MENTAL HEALTH REFLECTIVE CHECKLIST FOR THE ENVIRONMENT

TEACHER(S)______DATE:______

Strategies: Refer toDECA Classroom Strategies book p. 52 / Beginning / Progressing / Refining
  1. Set up well-stocked interest areas that reflect children’s skills and interests. Label with visuals.

  1. Establish clear traffic paths and boundaries around interest areas. Create obvious visual boundaries.

  1. Display toys and materials on low, open shelves within children’s reach. Provide enough toys to stimulate interest. Label with visuals.

  1. Provide one “safe place” &several “be-by-myself spaces” that are private, but still visible to teachers.

  1. Provide storage areas (a shelf or cupboard) to keep and protect unfinished projects for any child who wishes.

  1. Provide space for children to store and display individual work and belongings.

  1. Include in the classroom arrangement a large area for meetings, read-aloud sessions, and music and movement activities.

  1. Maintaina soothing atmosphere with appropriate noise and activity levels. Use visual cues for children to understand when to modify noise levels.

  1. Create a home-like atmosphere that reflects children’s families, cultures, and home languages. Friends and Family area.

  1. Include a range enough of open-ended materials, from simple to complex, that offer different levels of challenge.

  1. Include items that support children’s development of a sense of self. Provide positive choices throughout the day. Have a helpful heart, etc.

  1. Provide materials, games and role playing that promote cooperation, group play, empathy and support standing up for rights.

  1. Offer materials that encourage children to explore and express their feelings, show empathy to others and how to express their anger. Puppets and feelings/emotions dolls and the We Care Bag are great!

  1. Provide ample materials that accommodate a range of dramatic play skills.Puppets and feelings/emotions dolls are helpful.

  1. Provide materials, equipment, and space for indoor gross motor play.

  1. Offer duplicates of favorite items.

  1. Include supplies and equipment for personal care and clean up.

Strengths/Sugestions/Needs:______

REFLECTIVE CHECKLIST FOR THE DAILY PROGRAM

TEACHER(S)______DATE:______

Strategies: Refer to DECA Classroom Strategies book p. 68 / Beginning / Progressing / Refining
  1. Maintain a predictable and consistent schedule in visual form to reflect changes when they happen.Some children need their own personal visual schedule book.

  1. Adjust the schedule when appropriate to respond to children’s needs and circumstances.

  1. Provide time to expend energy throughout the day and a time to rest if needed. Begin large group with “Brain Smart Start,” I am Moving I am Learning and/or movement/sensory with music.

  1. Offer indoor and outdoor choice times several times each day. Visuals inside and outside are supportive to children’s needs and knowing what to expect.

  1. Include enough time for routines and transitions.Intentionally sing, chant, do finger plays, movement giving sensory input, etc. for transitions. Waiting time should be minimized with something available to do while waiting, ex. – Singing, chanting, finger plays, Simon says, sensory fidgets, etc.

  1. Involve children in carrying out routines and transitions. Visuals are important, write down children’s suggestions and give them opportunity to choose.

  1. Plan a consistent approach for carrying out group routines. Show on picture schedule what happens next. – This can be a child job/chore.

  1. Follow an individual approach for carrying out personal routines. Provide individual picture schedules for children who need.

  1. Provide advance notice of transitions and explain what happens next. Use visuals and engage children’s senses. – Sight, sound, touch, taste, movement, etc.

  1. Use an individual approach during transitions.Tailor for group interests, needs and for individual children.

  1. Help children and families cope with separation at arrival and reunions at the end of the day. Use “Kissing Hands,” hello and good bye rituals. Do rituals in picture form for all children or those who need extra support.

Strengths/Suggestions/Needs:______

REFLECTIVE CHECKLIST FOR ACTIVITIES AND EXPERIENCES

TEACHER(S)______DATE:______

Strategies: Refer to DECA Classroom Strategies book p. 78 / Beginning / Progressing / Refining
  1. Regularly divide the class for meetings, story time, and other group events. Read books in small groups rather than large group.

