Supporting Social and Emotional Competence in Early Learning Welcome 2 Tūngia te ururua kia tupu whakaritorito te tupu o te harakeke Remove barriers to learning engagement and wellbeing so that our ID: 816417
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Slide1
He
Māpuna
te Tamaiti
Supporting Social and Emotional Competence in Early Learning
Slide2Welcome
2
Tūngia te ururua kia
tupu
whakaritorito
te
tupu o te harakeke.
Remove barriers to learning, engagement, and wellbeing so that our
mokopuna will flourish.
Clear away the overgrowing bush so that the new flax shoots will spring up.
Slide3the writer, Dr Tracy Rohan
the advisory group for the resource: Dr Tara McLaughlin (Massey University);
Dr Lesley Rameka (University of Waikato); Associate Professor Sonja Macfarlane (University of Canterbury); Simon Chiaroni (Cognition Education), Julie Houghton, and Liz Winfield (Ministry of Education)the late
Waiariki Grace and Professor Angus Macfarlane, for the title of the resource
those who took part in the consultation on the resource
Acknowledgments /
Ngā
mihi
3
Slide4Purposes of the resource
To support
kaiako
to understand and draw on effective practices that enhance children’s social and emotional competence, engagement, and learning
To help
kaiako
promote positive behaviour and prevent behaviours that may create barriers to children’s learning and relationships
4
Slide5Components of
He
Māpuna te Tamaiti5
A 112-page book
A set of cards on Intentional Teaching Practices
A poster
Five introductory videos
This
Powerpoint
presentation
Slide6Key features of the book
Te
Whāriki
as the foundation
A bicultural document
Promotes culturally responsive, reflective, inclusive practice
Promotes and supports intentional teaching
Supports strong partnerships with
whānau
6
Slide7Framework for the book
7
Slide8Introduction and six sections
8
Creating a supportive environment
Promoting emotional competence
Promoting social competence
Supporting learning and engagement
Understanding behaviour
Reflection, inquiry, and, problem solving
Slide9Social and emotional competence
9
Slide10Learning story: Mason
At a Dunedin centre, three-year old Mason often begins his day feeling a mix of emotions that are hard for him to manage. He is a naturally high-energy boy who can sometimes react intensely, particularly to new situations or people. He often struggles to adapt to change and can be easily bothered by things that he finds uncomfortable, such as being hungry.
In the mornings, Mason is excited to see his friends and keen to carry on with projects from the day before. He feels disappointed if his friends have arrived before him and chosen different activities with other peers. He is always sad to say goodbye to his Nana, who drops him off in the mornings on the way to work. Often he hasn’t eaten a good breakfast, because of needing to hurry in the mornings and the excited feelings in his tummy.
This complex mix often means that Mason starts his day in a heightened emotional state and finds it difficult to settle.
10
Slide11Learning story: Mason
Identify with your neighbour(s):
one or two strategies Mason’s Nana could use to support his transition into the centre
one or two strategies the
kaiako
could use to support continuity and predictability for Mason
11
Slide12Each section includes …
12
Direct links, quotes, and references to
Te
Whāriki
Key strategies unpacked and illustrated over 1–4 pages
Stories from practice
Professional learning activities
Links to further information (websites, videos, articles etc) – go to
tewhariki.tki.org.nz/en/teaching-strategies-and-resources to download the PDF of the book and activate the linksScreened asides on specific topicsSummary key points
Slide13The role of the
kaiako
13
Slide14Learning story: Connie (p. 56)
With your neighbour(s):
read the definition of each of the following intentional teaching practices
14
identify which
of them the
kaiako
are using with Connie.
Slide15Understanding behaviour
15
Slide16Understanding behaviour
16
Valuing diverse cultural views of behaviour
Behaviour as communication
A
ntecedents: Using a preventative approach
B
ehaviours: Interpreting and describing behaviour
C
onsequences: Responding to behaviour
– Positive and negative reinforcement– Natural and logical consequences– Ignoring– The problems with punishment– Teaching behaviour
Slide17The ABC of behaviour
17
The
A
ntecedent – what happens
before
the behaviour
The
B
ehaviour itself
The Consequence – what happens after the behaviour
What are the A, B, and C for Ricky in this story?
What is the purpose of his behaviour?
Slide18Applying understandings about behaviour
18
Slide19Reflection, problem solving, and self-assessment
19
Slide20Self-assessment tool
20
Supports internal evaluation
Based on the strategies He
Māpuna
promotes
Most
kaiako
will complete it as a team
Will also help you to review your physical, social, and learning environment
Also possible to use it to reflect on your individual practiceAvailable as an interactive PDF at tewhariki.tki.org.nz/en/teaching-strategies-and-resources Can be helpful to identify what aspects of practice might be best to work on
Slide21Next steps
21
How will you work with He
Māpuna
te
Tamaiti
?
Team assessment, learn, try, and review cycle
Learn, share, do, and reviewChild-focused supportExamining and supporting practiceAnother approach
Slide22Kia
kaha
tō mahi
Slide23