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IN THIS ISSUECreating a physically safe environmentMaking the environment predictableSelecting supportive materials and visualsEDITION 2 POSITIVE BEHAVIOR SUPPORTENVIRONMENTS THAT SUPPORT POSITIVE BEHAVIOR2SUPPORTIVE ENVIRONMENTS - EDITION 2 CONTENTSCreator: Gail JosephManaging Editor: Tamarack O’DonnellAuthors: Angela Notari-Syverson, Heather Floyd, Tamarack O’DonnellDesigner: Ceci SkolrudCircle TIme MagazineEdition 2, 2019For questions or comments contact This document was prepared with support from the Washington State Department of Children, Youth, and Families (DCYF).For more great resources on this topic, and to watch the Circle Time Magazine professional development talk show series, check us out at:Environments That Support Positive Behavior: Highlights and Key Ideas Equity MattersPositive Behavior Support (PBS) and Supportive EnvironmentsLearning About My WorldInfants: Early On• Put It Into Practice• Try It Out• Talk About It• Partner with FamiliesToddlers: Emerging Skills• Put It Into Practice• Try It Out• Talk About It• Partner with Families • Put It Into Practice• Try It Out• Talk About It• Partner with FamiliesIt’s All About You: Building Resilience344566788991011111213151516Physical and social environments impact behavior. Environments that are designed to be safe, predictable, and supportive, promote healthy social and emotional development. When infants and young children feel safe and confident, they are better able to control their behavior and deal successfully with challenging situations.3SUPPORTIVE ENVIRONMENTS - EDITION 2 Create a physically safe environmentEnvironments That Support Positive Behavior Highlights and Key IdeasSelect supportive materials and visualsSupportive and Engaging materials: Materials need to be accessible, support children’s independence and social interactions, and provide opportunities to explore and learn. An engaged child is less likely to display behaviors related to boredom or frustration. Selecting culturally appropriate materials that represent diversity in authentic ways makes learning more meaningful and demonstrates respect for the child and family.Supportive Visuals: Visual supports help children know what they are supposed to be doing, when they will be finished, and what they will be doing next. Use visuals to share the schedule, explain routines, communicate rules and expectations, provide support for transitions, and more. This practice reinforces children’s developing autonomy and self-regulation. Across all agesMake the environment predictableConsistent Schedules and Routines: Schedules describe main activities and when they happen during the day. Routines refer to the more repetitive events that are planned parts of the day (greetings, washing hands, resting). Having a schedule and consistent routines offers a predictable learning environment for children, in which they know what to expect.Clear Rules and Expectations: Rules are common standards for how children should behave in the early-learning environment. Behavioral expectations describe the appropriate behaviors expected from children during specific activities and routines. Educators who want to promote positive behavior, thoughtfully teach children rules and expectations that are: • Developmentally appropriate and reasonable.• Positive and clear.• Responsive to individual children.• Designed for greater access to learning.• Respectful of family values.The space is inviting, interesting, and has areas for different types of play. The environment has clear boundaries that help children understand how to use the space in an appropriate way. Physical arrangement: A well-designed environment is free of clutter, has natural light, and good ventilation. Space arrangements, materials, and furniture are age-appropriate, comfortable, and clean. Positive Behavior Support (PBS) is a positive approach to challenging behavior that focuses on building social and emotional skills. PBS recognizes that all behavior communicates a message or need. Once educators understand the meaning of a child’s behavior they can, together with the family, teach the child more effective ways to communicate their needs.Reflection Questions• What rules, expectations, and routines are important to me?• How do I expect children to behave in my program? • What is my intent in having the rule or expectation?• Are the rules fair to all children?TIP: Self-reflect about how you communicate rules and expectations with children. Is your approach calm and nonjudgmental? Is it clear that the focus is on a behavior, NOT on a specific child?The caregiving practices, routines, and expectations that we have for behavior are rooted in our cultural background and past experiences. Rules and expectations in an early learning environment reflect broad values and goals that apply to all educators, children, and families. Sometimes subtle biases that we might not even be aware of can interfere with our ability to understand other perspectives and incorporate other ways of doing things. The process of uncovering these implicit biases takes time and reflection. 