  1. Plan and lead a few optional small group activities during choice time.

  1. Make small group activities open-ended and interactive to reflect a range of skills and interests. Repeat and expand on knowledge and interests for children to explore meaningfully and deeper.

  1. Read and discuss books about feelings with the group and with individuals.Social stories; Shubert book studies; exploring children and adult brain states in color.

  1. Encourage, model and support children to initiate their own activities, alone or with others. Social stories, role playing, etc.

  1. Teachmodel relaxation/copingtechniquesduringcalm moments throughout the day –Do the “Brain Smart Start” at large group – Unite, disengage stress, connect and commit.Conscious Discipline’sS.T.A.R, Balloon, Pretzel Drain helps engage children before and during the short timeframes they are expected to remain in focusedactivity.

  1. Offer activities and experiences that encourage cooperation. – Games, songs, chants, finger plays, focus on school family, class meetings, Time Machine, etc.

  1. Offer physical activities that use large muscles and expend energy.

  1. Provide many opportunities with visual pictures for children to build language skills. Small groups and meal times are great for conversations.

  1. Teach children problem solving skills and encourage them to use their skills to resolve conflicts. – MAP – model, add visuals, practice; Time Machine; Conscious Discipline skill #3, Assertiveness.

Strengths/Suggestions/Needs:______

REFLECTIVE CHECKLIST FOR SUPPORTIVE INTERACTIONS

TEACHER(S)______DATE:______

Strategies: Refer to DECA Classroom Strategies book p. 91 / Beginning / Progressing / Refining
  1. Help children learn the skills and behaviors used to play and learn with others. Social stories and role playing are helpful. MAP – Model, practice, and add visuals, Time Machine, class meetings, etc.

  1. Maintain realistic expectations for children’s behavior that match individual and developmental characteristics. Focus on Conscious Discipline Skill 5 – Positive Intent.

  1. Involve children in establishing all developmentally appropriate rules and expectations. Maintain and refer to visuals. – There is a difference in knowing and doing.

  1. Give each child the opportunity to build a trusting relationship with a caring adult. Give choices for greeting and good bye rituals. Provide opportunities for loving and playful and caring interactions through the day. “I Love You Rituals” = Caring Connections.

  1. Support children’s growing independence and competence. Jobs/chores for every child to choose; allow more than one child to do the same job if they choose to; spontaneous jobs given through the day.

  1. Help children understand their feelings and those of others. The We Care Bag;Safe Place; practice and encourage children to explore and express their feelings and show empathy to others. Puppets and feelings/emotions dolls are great!

  1. Individualize positive guidance and coaching strategies to fit the child and the situation. Focus on Positive Intent. Adult perception is not always accurate. Explore the child’s intent or motivation.

Strengths/Suggestions/Needs:______

REFLECTIVE CHECKLIST FOR PARTNERSHIPS WITH FAMILIES

TEACHER(S)______DATE:______

Strategies: Refer toDECA Classroom Strategies book p.100 / Beginning / Progressing / Refining
  1. Learn about each child’s family, culture, and community.

  1. Use children’s home languages at the program.

  1. Establish an ongoing system for exchanging information about each child with his or her family.

  1. Give families information about typical developmental skills and behaviors of young children. Making coping cubes for families is proactive in supporting children and families in their journey of learning calming strategies.

  1. Use a variety of communication strategies to keep families informed about the program.

  1. Incorporate family involvement in the program design.

  1. Support each child’s relationship and connection with all family members, as legally appropriate. Have family members make “Kissing Hands” for school; Friends and Family board; family necklaces w/ picture of family for child to wear if they choose.

Strengths/Suggestions/Needs:______

This Checklist is modified from theDevereux Foundation’s DECA Reflective Checklist for the Environment. Refer to the DECA Classroom Strategies and Conscious Discipline resourcesto guide for planning and individualizing.

Use this checklist as a standard for promoting a mentally healthy classroom. Mental Health support is available at any time.

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