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Developing Capable Young People 1of 3

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Positive Discipline and Developing Capable Young People in PK and ES with Lisa Howie and Sue Musson These sessions will share our work in the classrooms and how you may want to extend this at home with your children. You may want to view our guide to common language in Campus Life as a preread. Also a preread, we encourage you to read Positive Discipline by Jane Nelson and read or watch Developing Capable Young People by Stephen Glenn.

Show Transcript

we want to talk about the cyp as Betsy said developing capable young people and really the key component of that for our school, our entire social emotional learning framework the term treating children and adults with dignity and respect that framework a Wii U concept from Steven Glenn and Jane Nelson in their published work we provide 22 shirts in every classroom and we really support consistency across our entire program from our before and after school care to preschool to Elementary and using common language kitchen and two professional development training and reflection the diagram on this page is from Castle and Castle dance for the collaborative for academic social anymore learning in the middle of the wheel you can see five Broad and in a related topic or Sydney areas of confidence there are two orange to green and one yellow and today we're going to kind of focus just one and then the following sessions will continue this work today we're going to talk about self-awareness specifically the ability to reflect on one's own feelings and thoughts and that's really big work for young children the other Orange area is self-management that include self-control and self-regulation the ability to control your thoughts and your behavior social awareness is another piece that the ability to empathize with others recognize the situation relationship it's another big piece of that work not to bility to communicate to make friends to manage this agreement to recognize pure pressure and how to operate there's responsible decision-making the ability to make healthy choices about their own behavior while weighing the consequences for others who these are the five social emotional tenant that researcher State really critical and just learning and that it is really responsive to all kinds of learning that happens in the classroom and beyond for an individual to reach his or her. good morning everybody I'm Soo this side is full of good thing brain architecture do we all have have our own brain much makeup or brain architecture if you will that tells us who we are but part of our brain architecture also tells us how we see ourselves as we operate in the world around how we see ourselves comes from varied life experiences and the many messages that we have received from childhood to adulthood both the good and the bad we're going to watch a really short clip that did a bit more deeply into brain architecture and how it is influence about 2 minutes science tells us that the experiences we have in the first years of Our Lives actually affect the physical architecture of the developing brain it means the brains aren't just born they're also built over time based on our experiences just as a house needs a 30 Foundation to support the walls and roof a brain needs a good base to support all future development positive interactions between the children and their caregivers literally build the architecture of the developing brain building a sturdy foundation in the earliest years provides a good base for a lifetime of good mental function and better overall he'll do just how is a solid brain Foundation built and maintained in a developing child one way is through what brain experts call serve and return interactions imagine a tennis match between a caregiver in a child but instead of hitting a ball back and forth across the net. the communication between the two from I contact to touch from singing to simple games like peekaboo these interactions repeated throughout a Young Person's developing years are the brick build a healthy foundation for all future development but another kind of childhood experience shapes brain development 2 and that stress good kind of stress like meeting new people or studying for tests are healthy for development because we prepare kids to cope with future challenges another kind of stress called toxic stress is bad for brain development if a child is exposed to Serious ongoing hardships like if you spend neglect and he has no other caregiver in his life to provide support the basic structure the developing brain may be  it without a sturdy Foundation to properly support future development he is at risk for a lifetime of health problems development issues even addiction it possible to fix some of the damage of talk stress later on but it's easier more effective and less expensive to build solid brain architecture in the first place one of the things that sturdy brain architecture support is the development of basic emotional and social skills and a the skills which scientist called executive function and self-regulation can be thought of like Air Traffic Control in the child metal airspace I think of a young child's brain is the control tower at a busy airport all those planes landing and taking off and all of the support systems on the ground simultaneously The Man 2 controllers attention to avoid a crash it's the same with the young child learning to pay attention plan ahead and remember and follow lots of rules like all of us kids have to read things happening in the world around them while also dealing with worries Temptations and obligations on their mind as these demands for attention pile up air traffic control help the child regulate the flow of information prioritized and above all find ways to manage stress and avoid mental collisions along the way having this ability is a necessity for positive and level Mental Health developing effective Air Traffic Control overcoming toxic stress building solid brain architecture are things kids can't do on their own and since John societies are made up of healthy