This 1.5 hour session takes a look into how time out originated, licensing requirements, the social emotional aspects, as well as how the relationship is impacted. In addition, we will look at other strategies that may help lessen the behaviors in the classroom.

1.1 e. Applies theories of growth, development, and learning into everyday practices

1.1 j. Improves understanding of child growth and development through ongoing review of current research and observation of children

1.3 a. Understands and accepts children’s age-appropriate emotional responses (i.e., crying, tantrums)

1.3 d. Creates an environment and daily schedule that encourages trust and social interaction with other children and Adults

1.3 g. Provides opportunities for children to help, to make choices, and to do things for themselves

1.3 k. Uses empathy to help children recognize and understand their emotions

1.3 o. Models cooperative work and critical thinking skills to help children problem-solve and resolve conflict

1.4 a. Responds promptly to child’s immediate signals and needs

1.4 b. Provides opportunities for children to make meaningful choices

1.4 e. Creates an environment and provides strategies that help children:

• Manage strong emotions and calm themselves
• Focus their attention to remain actively engaged with activities and materials
• Read the signals of the environment to learn how to respond appropriately
• Cope with fear, anger, and frustration
• Use language to share their needs
• Consider the needs of others
• Use problem-solving and conflict resolution strategies

1.4 f. Provides appropriate guidance to assist children in understanding the results of their actions

1.10 e. Teaches children how to be peer models for play

1.10 g. Assists children in sharing toys and materials with one another and teaches children how to take turns

4.1 d. Uses a variety of strategies for building relationships such as engaging in meaningful and extended conversations, respecting each child’s uniqueness, using children’s names, being at children’s eye level, and smiling at children

4.1 f. Practices and models responsive, consistent, encouraging, and nurturing interactions that build positive relationships

4.1 g. Uses child observation and assessment to individualize and improve interactions

4.1 j. Responds and adapts to each child, accommodating his/her temperament, personality, strengths, interests, and development pattern

4.2 a. Plans, implements, and adapts a supportive learning environment that promotes children’s safety, positive interactions, and behaviors

4.2 c. Establishes clear, consistent, and realistic boundaries based on developmentally appropriate expectations

4.2 d. Makes sure expectations for routines and tasks are clear and purposeful for all children

4.2 e. Teaches the steps involved in routines and tasks (i.e., repeats directions, provides visual support while giving directions, uses visual and/or verbal prompts to help children follow through when necessary)

4.2 f. Uses a steady, calm tone and consistent, predictable signals when providing direction and redirection to children

4.2 g. Uses a variety of strategies to engage and maintain children’s attention and active participation

4.2 j. Uses positive guidance strategies to prevent challenging behavior from occurring and/or reoccurring

4.2 n. Demonstrates knowledge and applies current theories and research on environmental design

4.3 b. Supports environmental arrangements that promote social and emotional development (i.e., a quiet space for children to calm down)

4.3 c. Develops clear and developmentally appropriate expectations with children and states them in a positive form (i.e., “walk please” vs. “no running”)

4.3 f. Models positive social interactions, such as friendship skills, empathy, and respect

4.3 g. Models appropriate use of a variety of materials

4.3 h. Provides children with time, space, trust, support, and guidance to assist them in finding their own solutions to social problems

4.3 i. Supports children in communicating their thoughts and emotions with peers and adults in ways that help them feel competent

4.3 j. Teaches children effective and socially appropriate ways to meet their wants and needs

k. Knows when to intervene to stop behavior that affects safety and/or ability to learn (i.e., bullying, rejecting others)

l. Remains calm and respectful toward the child exhibiting challenging behavior

m. Uses a consistent process of reflection and action to address challenging behavior

n. Allows time for the child to regain composure following challenging behavior

o. Addresses challenging behavior with the child, privately, with sensitivity and respect, following the incident

p. Applies logical consequences, when appropriate, that are related to the challenging behavior and its function, that are respectful to the child, and are reasonable

4.3 q. Understands children’s temperaments (i.e., activity level, adaptability, persistence) and responds to challenging behavior in ways that match the child’s temperament

4.4 e. Uses visual signs, including pictures and word labels, to define play areas and storage of materials

*Additional Important Information about this training session:

Late Policy:  All trainings begin promptly at the scheduled time.  If you do not arrive by the time the session starts, you will not be permitted to enter the training session.

If you miss a significant portion of the training session, you will not receive credit for the session.

This one-hour session is for all ages.