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
Infants and toddlers bite for many reasons. During this lesson you will use the responsive process of watching, wondering, and implementing flexible responses to help you identify various responses to reduce or stop incidents of biting.
A study of two schools in a West African country found students subjected to corporal punishment performed more poorly, researchers say.
The study, published in the journal Social Development, found a harshly punitive environment may have long-term detrimental effects on children’s verbal intelligence and executive-functioning ability — psychological processes such as planning, abstract thinking and delaying gratification — and may be at risk for behavioral problems.
Seventeen years ago, the Office of Management and Budget (OMB) joined with six other Federal agencies to create the Federal Interagency Forum on Child and Family Statistics. Formally chartered in April 1997 through Executive Order No. 13045, the Forum’s mission is to develop priorities for collecting enhanced data on children and youth, improve the communication of information on the status of children to the policy community and the general public, and produce more complete data on children at the Federal, state, and local levels. Today the Forum, which now has participants from 22 Federal agencies and partners in several private research organizations, fosters coordination, collaboration, and integration of Federal efforts to collect and report data on children and families and calls attention to needs for new data about them.
The July 2011 issue of the Journal of Pediatric Psychology contains a special section on rural health issues in pediatric psychology. Thespecial section presents articles that document differences inbehavior and psychosocial functioning in children and adolescentsresiding in rural and non-rural areas as well as how pediatricpsychology can help to address the health and psychosocial functioningof children in rural settings. The articles focus on the need for anduse of mental and behavioral health services; health behaviors,quality of life, and obesity; and treatment outcome research in rural settings.
In 2008, when Katherine Sprowal’s son, Matthew, was selected in a lottery to attend the Harlem Success Academy 3 charter school, she was thrilled. “I felt like we were getting the best private school, and we didn’t have to pay for it,” she recalled. Eva S. Moskowitz, the former city councilwoman who operates seven Success charter schools in Harlem and the Bronx, asked Ms. Sprowal to be in a promotional video, she was happy to be included.
Matthew is bright but can be disruptive and easily distracted. It was not a natural fit for the Success charters, which are known for discipline and long school days. From Day 1 of kindergarten, Ms. Sprowal said, he was punished for acting out.
Marco, 19 months, runs into the tunnel at the playground and stays there when his dad tells him it’s time to leave.
Tanya, 32 months, refuses to have her cereal in the blue bowl. She insists that she needs the red one and if not, she won’t be eating her breakfast.
It is a toddler’s job to be oppositional. This is the period in your child’s development when she begins to understand that she is separate from you and can exert some control over her world. One powerful way she can do this is by defying you. You say, “Do this,” yet she says, “No!” The drive to assert one’s self is useful as it motivates your child to want to make things happen. Being able to do some things for herself builds her confidence. The key is to find ways to show your child how she can be in control and make her own choices in positive ways.