contributing individuals it's up to us as a community to make sure all young people have all kinds of nurturing experiences they need for posit development build better Futures we need to build better brain waiting for the spy and then we can carry on so now that we've had a moment to really say about our own brain architecture take a moment and think about your own childhood or younger years and reflect upon the impact of your own life experiences good or bad that you may have had while growing up or the messages that you receive from adults in your life it might be from parents or other family members your former teacher coaches and while you're thinking about that and reflecting on that what does your brain architecture look like today how do you see yourself based on your childhood experiences and early messaging how has it been for my messages States you how have they contributed to your own perceptions about yourself if anybody wants to share a strong influence in what shape do good or bad you are welcome to do so now I can pause for a moment anybody would like to take that risk I'll jump in it's even again apologies for three siblings and I think do you relationship with my siblings both positive and the negative aspects of probably plays a key role in my occurrence Outlook in philosophy and in such the blank powerful influences both good and bad right that's where we meet the struggle out of first work with anybody else would like to take a moment to share and influence alright then I think we'll move on thank you Angie taking that risk there's a powerful quotes that I want share with you that speaks of us and the importance of our brain architecture and I just I really love it cuz it's so true the way we treat or speak to Children over an extended. Of time becomes inner voice I think that really speak to this the power of our brain architecture so beautifully we know that in the life of a young child brain architecture or how a child sees him or herself really matters and the good news on the right side of this slide is we have the belt and capable young people a structure in our school where every person in the building is trained when you work in the office in Charmed classroom or specialist area we all had this training for the consistency of this program this framework provides a common language in our building and for teachers to use to help fortify the brain architecture of children and these are a skill that we address in the classroom every single day by treating children with dignity and respect and providing experiences that help promote and practice these ways of thinking you'll notice there are three perception we want your children to see and feel inside they are I am capable and therefore resilient I can do hard things I am significant which is the need to be needed or the imater and the third perception is I have influence and I can use my voice to have impact all three of those are consistently exercise to practice and offered to your children in the way we speak to them and experiences so that they start instilling these belief system as part of who they are when your children are really fortified in these three areas then they become individuals that are we the ball for his or her actions they have the ability to be flexible and adapt to new or different situations throughout a day or even in life and it supports healthy inter and intrapersonal skills how we care for spelled or others which ultimately leads to responsible decision-making trout life These are such key critical life skills that we are intentional about addressing equally important to us as our academic learning because every faculty member or employee in this building has this training is probably the most powerful piece of our entire School the today Lisa are going to share some examples of what this looks like how do we provide these to instill these Perceptions in life skills and what they look like each day at school and also to offer you food for thought and your home cuz a lot of this could carry over into your home life as well right so doing I really just wanted to share some lovely visual we have the joy everyday and watching your children here at school interact with each other pictures of inside the classroom and outside the classroom and we have the best way to really describe how these messages are being given to your children and how this practice is happening is to give you a little peek a little window into the day B Street photos really show capability when I think about what a child might be feeling or thinking inside when I look at these two aside I might think I am cait go to trust my body and a special trip to move over this uneven Terrain in the woods I'm capable to take care and be mindful of my physical surroundings and followed by the fire capable to problem-solve with my peers and produces solution with my own hands incapable the show my understanding of words and letters with my classmates during the letters b group. I'm capable to clean up and take care of my classroom space as a member of my community I'm capable to pour and serve milk at snack time with Care and Control I'm capable to show my understanding and math and to share my learning in front of my class I'm capable of balancing tricky shape and clearly quite proud the net perception is about having influence or boys this first slide just so that we truly understand what it's representing is making a promise or contract this is the 2-year old wear these are hanging thumb they're saying they are in agreement in their contract to be kind and be good listeners and share the materials I just love that so if you don't need a paper pencil test to show that you are committed to doing the right thing and end with your group Elvis these 582 I have influence I can use my voice to help create my learning environment to make it safe and risk-free I have influence and contribute to what I want to know by generating my own questions or wonders as we create and Define our own theme study focus in science or social studies I have influence and can share my ideas and problem-solve and offer creative thinking as I build and construct with my peers