Social-Emotional Learning & ECE Program Culture: How to facilitate resilience and inclusive culture, By Dr. Maurice Elias

Early Childhood Investigations Webinars

Time: December 16, 2015, 2:00pm to 3:30pm ET

Presenter: Maurice Elias

This presentation will focus on how early childhood education programs can systematically build social-emotional learning/emotional intelligence skills in young children and enhance program culture and climate.

While many nations, and states in the U.S., include social-emotional skills among their standards, there has been less emphasis on how to build those skills in sustained ways. That includes not only classroom instruction and routines, but also how parents are reached and addressed. This presentation will focus on the most relevant SEL skills for young children, how they can be developed in schools, and how educators can take a lead role in bringing parents along in their ability to become life-long promoters of their children’s SEL abilities. These strategies will improve school culture and climate to build an environment of inclusion for families, children, and staff. Specific techniques for emotion recognition and regulation, social awareness, empathy, problem solving, and relationship skills will be demonstrated via examples and videos. I will show how to improve school culture and climate, as well as children’s’ social-emotional development by integrating skill building into classroom routines (like circle time and moving into Centers), language/vocabulary (particularly emotion vocabulary), non-verbal cues (how to read stories’ pictures before text), reading (stories that older siblings and parents can read to young children to build their “EQ”), and parental follow through (how to foster “Emotionally Intelligent Parenting”). Opportunities for questions and follow up will be provided.

Source: Early Childhood Investigations Webinars

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Tipping the Scales – The Resilience Game


In this interactive feature, you will learn how the choices we make can help children and the community as a whole become more resilient in the face of serious challenges. Negative events can occur at any moment, and it’s your job to choose positive events to counteract these negatives.

Choose carefully—you only have 20 ‘Resilience Bucks’ to spend. Certain positives will better counteract certain negatives and have a greater positive effect on children in the community. Your goal is to tip as many children’s scales as possible toward positive outcomes.

Clicking on a child’s scale will give you a more detailed look at their history, scale balance, and the placement of their fulcrum. The positive experiences you choose will alter both the scale and the fulcrum’s position—shaping the outcomes of children and the community.

We will all face adversity in life. But will your community thrive? Or dive? It depends on the choices we make!

Source: Center on the Developing Child, Harvard University

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Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience


Science shows that children who do well despite serious hardship have had at least one stable and committed relationship with a supportive adult. These relationships buffer children from developmental disruption and help them develop “resilience,” or the set of skills needed to respond to adversity and thrive. This working paper from the National Scientific Council on the Developing Child explains how protective factors in a child’s social environment and body interact to produce resilience, and discusses strategies that promote healthy development in the face of trauma.

Source: Center for the Developing Child, Harvard University

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What Can Schools Do to Build Resilience in their Students?


After each school shooting, violent classroom episode, or student suicide—all too common today—there is talk about resilience in schools. Why is it that some students bounce back from adversity and others do not? Coping and functioning well despite adversity or trauma is resilience.

Schools are recognizing the importance of students’ social and emotional well-being as well as a supportive school climate, more generally, in promoting positive academic and behavioral outcomes. In fact, at the September convening of the U.S. Department of Education Safe and Supportive Schools federal grantees in Washington, states presented data indicating improvements in both academic achievement as well as in student behaviors from three years ago—the point at which the federal grants began that enabled many high poverty school districts in 11 states to implement school climate surveys and programs. Numerous studies show that programs and practices that build resilience are particularly effective in improving the academic performance of low achieving students.

Source: Child Trends

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Building Your Bounce: Reflecting on Resilience in Adults Who Care for Children (Part 1)

7/11/2103 2pm to 3:30pm ET

“If you get up one time more than you fall, you will make it through” – Chinese Proverb.

Head Start Programs are facing a multitude of challenges that are inevitably having an impact on staff members. NHSA has partnered with the Devereux Center for Resilient Children to offer a two-part webinar series designed to support adult resilience. These webinars are free to NHSA Members. Part one of this two part webinar series will:

* explore components of adult resilience,

*  look at the impact of stress on adult well-being,

*  discuss a research-based, free and easy-to-use tool to help adults reflect on their own resilience.

This webinar will be presented by Nefertiti Bruce, M.Ed. and Mary Mackrain, M.Ed. of the Devereux Center for Resilient Children and co-authors of a resource called “Building Your Bounce:  Simple Strategies for a Resilient You”.  Get ready to be inspired and motivated as they share their insights on this very important and timely topic!  This webinar will make sure that you learn to take better care of YOU so that so you can better take care of the children whose lives you touch.

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