4SUPPORTIVE ENVIRONMENTS - EDITION 2 EQuitymattersPositive Behavior Support (PBS) and Supportive EnvironmentsA Continuum of SupportThe Pyramid Model is an established PBS framework for addressing the social and emotional development and challenging behavior of young children. The framework offers a continuum of evidence-based teaching practices that are organized into four levels of support.The second level of the foundation focuses on designing high-quality supportive environments for all children.PBS TEACHING PRACTICES Supportive EnvironmentsA well-designed learning environment is safe, predictable, and supportive for all children. When all of these components are in place, children can manage their behavior and explore with more confidence. Provide children with clear expectations, a predictable schedule, and a well-designed physical space and enjoy the time it opens up to engage and connect with children in more meaningful ways.IntensiveInterventionSocial and Emotional Teaching StrategiesHigh-QualitySupportive EnvironmentsNurturing and Responsive RelationshipsAdapted from Fox, L., Dunlap, G., Hemmeter, M., Joseph, G. E., & Strain, P. S. (2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior In young children. Young Children, 58(4), 48-52.5SUPPORTIVE ENVIRONMENTS - EDITION 2 LEARnInG ABOUT MY WORLDINFANTS EARLY On Children who are at an early stage of social and emotional development are ready to learn how to:• Observe and explore their surroundings using senses and a variety of actions to examine people and objects.• Begin to notice and participate in routines.• Respond to safety warnings from adults.TODDLERS EMERGING SKILLS Children who are at an emerging stage of social and emotional development are ready to learn how to:• Actively explore the environment and show interest in changes in room arrangement or usual activities.• Remember some routines and start some activities without being directed, such as getting ready for the next activity.• Respond well to adult guidance, most of the time. • Build independence.PRESCHOOLERS INCREASING MASTERY Children who are increasing their mastery of social and emotional development are ready to learn how to:• Appropriately handle materials during activities.• Identify simple rules and expectations.• Follow most classroom routines, such as putting away backpack when entering the room or sitting on the rug after outside time.• Adjust to changes in routines and activities when informed ahead of time.For more guidance on building and supporting self-regulation in the early stages of development, refer to the following resources:• Washington State Early Learning and Development Guidelines (https://www.del.wa.gov/helpful-resources/washington-state-early-learning-and-developmental-guidelines)• Head Start Early Learning Outcomes Framework (https://eclkc.ohs.acf.hhs.gov/interactive-head-start-early-learning-outcomes-framework-ages-birth-five)A strong understanding of each child’s developmental ability allows educators to plan appropriate learning opportunities and offer support at the child’s level of need.6SUPPORTIVE ENVIRONMENTS - EDITION 2 INFANTS early onPUT IT INTO PRACTICEEducators and families are the most important part of an infant’s learning environment. Infants are dependent on adults to provide care and access to learning in an individualized, understanding, and soothing way. It is necessary to balance infants’ individual needs with the group needs and expectations.Create a Physically Safe EnvironmentPhysical Arrangement: A safe physical environment for infants offers protected space from older, more active children and choke-able materials. Furniture is developmentally suitable for infants (infant seats, high chairs, cribs, soft crawling mats, etc.). It is a space where infants can freely explore without their curiosity impeded.Teaching Practices Ensure that play spaces are not cluttered or crowded and traffic lanes are open. Ensure there are areas for at least three different types of play and separate quiet areas from active ones whenever possible. Stay close by to see, interact, and respond to infants at all times.Putting these strategies into practice helps infants learn to• Begin to notice and participate in routines.• Respond to safety warnings from adults.Select Supportive Materials and VisualsSupportive and Engaging Materials: Materials are supportive when they are easily accessible and engaging. Familiar and culturally appropriate elements help create continuity between home and the learning environment.Supportive Visuals: Visual supports provide information with pictures and objects. Though infants might not initially understand what the pictures represent, they will begin to learn and feel a sense of control over their environment. Teaching PracticesDisplay colorful and interesting objects, pictures, mobiles at eye level for infants to look at.Provide choices of materials (both large- and small-motor). Organize them by similar type or use (soft toy area, cloth or board books, music, manipulative toys).Take photos of routines, then look at and talk about them together. “Look! First we changed your diaper, now we wash hands.”