Behavior
 


Building Environments That Encourage Positive Behavior: The Preschool Behavior Support Self-Assessment
This article shares a teacher self-assessment tool, the Preschool Behavior Support Self-Assessment, that helps teachers of preschool children examine how their classrooms support children’s positive behavior. It aligns with the key features of positive behavior support (PBS), an approach grounded in theory, supported by research, and applicable to the values and needs of early childhood settings.
Authors: Christine L. Hancock and Deborah R. Carter
Publication Date: March 2016
Publisher: National Association for the Education of Young Children

Creating Trauma-Sensitive Classrooms
This article discusses how early childhood professionals can support children who have experienced trauma and exhibit difficulties learning, playing, communicating, interacting, and creating relationships
Author: Katie Statman-Weil
Publication Date: May 2015
Publisher: National Association for the Education of Young Children

Culturally Appropriate Positive Guidance with Young Children
This article addresses how early childhood educators may find that the expectations of some children and families they serve do not fit their framework for positive guidance. Culturally appropriate positive guidance requires educators to understand and mediate differing views on child guidance between home and school contexts.
Author: Zeynep Isik-Ercan 
Publication Date: March 2016
Publisher: National Association for the Education of Young Children

Early Childhood PBIS
This article describes the “teaching pyramid”, a tiered prevention framework with a continuum of supports and services designed to build social competence and prevent challenging behaviors for young children.
Publisher: Technical Assistance Center on Positive Behavioral Interventions & Supports

Planning for Positive Guidance: Powerful Interactions Make a Difference
This article discusses using the three steps of a Powerful Interaction, Be Present, Connect, and Extend Learning, to be more successful at building strong, caring relationships with children and families. 
Authors: Danielle Degel Sanchez, Deborah Steece-Doran, Judy Jablon
Publication Date: December 2013
Publisher: National Association for the Education of Young Children


Teaching the Whole Child: Instructional Practices That Support SEL in Three Teacher Evaluation Frameworks
This brief identifies instructional practices that promote student social-emotional learning and showcases how three teaching frameworks embed practices that influence academic learning and student social and emotional competencies.
Author: Nicholas Yoder
Publication Date: August 2013
Publisher: American Institutes for Research

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