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Project Prepare
by Sally E. Pisarchick, Phillip Safford, Judith Stahlman,
Diane Wells, Denise Byo, Jeannie Defazio, Jan Smith and Joyce Davies
Managing Behaviors Focus: Self-Control
MODULE DEVELOPMENT TEAM from Northern Ohio SERRC
- Elizabeth N. Lord, North Ridgeville City Schools
- Dale A. DeGirolamo, Northern Ohio SERRC
- Deborah L. Davie, Huron County Schools
SPECIAL ACKNOWLEDGMENTS
Special acknowledgment must go to the following individuals for their major role in making this project a success:
- Charlotte Marsh, our "Partner in Crime" who took our chicken scratches, arrows, and jumble of Post-It Notes and made our module a professional piece of work ... and Much More!
- Robert, Nick, Paige and Amanda Lord; Elaine, Amy and Tom DeGirolamo; Dennis and David Davie, our hidden supporters who "hung in there" through over-nighters to Columbus and parts unknown, through late night meetings, long telephone calls and Much More!
ACKNOWLEDGMENTS
A project of this magnitude could never have succeeded without the support of many other individuals and organizations in our Region. We appreciate their support and extend our sincere thanks to
- Donald L. Gfell, Superintendent and Chairman of the SERRC Governing Board and The Board of Education of the Berlin-Milan Local Schools
- James A. Levero, Superintendent and The Board of Education of the North Ridgeville City Schools
- Wayne D. Ross, Superintendent and The Board of Education of the Lorain County Schools
- Donald R. Schick, Superintendent and The Board of Education of the Huron County Schools Oberlin City Schools Central Office Staff
- Kay Van Niel, former Early Childhood Coordinator at the Northern Ohio SERRC and currently the Educational Assessment Project Coordinator
- Phyllis A. Berger, former IRC Coordinator at the Northern Ohio SERRC
- Joy C. Weakland, Interim IRC Coordinator at the Northern Ohio SERRC The entire Northern Ohio SERRC staff
- Constance Opferman, former Early Childhood Supervisor for Huron County Schools
- Luanne Kunisch, former Special Education Supervisor for Huron County Schools
ABSTRACT
This module is designed to provide users with fundamental information to support and discuss knowledge, skills, and attitude/value considerations necessary for all preschoolers, including those with disabilities, to learn to manage their own behaviors in their individual early childhood environment. It recognizes the important concept that professionals must establish the opportunities for success through purposeful planning and implementation of sound theory and practice. The activities are planned to familiarize personnel with the factors to be considered. These include the environment for learning whether it is the kitchen table, an integrated preschool, or a separate class. An environmentally sound preschool fosters appropriate child development. Knowledge of developmental appropriateness for both typically developing children and children with disbilities, the least restrictive setting, and collaboration with families and other caregivers is important. As a program is developed, it is imperative to gain knowledge about those preventative approaches to child-management that foster the development of self-control in the child. It is also necessary to recognize when additional resources are needed to assist a child in this goal: Developing a philosophy of developmentally appropriate practice in the design and implementation of the preschool program is necessary before children are enrolled. Resources, materials, and bibliography provide the information to implement the training. Varied activities are included.
PHILOSOPHY
Managing Behaviors - Focus: Self-Control
Children need the opportunity to develop self-control from the onset of their formal educational experience. In order for self-control to develop, educators must gain an understanding of the developmental levels of typically developing children and become aware of what age appropriate means in terms of expectations. An important consideration in managing behaviors is the child's cultural learning environment. Recognizing the value of preventative approaches in the development of self-control through knowledge of varied approaches provides educators with techniques for use in all early childhood settings. The flexibility needed to integrate children with disabilities into early childhood programs for typically developing children insures an appropriate setting for all children.
Thus, Managing Behaviors - Focus: Self-Control is designed to recognize the goodness of children and their normalcy. It does not assume that there is a problem; but rather, it directs significant adults toward a preventative approach to guidance as it sets the stage for success - not only in the early childhood setting, but as the child begins the long educational trek toward becoming ... becoming the most that the child can be.
GOALS
The goals for this module are as follows:
- Gain competency in the concept of developmental appropriateness for the age span of the children within a group, including children with disabilities and children who are typically developing, as an element in developing self-control in the children.
