607Revsuggested Program Quality Dimensions Training Activities.D

Slide 7-8

Learning and Growing

intent:

Participants will identify social-emotional competencies they bring from their experience and background. They will also create a worksheet to be used throughout the session.

OUTCOMES:

· Participants will orient themselves to the topic of the day.

· Participants will become familiar with other participants in the session.

Materials Required:

Chart paper, markers

Time: 10 minutes

Process:

1. Ask participants to think about important social and emotional behaviors and skills that are important for children to develop. Have participants individually record their thoughts.

2. Ask table groups to discuss the social and emotional competencies identified.

3. Have each group draw a child on chart paper and write the competencies (behaviors and skills) identified by their group.

4. Have whole group share or go on a Gallery Walk.

SUMMARY POINTS:

1. Participants can identify many of the skills that are predictive of school and academic success, but they may not be using the language of the foundations. Trainer verbally summaries the information on the charts in the language of the foundations.

· Self: Self-awareness; Self-regulation; Social and Emotional Understanding; Empathy and Caring; and Initiative in Learning

· Social Interactions: Interactions with Familiar Adults; Interactions with Peers; Group Participation; and Cooperation with Responsibility

· Relationships: Attachment to Parents; Close Relationships with Teachers and Caregivers; and Friendships

2. The next activity will connect what they already know to the language in the social- emotional foundations. Later in the session, participants will add DRDP measures to the chart as well.

OPTIONS:

Cut out of butcher paper an outline of a child and laminate it. Have participants record the competencies on post-its, sentence strips or file cards. Use tape to attach to the outline of the child. Use multiple copies for larger groups. This gives participants more time to focus on the competencies instead of drawing an outline of the child.