#RethinkDiscipline in Early Childhood Settings


Assistant Secretary Michael Yudin convenes national experts for a discussion about the use of suspensions and expulsions in early childhood settings, and local efforts to end the use of exclusionary discipline for young children. Yudin will be joined by:

Walter Gilliam – Director of the Edward Zigler Center in Child Development and Social Policy

Beth Mascitti-Miller – Chief to Office of Early Childhood Education, Chicago Public Schools

Myra Jones-Taylor – Commissioner of Early Childhood, State of Connecticut

Alison Pepper – Consultant for faith-based and secular early childhood education programs

Source: US Department of Education

Available at: https://www.youtube.com/watch?v=RfzsfbJzjXk

TACSEI Teachers and Service Providers Community

Welcome to the TACSEI Teachers and Service Providers Community. Here you will find information and select resources that have been compiled specifically with the needs of teachers, caregivers and service providers in mind. Just as a community changes and grows over time, so will this page as new interactive elements and resources are created and added.

Source: Technical Assistance Center on Social Emotional Intervention

Available at: http://www.challengingbehavior.org/communities/teachers.htm


SafeCare® is a home visiting program for parents of children ages 0-5 years who are at risk for child maltreatment or have been reported to Child Protective Services (CPS) for child maltreatment. The program aims to reduce subsequent child maltreatment by educating parents on home safety and organization skills, child health and nutrition management, and parent-child interaction skills. SafeCare uses trained home visitors to educate parents on these components such that their skills are generalizable across settings, time, and behaviors (Lutzker and Bigelow, 2002).

Source: Promising Practices

Available at: http://www.promisingpractices.net/program.asp?programid=293

Backpack Connection Series

The Backpack Connection Series was created by TACSEI to provide a way for teachers and parents/caregivers to work together to help young children develop social emotional skills and reduce challenging behavior. Teachers may choose to send a handout home in each child’s backpack when a new strategy or skill is introduced to the class. Each Backpack Connection handout provides information that helps parents stay informed about what their child is learning at school and specific ideas on how to use the strategy or skill at home. This series was developed in collaboration with Pyramid Plus: The Colorado Center for Social Emotional Competence and Inclusion and Bal Swan Children’s Center in Broomfield, Colorado.

Source: Technical Assistance Center on Social Emotional Intervention

Available at: http://www.challengingbehavior.org/do/resources/backpack.html

Addressing Challenging Behavior: National Training Institute – Event Summary | Online Registration by Cvent


The Technical Assistance Center on Social Emotional Intervention (TACSEI) and the Center on Social Emotional Foundations in Early Learning (CSEFEL) are pleased to bring you this unique and inspiring professional development experience.  If you have been to NTI in the past, you know that the format is designed to provide an in-depth learning experience built around the Pyramid Model.  The Institute brings together experts from around the country who skillfully present three-hour workshops offering practical, ready-to-use information on social and emotional development.  It is an unparalleled opportunity to increase your skills, build a network of colleagues, and become part of a growing professional community who use the Pyramid Model.

Source: The Technical Assistance Center on Social Emotional Interventions and the Center for the Social-Emotional Foundations of Early Learning

Available at: http://www.cvent.com/events/addressing-challenging-behavior-national-training-institute/event-summary-47e8a094dc4e4e2f9302d2b5e0a85abe.aspx

Why Spanking Doesn’t Work


Want your kid to stop whatever dangerous/annoying/forbidden behavior he’s doing right now? Spanking will probably work — for now.

But be prepared for that same child to be more aggressive toward you and his siblings, his friends and his eventual spouse. Oh, and get ready for some other antisocial behaviors too.

A new analysis of two decades of research on the long-term effects of physical punishment in children concludes that spanking doesn’t work and can actually wreak havoc on kids’ long-term development, according to an article published Monday in the Canadian Medical Association Journal.

Source: Healthland | TIME.com

Available at: http://healthland.time.com/2012/02/06/why-spanking-doesnt-work/

What’s Behind A Temper Tantrum? Scientists Deconstruct The Screams

Children’s temper tantrums are widely seen as many things: the cause of profound helplessness among parents; a source of dread for airline passengers stuck next to a young family; a nightmare for teachers. But until recently, they had not been considered a legitimate subject for science.

Now research suggests that, beneath all the screams and kicking and shouting, lies a phenomenon that is entirely amenable to scientific dissection. Tantrums turn out to have a pattern and rhythm to them. Once understood, researchers say, this pattern can help parents, teachers and even hapless bystanders respond more effectively to temper tantrums — and help clinicians tell the difference between ordinary tantrums, which are a normal part of a child’s development, and those that may be warning signals of an underlying disorder.

Source: NPR

Available at: http://www.npr.org/blogs/health/2011/12/05/143062378/whats-behind-a-temper-tantrum-scientists-deconstruct-the-screams

Make and Take Workshop: Reducing Challenging Behavior by Clarifying Expectations, Rules, and Routines

This latest Make and Take workshop includes a presentation with embedded video and several usesful resources such as engaging activities and colorful handouts. Your participants will learn the importance of using visuals to teach, the difference between program-wide expectations and classroom rules, the importance of teaching expectations to children in a manner that is developmentally appropriate, and strategies and techniques to teach clear expectations.

Source: Technical Assistance Center for Social Emotional Intervention

Available at: http://www.challengingbehavior.org/communities/make_n_take/make_n_take_home.html

Facilitating Individualized Interventions to Address Challenging Behavior

In early education programs we expect that children will use emotion and physical means to express themselves (e.g., crying, gesturing, pushing), as they do not have the language or social development to express their needs and desires in a conventional fashion.

As early educators and families we anticipate that challenging behavior will occur and we use those occasions to help children learn. We help the developing child in learning the language and behaviors needed to navigate the complexities of a social world.

Source: Center for Early Childhood Mental Health Consultation

Available at: http://www.ecmhc.org/facilitating_toolkit.html

Challenging Behavior Tips

Riding the Bus
Remember, “Busy Hands are Happy Hands.” Help prevent the yelling and complaining by giving them things to do while on the bus that they enjoy. Provide them with options and let them choose. As the parent, you’ll need to do some planning ahead of time.

Riding in the Car
Remember, “Busy Hands are Happy Hands.” Help prevent the yelling and crying by giving them things to do while in the car that they enjoy. Provide them with options and let them choose. As the parent, you’ll need to do some planning ahead of time.

Cleaning up Toys
Make sure to give your child a warning ahead of time that they will have to cleanup soon. Set a timer and tell them when it goes off it will be time to clean up.

Following Directions
Listen to your own instructions- make sure they are clear, specific and consistent.

Leaving the House
Decide which tasks are most important — are you having them do too many things by themselves?

At the Grocery Store
Talk with your children before you go into the store and tell them how they should act when they get into the store. Use positive statements (DO this) instead of negative statements (DON’T do). Also, let them know what will happen if they do run down the aisle or don’t get what they want.

Changing Activities/ Making Transitions
Make sure to give your child a warning ahead of time that they will have to change activities. Set a timer and tell them when the timer beeps, they need to go to the next activity.

Source:  Head Start Center for Inclusion

Available at: http://depts.washington.edu/hscenter/challenging