- Gain competency in those factors that need to be present in the preschool environment/s in order for developmentally appropriate practice leading toward success in the development of self-control in all children to occur.
- Gain competency in the importance of preventative approaches to managing behaviors that will develop self-control in the areas of social competence, self-esteem, systematic interventions, and communication skills in all children.
- Gain competency in knowing when and how to seek additional resources for managing behaviors that are beyond the scope of the school setting for individual child needs.
- Develop understanding of a philosophy that provides for the development of self-control that can be used to conceptualize a developmentally appropriate environment and behavior plan for either center-based or itinerant preschool learning for all children, those who are typically developing and those children with disabilities.
GOAL #1
Gain competency in the concept of developmental appropriateness as an element in the development of self control.
GENERAL |
STAFF |
ADMINISTRATOR |
|
Competency |
Recognize developmental appropriateness for preschoolers with disabilities and those who are typically developing. | Define practical applications of developmentally appropriate practices for preschoolers with disabilities and those who are typically developing. | Define developmental appropriateness for preschoolers with disabilities and those who are typically developing in terms of program development and support. |
Knowledge |
Participants will understand the importance of developmental appropriateness in all areas of a child's development: physical, emotional, social, and cognitive. | Participants will know developmental appropriateness for children ages 1-5 in order to implement appropriate practices for preschoolers. | Participants will know developmental milestones and how they impact on program delivery in various settings: home-based, integrated preschool, and separate classrooms. |
Skill |
Participants will define developmentally appropriate as it relates to typically developing preschoolers and children with disabilities. | Participants will select appropriate practices for preschoolers ages 3-5 based on developmental appropriateness in various settings. | Participants will select appropriate practices for preschoolers ages 3-5 based on developmental appropriateness. |
Attitude |
Participants will appreciate the importance of matching expectations to developmental milestones. | Participants will appreciate the need to evaluate strategies, interventions, instructional methods, and curricula based on developmentally appropriate practices. | Participants value the importance of developmental issues in setting the stage for success in a preschool setting. |
GOAL #2
Gain competence in factors of the preschool environment(s) leading toward success in developing self-control.
GENERAL |
STAFF |
ADMINISTRATOR |
|
Competency |
Describe developmentally appropriate environments that recognize the importance of facilities and materials, supportive adults, growth and development activities, and use of time and space leading toward success in developing self-control. | Describe developmentally appropriate environments that recognize the importance of facilities and materials, supportive adults, growth and development activities and use of time and space leading toward success in developing self-control. | Recognize developmentally appropriate environments that establish the importance of facilities and materials, supportive adults, growth and development activities, and use of time and space leading toward success in developing self-control. |
Knowledge |
Participants will define developmentally appropriate preschool environments. | Participants will be able to select appropriate environmental components and relate them to developmental needs. | Participants will define an appropriate setting for preschoolers as they differ from school-age settings. |
Skill |
Participants will be able to describe the components of a preschool environment that provides for children with disabilities and the needs of typically developing children. | Participants will develop plans for an environment that provides for the needs of the preschooler with disabilities and the preschooler who is typically developing especially as it relates to a child's growth in personal control. | Participants will develop a plan for equipping an itinerant teacher or special classroom to provide an appropriate setting for preschoolers with disabilities and those who are typically developing and thus foster development of self-control. |
Attitude |
Participants will be able to appreciate a variety of sound preschool environments that contribute to the development of self-control. | Participants will develop a philosophy of environment that provides for emerging self-control in children. | Participants will outline a short presentation that explains why certain environmental conditions are necessary for the preschool program under consideration and that will contribute to the development of self-control. |
GOAL #3
Gain competence in the importance of preventative approaches to facilitating the development of self-control in young children.
