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Profiles

Creating Emotionally Supportive Environments for Children


Event Description

Emotional intelligence is a key success factor, but in order to develop emotional intelligence in others, we must first develop it in ourselves. This workshop takes a deep dive into examining our own behavior in order to learn about others' behavior. We will discuss psychological concepts such as the triune brain, the JoHari window, negative core beliefs, self-protecting behaviors, and regressed behaviors. Participants will examine their own history to determine influences on their interactions. We will then apply these concepts to our work in the ECE classroom as we discuss how to communicate with respect, the reasons that children misbehave, the effects of praise, and the pitfalls of typical classroom management strategies and systems.


Sessions / Training Location Info


Session Being Hosted At:
4c for Children - 2100 Sherman Avenue, #300 Cincinnati Hamilton (directions)

Instructor(s)

Jenni Jacobs

Event Information

Contact Hours 6.00
Training approved for OA-L1
Registration deadline Apr 08, 2019
Number of open seats 46
Event Owner 4C Cincinnati
Sponsor Phone (513) 758-1301

Topic Areas

Target Audience Classroom Staff / Teacher,Program Administrator,Family Child Care
Age Groups related to content Infants,Toddlers,Preschoolers,Schoolagers
Core Knowledge Area N/A
Child Development Associate Area To support social and emotional development and to provide positive guidance
Early Learning and Development Standards Social-Emotional Development
Assessment Type None

Objectives

Objective:

Participants will identify characteristics of thinking and prior experiences that contribute to negative core beliefs and challenging behaviors. 

 
Core Knowledge Document: Ohio's CKC for Program Administrators
 
Area: Human Resource Leadership and Development
 
Subgroup: Personal and Professional Awareness
 
Competency: 1.5 Describes how emotional needs impact his/her own attitude and performance.
Objective:

Participants will discuss and apply the triune brain theory in relationship to challenging behaviors.

 
Core Knowledge Document: Ohio's CKC for Program Administrators
 
Area: Human Resource Leadership and Development
 
Subgroup: Personal and Professional Awareness
 
Competency: 1.5 Describes how emotional needs impact his/her own attitude and performance.
Objective:

Particpants will practice strategies to move from primitive reactions to problem solving thinking.

 
Core Knowledge Document: Ohio's CKC for Program Administrators
 
Area: Human Resource Leadership and Development
 
Subgroup: Personal and Professional Awareness
 
Competency: 2.5 Recognizes the impact of stressors in the early childhood/afterschool profession and how to develop strategies to maintain professional performance.
Objective:

Participants will utilize ISHFI as a communication technique for conflict situations.

 
Core Knowledge Document: Ohio's CKC for Program Administrators
 
Area: Human Resource Leadership and Development
 
Subgroup: Personal and Professional Awareness
 
Competency: 2.2 Selects appropriate communication styles and methods for a variety of situations.
Objective:

Participants will analyze communication strategies that respect children in the classroom. 

 
Core Knowledge Document: CKC Field Guide for Social and Emotional Development
 
Area: Child Growth and Development
 
Subgroup: Nurturing Relationships
 
Competency: 2.2 Provides support and guidance in consistent, non-threatening and positive ways that reinforce children's feelings of confidence and competence.
Objective:

Participants will describe the stages of self-regulation.

 
Core Knowledge Document: CKC Field Guide for Social and Emotional Development
 
Area: Child Growth and Development
 
Subgroup: Developmental Process
 
Competency: 1.3 Understands children's developmental levels in relation to age appropriate norms and uses this information to meet the general needs of children showing typical development.
Objective:

Participants will describe and analyze the reasons that children misbehave.

 
Core Knowledge Document: CKC Field Guide for Social and Emotional Development
 
Area: Child Growth and Development
 
Subgroup: Developmental Process
 
Competency: 1.5 Understands that challenging behavior has environmental and developmental causes and uses this information to modify environment, activities and expectations to improve behavioral outcomes
Objective:

Participants will create an action plan of concrete strategies to implement in the classroom to address challenging behavior. 

 
Core Knowledge Document: CKC Field Guide for Social and Emotional Development
 
Area: Child Growth and Development
 
Subgroup: Developmental Process
 
Competency: 1.5 Understands that challenging behavior has environmental and developmental causes and uses this information to modify environment, activities and expectations to improve behavioral outcomes

Training Organization


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