in the woods I know how to be flexible thinker a listener and I can work with the group during play I have influence and can generate strategies alongside my teacher and peers to help navigate are feeling using the zones regulation as my guide I have influence and can offer my vote when making classroom decision about our dramatic play center win or lose my vote and my voice still matters and counts these next few slides are about the concept of being significant feeling significant I can reflect on the story armor read aloud and feel significant when I share your drawing and words what is in my own heart what is important to me I am significant owning and sharing out my joy and all of myself at school I'm significant in a unique individual as well as part of my classroom Community I really learn love myself all that is I am significance pick made up of many facets filleti's characteristic I'm a whole child and significant of worthy and love and appreciation so this slide is for us the adult in our control this Continuum is such a beautiful way to check ourselves and see where we land in our work in the lives of children when we work with them or live with them this is a gauge or find out where we land most of the find and thinking about how well we fortify these perceptions of capability significance and influence in our classrooms and in our home knowing that we will land you think knowing where we land will have a direct impact on how well we convey these perceptions and life skills when you look at this Continuum when we look to the far left where it's overly strict so this is a really unhealthy place to parent or two teacher this is about the child in this place with feel of having no power or control over their environment or their thinking of what or what comes next they would not feel any sense of influence we're having an opportunity to share their thinking and use their voice they would see the world as things just happening to me I'll put them in a very passive victim style role which undermines of perception on the other end of the Continuum is overly permissive as an adult this too is equally unhealthy this is where a child thinks they have all the power and control where parents for teachers are too lenient and did not provide enough parameters or boundaries that life does offer so they're not they're not getting the practice of how to apply that in the bigger world as they get older I think everything is under their own control or their way and a bill to egocentric thinking you obviously either one of these extremes undermines those important perception so our goal is to land right there in the middle this is healthy spot I don't control everything in life but I have influence I have a voice I have value I do feel significance and I see myself as capable because I'm working alongside and with the adults in my life so my question is or for all of us to reflect again is the where do I land most of the time sometimes we might slide over to one or the other but working in a place with our children teachers and parents we want to make sure that we're offering structure and parameters what's negotiable what's not negotiable throughout each other's daily experiences and I'm so for ourselves on this play we want to make sure we know where we land most of the time cuz we too are human and where can we make some adjustments in our work with children clearly we're talking about social emotional learning it's a very big piece of work for young children and the truth is it continues to be a piece of work for all of our adult lives it's one of the reasons that we focused so strongly on it especially begin their school experience here getting back to the castle diagram and not only are those five components in the center of that wheel you can see ending rings and blue outside and wear that begins is in the classroom you take a lot of responsibility and intentionality to begin this work in our classroom to build healthy communities and healthy children but they're not expensive and tigers school earlier every part of our program should always follow through and be consistent with our expectations with our language but how we are working with children to all kinds of negotiation and problem-solving and self-regulation from there it also extends to our families again having that consistency across all areas of the child's world and life support build up those reserve and get to practice for young children I made it inside out in our communities the slide of two preschoolers or three preschoolers actually working together we know that when she I feel a sense of who they are when they can internalize these great messages of being capable of being a significant having value they then can get others and when they give to others whether it's appear in a classroom or a family member or someone in their bigger world and Community than we are helping to Build a Better World one child at a time and that is truly an do we have school and that really conclude what we wanted to share with you all today we wanted to leave a little time for questions and answers and let you know again next week we'll be having another Gideon will continue on this discussion into some of those other component areas but right now we'd like to open it up for any questions that you all might have or even comments and surprising take away you can apply right away how do you say quick thank you for having me sessions it's helpful to get this framework and get an understanding of how to take what's going on the classroom in use it at home so thank you thank you Mandy we know it's a lot of information to take in and again this is just the beginning there's more to come so we don't want to keep you we were hoping to get through everything we wanted to share with a half an hour can leave you a little time if you have questions but we really appreciate you giving your time today when everyone has a busy schedule and we just thank you for your investment as parents we hope you have a great rest of your day

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Developing Capable Young People 1of 3

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