GENERAL |
STAFF |
ADMINISTRATOR |
|
Competency |
Become familiar with positive approaches to managing behaviors that aid in developing self-control in the areas of: social competence, enhanced self-esteem, systematic interventions, and communication skills. | Understand the importance of preventative approaches to managing behaviors in the areas of social competence, enhancing self-esteem, systematic interventions, and communication skills in the growth of a preschool child's self-esteem. | Understand the importance of preventative approaches to managing behaviors in the areas of social competence, enhancing self-esteem, systematic interventions, and communication skills in the growth of a preschool child's self-esteem. |
Knowledge |
Participants will understand the difference between preventative and reactive behavioral management approaches. Participants will define preventative approaches to managing behavior and will describe how social competence, enhanced self-esteem, systematic interventions, and communication skills are addressed by the definition. |
Participants will discuss emerging self-control in the young child. Participants will describe preventative approaches to managing behaviors that are child-centered and describe how these lead to success for the preschooler. |
Participants will define developmentally appropriate preventative approaches to managing behavior with preschoolers. |
Skill |
Participants will plan the use of each type of preventative approach. Participants will apply modifications that might be made for children with disabilities. |
Participants will demonstrate techniques for each of the preventative approaches presented. |
Participants will develop the skills needed to provide administrative support to preschool staff as they implement preventative approaches to managing behaviors. |
Attitude |
Participants will value preventative approaches to managing behavior. | Participants will describe a working philosophy that provides preschool children with the opportunity to manage their own behavior successfully. | Participants will appreciate the ethical basis for developmentally appropriate considerations for childfocused management. |
GOAL #4
Gain competency in seeking resources beyond the school setting.
GENERAL |
STAFF |
ADMINISTRATOR |
|
Competency |
Recognize the need to seek resources that may or may not be beyond the scope of the school setting to meet individual child needs. | Recognize the need and know how to seek additional resources that may or may not be beyond the scope of the school setting for individual child needs. | Recognize and support the need to seek additional resources for an individual child when needs exceed the scope of the school program. |
Knowledge |
Participants will know resources that may or may not be beyond the scope of the public school that could assist with some preschool children's behavioral needs. | Participants will discuss when additional resources are needed outside the public school setting for some young children with behavioral needs. | Participants will describe the resources available through the public school based on the Rules for the Education of Preschool Children with Disabilites. The participant will recognize potential sources of assistance. |
Skill |
Participants will select appropriate resources for specific situations and describe when they might be needed. | Participants will develop a resource data bank and the strategies necessary for suggesting its use to parents. | Participants will be able to provide information to staff and families about community resources. |
Attitude |
Participants will respect the limits of the public school personnel and their need for additional information or assistance. | Participants will value the need for additional information and assistance. Participants will evaluate the information and/or assistance and its implications for implementation. |
Participants will respect the expectations and limitations of resources available to the staff in the school and in the community. |
GOAL #5
Develop an understanding of a philosophy that provides for the development of self-control.
GENERAL |
STAFF |
ADMINISTRATOR |
|
Competency |
Describe a developmentally appropriate environmental/behavioral plan for an itinerant-based or centerbased preschool setting that may or may not be integrated. | Describe a developmentally appropriate environmental/behavioral plan for an itinerant-based or centerbased preschool setting that may or may not be integrated. | Design a developmentally appropriate program that is based on an environmental/behavioral plan for an itinerant or center-based preschool setting that may or may not be integrated and that supports a focus on the development of selfcontrol in young children. |
Knowledge |
Participants will select appropriate preschool settings that are childfocused in terms of managing behavior. | Participants will show how the behavioral component of development, the environment, and planning impact preschool success for all children. | Participants will describe the basis for decisions in implementing an appropriate preschool program that supports the development of selfcontrol in young children. |
Skill |
Participants will describe the information necessary to select a preschool that is child-focused and fosters success for all children. | Participants will select topics that should be included in a presentation or brochure to describe the management philosophy for a preschool program based on best practice theory and thus supports the development of self-control in young children. | Participants will demonstrate knowledge of the various aspects of an appropriate preschool program that is environmentally and behaviorally sound. |
Attitude |
Participants will believe in a preschool philosophy based on developmentally appropriate practice that supports the development of selfcontrol in young children. | Participants will describe the philosophical basis for environmental/behavioral considerations selected for inclusion in a preschool that supports the development of self-control in young children. | Participants will appreciate the variety of needs that an appropriate program must address and will accept the responsibility of supporting staff and parents as they work together to build a successful program for each child that supports the development of self-control. |
REFERENCES
Arnn, L. & Kelsey, C. (1989). Strategies for early intervention: From planning to service delivery. Palo Alto, CA: VORT Corp.
