Social Emotional
Development
Session A
Environmental
Strategies
to
Support Positive
Behavior
Session B
Participant Guide
Developmentally
Appropriate Behavior
Guidance
This module is part of the pre-service
training requirement for family child care
providers
© 2013
4 hours
Brain Development video clips from the Center on the Developing Child
Harvard University
http://developingchild.harvard.edu/index.php/resources/multimedia/videos/brain_hero/
http://developingchild.harvard.edu/resources/multimedia/videos/three_core_concepts/brai
n_architecture/
http://developingchild.harvard.edu/resources/multimedia/videos/three_core_concepts/serv
e_and_return/
http://developingchild.harvard.edu/resources/multimedia/videos/three_core_concepts/toxi
c_stress/
Essential Messages
Essential message
Concrete provider behavior: what
would it “look like”.
I want you to be physically comfortable and feel
safe.
I’ll move quickly and calmly to you when you are
crying and seem anxious and provide some
calming touch.
I’ll frequently comment on the positive things you
are doing during the day and take photos of your
“work” to hang up in the play areas.
I want you to feel your “work” is valued.
Reflection: How will you set up your overall family child care environment so that
children feel welcome, valued and safe when they walk through the door?
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HOT BUTTON ACTIVITY
On each circle going
across, write down
the behaviors that
“push your buttons”.
On each circle going
across, write down
your feelings when
faced with these
behaviors.
On each circle going
across, write down
the impact your
feelings have on your
relationship with the
child who exhibits
these behaviors.
REFRAMING ACTIVITY
Problem Behavior
Reframed Statement
1. He whines from the moment he arrives until
his parents pick him up.
He must really miss his family.
2. She is so clingy with her mother.
She might be slow to warm up in new settings.
3. I have to watch him like a hawk or he’ll try
to run and run into an off-limits area.
He may not understand the expectations about
staying with the group.
He may not be engaged/interested enough with the
activities I have planned.
4. She constantly knocks over other children’s
block constructions or rips up other
children’s artwork.
5. He refuses to stay in a group when we are
singing songs or playing our instruments.
Maybe she is frustrated because she does not know
how to work with those materials.
She may be interested in other’s play, but not know
how to join it.
He may be overly sensitive to sounds and the louder
sounds during group make him physically
uncomfortable.
Word Choice
Share
What age could you say this too?
What are you hoping to teach?
When is it appropriate?
Why?
When is it NOT appropriate?
Why?
Be Nice
What age could you say this too?
What are you hoping to teach?
When is it appropriate?
Why?
When is it NOT appropriate?
Why?
Use Your Words
What age could you say this too?
What are you hoping to teach?
When is it appropriate?
Why?
When is it NOT appropriate?
Why?
Say You’re Sorry
What age could you say this too?
What are you hoping to teach?
When is it appropriate?
Why?
When is it NOT appropriate?
Why?
We Don’t Hit
What age could you say this too?
What are you hoping to teach?
When is it appropriate?
Why?
When is it NOT appropriate?
Why?
How Would That Make You Feel?
What age could you say this too?
What are you hoping to teach?
When is it appropriate?
Why?
When is it NOT appropriate?
Why?
You’re Spoiled
What age could you say this too?
What are you hoping to teach?
When is it appropriate?
Why?
When is it NOT appropriate?
Why?