family Partnership Self Assessment and
your Week 5 Family Interview more detail)

Support Aspect Strategy written out specifically Rationale and Research

and in steps
What will you specifically Build on my relationship with the
do to advance your skill parents allowing them to feel like
in the chosen they can trust in me.
competency?
How will this skill impact When I am able to have a mutually
your ability to support trusting relationship with the family,
the family in the chosen together we can create a plan that
protective factor? will work at home and school for
helping the child regulate his
emotions.
backing this strategy
Raikes talks of creating a
relationship-based program, that
you should, “Teachers invest in
building a long term relationship
with parents as well as
emphasizing good
communication.” (Raikes, pp. 73)
A relationship-based program Is
crucial in forming a trusting
partnership with parents. “The
teacher and parent should
mutually engage in in the very
human task of sharing deeply felt
views and daily information in the

Which one of strength- “Families are our partners with a
based attitudes on page critical role in their family’s
10 of Family development”
Engagement and
Positive Goal-Oriented Viewing the parents as my partner in
Relationships would you supporting the child will make a big
most likely need to difference in success.
develop to support the
strategy chosen? How
will you develop it?
Which one of the “Reflect on my own perspective”
relationship-based
practices on page 11 of Being able to reflect on how I am
Family Engagement and viewing things so that I can face any
Positive Goal-Oriented issues that arise with a more positive
Relationships would you attitude and work with the parents on
most likely need to what would be best for the child, no
develop to support the matter my own biases or
strategies chosen? How preconceived notions.
will you develop it?
What is one specific way Creating a partnership of mutual
you will strengthen your trust with the family by focusing the
relationship with this conversation on the child is a great
family? way to strengthen the relationship. In
the end, all parents want to do right
by their child, and focusing on your
efforts to help the parents, you’ll get
their trust.
What is one specific way Once trust is established the teacher
you will nurture can help the parent in their parenting
leadership in this family? and self-sufficiency in handling
situations by offering support to the
parent when they need it as well as
eliciting parent support in school
organizations, such as being on the
policy councils or parent committees.
What school culture Having an open-door policy where
strategy can you use to parents feel comfortable coming and
support the development spending time at the center when
of the protective factor? they chose, volunteering, or visiting.
spirit of supporting the wellbeing
of the child they both care so
much about.” (Raikes, pp. 161)
“When we have strong
relationships with families, we are
helping to promote healthy child
development and school
readiness.” (ECLKC, pp. 9)
“Attitudes are shaped by
experiences, beliefs, and
assumptions. When we begin our
interactions with positive attitudes,
we tend to see families in a more
positive light, giving us a strong
foundation to build an effective
partnership.” (ECLKC, pp. 9)
Raikes talks of the importance of
this communication, “What is
important I the flows openly and
comfortably-that there is a sense
of trust.” (Raikes, .pp. 152)
In organizations such as Head
Start, there is a required member
of parents who must serve on a
governing body such as a policy
council. There are many
responsibilities of being a policy
council member including,
approval of bylaws and program
policies, the review of enrollment
and hiring processes, and budget
and grant application
submissions. (ECKLC)
Raikes talks of the importance of
having an open-door policy for
parents, allowing them to come by
when they’d like. This will allow
the parents to learn not only about
how their child is doing in their
 classroom, but to learn more
about program policies, and child
development as a whole. (Raikes,
pp. 158)

What is one specific Creating a space for parents to
strategy you can plan to interact with one another, having
build relationships in the events like parent activity nights, or
community that will center-wide parent education nights
support this family? on topics ranging from discipline to
cooking on a budget.
Having a place where parents can
interact with each other should
help create a space where social
connections are built. In the 5
protective factors, Social
Connections is described as:
“Positive relationships that
provide emotional, informational,
instrumental and spiritual
support.” (CSSP. Pp. 1)

How will you know you have made progress toward your goals? What will you look for? How
will you be held accountable and how will you know you have achieved each goal?

A relationship of mutual trust is established and you can have a partnership with the parents.

OBSTACLES/CHALLENGES
What obstacles stand in the way of you achieving your relationships plan?
How will you address the obstacles or
Obstacle/Challenges
challenges if/when they arise?
Have different times of day when the meetings
Parent availability due to schedules and event will take place.
Teach about reflective practices and the
Time to be reflective about practices and helping importance, make sure that is it is part of the
other teachers be reflective process as important as creating a lesson plan,
References

5 Protective Factors Action Sheets. Retrieved from CSSP.org, strengtheningfamilies.net

Bilmes, J. (2012) Beyond Behavior Management: The Six Life Skills Children Need to Thrive in

Today's World, (2nd ed). St. Paul, MN: Redleaf.

California Early Childhood Educator Competencies (CDE & First 5, 2011)

California Department of Education. The Family and Community Relations. Retrieved from

http://ececompsat.org/competencies/fce/fce.html

Center on the Social and Emotional Foundations for Early Learning. Retrieved from

http://csefel.vanderbilt.edu/resources/training_preschool.html

CSEFEL Solution Kit cards retrieved from http://csefel.vanderbilt.edu/modules/2006/solutionkit.pdf

Building Partnerships: Guide to Developing Relationships with Families. Retrieved August 5, 2019.

Early Childhood Learning and Knowledge Center

Powers and Functions of Head Start Agencies. (2019, January 14). Retrieved from

https://eclkc.ohs.acf.hhs.gov/policy/head-start-act/sec-642-powers-functions-head-start-

agencies

Raikes, H., & Pope Edwards, C. (2009). Extending the Dance in Infant and Toddler Caregiving.

Baltimore, MD: Brooks Publishing.