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

  1. 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
  2. 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

  1. Early childhood educators across all settings say they need better training around social-emotional development in children.
  2. 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.
  3. There’s no easy way to share information with teachers/caregivers/early childhood professionals.

SIGNIFICANT WINS

  1. New level of trust among organizations and childcare professionals with the realization that we want the same things for children and for ourselves.
  2. 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.

RECOMMENDATIONS

  1. 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).
  2. Create Professional Learning Communities (PLCs) for early childhood professionals to continue the learning.
  3. 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.
  4. Create process to make it easy to get in touch with early childhood professionals.