ORGANIZATIONS REPRESENTED: Bringing Out the Best; Child Care Resource & Referral (CCR&R); EQuIPD; Guilford Child Development (GCD); Guilford County Partnership for Children (GCPC); His Glory Child Development Center; Irene Child Care Service; Single Portal of Entry (SPoE); UNCG Center for Youth, Family & Community Partnerships
COMMUNITY PROBLEM: Not all early childhood professionals have the social-emotional support they need to model positive social-emotional behaviors for children in their care.
CHALLENGE GOAL: Determine what supports would most benefit early childhood professionals, and launch peer-to-peer supports.
READY/READY FRAMEWORK ELEMENT ADDRESSED: RESPONSIVE & INNOVATIVE EARLY CHILDHOOD SYSTEM > Aligned & Accountable Policies & Programs > Capable formal & informal providers
PERSPECTIVES ENGAGED: Early childhood teachers, caregivers, directors, parents, consultants, technical assistants, and administrators
ACTIONS TAKEN & ASSOCIATED BEST PRACTICES
- Define the targeted problem/population/setting: All professionals working in a child care setting needed to be engaged (including unlicensed/half-day programs); identified best practices around social emotional behaviors.16,17
- Identified root cause of the problem: Analyzed data collection instruments about adult social-emotional behavior and developed a modified survey; 64 responses.
WHAT WE LEARNED
- Early childhood educators across all settings say they need better training around social-emotional development in children.
- There’s a strong connection between social-emotional health of early childhood educators and social-emotional development of children in their care. We can’t address one without addressing the other.
- There’s no easy way to share information with teachers/caregivers/early childhood professionals.
- New level of trust among organizations and childcare professionals with the realization that we want the same things for children and for ourselves.
- Created “10 Simple Tips for Children (and Adults) in Early Childhood Settings” to promote positive social-emotional behaviors in the classroom that can be shared broadly.
- Provide in-depth professional development opportunities for early childhood educators to address social-emotional development in young children and in adults (self-knowledge, relationship building, conflict/stress management, professionalism).
- Create Professional Learning Communities (PLCs) for early childhood professionals to continue the learning.
- Provide training and technical assistance for teachers and directors focused on giving/receiving feedback to create a more supportive work environment; survey results indicate this is an area of need.
- Create process to make it easy to get in touch with early childhood professionals.