Baltes, P B. & Brim, O. G. (Eds.) (1982). Lifespan development and behavior (Vol. 4). New York: Academic Press.
Bredekamp, S. (Ed.) (1990). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: NAEYC.
Bricker, D. D. (1989). Early intervention for at-risk and handicapped infant, toddler, and preschool children. Palo Alto, CA: VORT Corporation.
Brown, J. R (Ed.) (1986). Administering programs for young children. Washington, DC: NAEYC.
Dinkmeyer, D., Sr., McKay, G. C., & Dinkmeyer, J. S. (1989). Parenting young children. Circle Pines, MN: American Guidance Services.
Dumtschin, J. U. (1988). Recognize language development and delay in early childhood. Young Children, 43, 16-24. The early childhood identification process: A manual for screening and assessment. (1990). Columbus, OH: Ohio Department of Education, Division of Early Childhood Education.
Flavell, J. H. (1977). Cognitive development. Englewood Cliffs, NJ: Prentice-Hall. Harms, T (1971). Evaluating settings for learning. Young Children, May. Hendrick, J. (1986). Total learning: Curriculum for the young child. Columbus, OH: Merrill.
Johnson, L. G., Rogers, C., Johnson, P, McMillan, P, & North Central Ohio SERRC. (1992). Early childhood special education program evaluation (EC-SPEED) manual. Columbus, OH: Ohio Department of Education, Division of Early Childhood Education.
Kahn, E. (1990). "Strong feelings of self-esteem fuel a child's ability to learn, to love, and to create." Parents, 96-100.
Katz, L. G. & Ward, E. (1990). Ethical behavior in early childhood education. Washington, DC: NAEYC.
Maker, C. J. (1982). Curriculum development for the gifted. Rockville, MD: Aspen Systems.
Marion, M. (1991). Guidance of young children. New York: MacMillan Publishing Company.
McDonnel, A. & Hardman, M. (1988). Journal of the Division for Early Childhood, 12, 328-331. National resources. (1988). Washington, DC: National Information Center for Children and Youth with Handicaps.
Ohio Developmental Disabilities Planning Council/Ohio Department of Mental Retardation and Developmental Disabilities. (Undated). An ounce of prevention. Columbus, Ohio: Author.
"On the right track" public preschool program. (1990). Norwalk, OH: Huron County Public Schools, Division of Education.
Preschool guidelines (suburban model). (Undated). Columbus, OH: Ohio Department of Education, Divison of Early Childhood Education.
Rules for the education of preschool children with disabilities served by public schools and county boards of mental retardation and developmental disabilities. Chapter 3301-31. (1991). Columbus, OH: Ohio Department of Education.
Rules for preschool programs: Chapter 3301-37. (1991). Columbus, OH: Ohio Department of Education.
Rules implementation monograph (Series 2). (1992). Columbus, OH: Ohio Department of Education, Division of Early Childhood Education.
Sanford, A., Semrau, B., & Wilson, D. (1974). The Chapel Hill model for training Head Start personnel in mainstreaming handicapped children. Winston-Salem, NC: Kaplan Press.
Schickedanz, J. A. (1986). More than ABC's: The early stages of reading and writing. Washington, DC: NAEYC.
Schickedanz, J., York, M., Stewart, I. S., & White, D. (1990). Strategies for teaching young children. Englewood Cliffs, NJ: Prentice-Hall.
Schweinhart, L. J. (1988). A school administrators guide to early childhood programs. Ypsilanti, MI: High/Scope Press.
State Resource Sheet: Ohio. (1988). Washington, DC: National Information Center for Children and Youth with Handicaps.
What to look for in day care. (1986). Columbus, OH: Ohio Department of Human Services.
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| Project Prepare: Family Collaboration. | |
| Project Prepare: Integration: Including Young Children With Disabilities | |
| Project Prepare: Individualized Education Program (IEP) | |
| Project Prepare: Managing Behaviors | |
| Project Prepare: Planning | |
| Project Prepare: P.L.A.Y. | |
| Project Prepare: Technology | |
| Project Prepare: Transition |
University of Illinois at Urbana-Champaign