• Observe and explore their surroundings using senses and a variety of actions to examine people and objects.Make the Environment Predictable Schedules and Routines: When infants have a sense of what’s next and know they will be well cared for, they tend to feel calmer and more content. Clear Rules and Expectations: When positive behavior expectations are consistently modeled, infants are more likely to demonstrate those behaviors as they get older. Teaching Practices Learn and follow each infant’s unique schedule, routine, and cues. Keep the same general order of activities every day. Focus on the pattern of routines in the day rather than time. Talk out loud about what you are doing together and what you will do next. Repeatedly model and discuss desired behaviors. 7SUPPORTIVE ENVIRONMENTS - EDITION 2 Try out these activities and materials to create a supportive environment that feels safe and predictable for infants.VISUAL SCHEDULEMake a picture schedule using a pocket chart or Velcro strip and photos taken of infants participating in the main daily activities and routines (i.e. arrival, playtime, outside time, mealtime, diapering and departure).Post it where everyone can see. Point to the pictures and talk about what is happening throughout the day. Remember to be flexible and accommodate individual infant’s needs.Hands Are Not for HittingBy Martine AgassiSettle into a quiet, cozy area with an infant and talk about the many ways to use hands in a positive way. Focus on actions familiar to infants: waving, hugging, playing, eating, and drinking. Model actions and encourage infants to imitate.Try it outVISUALS FOR ROUTINESUse a First-Then visual to teach steps of simple routines. Start by selecting a couple of routines that happen each day (diapering, feeding, playing). Break each routine down into a two-step sequence.Diapering example: First change the diaper, Then wash hands. Use photos or drawings of the two steps and put the pictures in order on a First-Then visual. Post the chart in the same area of the room where the routine happens. Talk often about the pictures and what you are doing. *HSCI visual supports and teacher tools: http://headstartinclusion.org/teacher-tools#visualBOOKSMake storybook reading a part of your daily routine. Looking at books together becomes an enjoyable activity in which infants feel safe and know what to expect. PARTNERING WITH FAMILIESFamilies have the greatest impact their child’s emotional well-being and development. Involving them in creating well-designed environments for children can strengthen the connections children make between their home and program learning environment. Be open to new ideas, though they may feel unfamiliar at first.Invite families to share information about daily routines and caregiving practices in the home.• Ask families if there are familiar items from home that children would like to see in their learning environment to create continuity.• Encourage families to talk to children about what they are doing and what will happen next during caregiving routines.8SUPPORTIVE ENVIRONMENTS - EDITION 2 TALK ABOUT ITMeaningful back-and-forth conversations help infants understand their environment and learn about expectations for behavior. Make comments, ask open-ended questions, and use novel words as you interact with infants during daily caregiving activities.CommentsOpen-ended QuestionsNovel WordsIt’s time for your favorite song and your nap.We change your diaper before nap.Up! You’ve put your arms up. You know I’m going to pick you up!You look wide awake. What would you like to do? It’s time to go home. Who is coming to pick you up?All done with changing your diaper. What shall we do next?NapDiaper changePlay timeHelloBye-byeGentleQuiet9SUPPORTIVE ENVIRONMENTS - EDITION 2 Putting these strategies into practice helps toddlers learn toTODDLERS emerging skillsPUT IT INTO PRACTICEToddlers rely on educators as a secure base in their early learning environments, but are ready for more active exploration. A well-designed environment for toddlers encourages feelings of safety and supports positive behaviors like engaged play and a calm body.Create a Physically Safe EnvironmentPhysical Arrangement: When toddlers are safe and can use the toys they are interested in, they are more likely to be content and engaged, leaving more time for everyone to enjoy interacting and learning. Teaching Practices Have spaces and related materials for at least three different types of play (active play, quiet play, and play with messy materials). Separate areas for active play from areas for quiet play and have a space for privacy. Arrange space to have clear traffic lanes and the ability to see and support all children.Make the Environment Predictable Schedule and Routines: Toddlers are just learning to follow a group schedule and group expectations. Be flexible and adjust duration or timing of activities based on children’s interests, needs, and individual styles.Clear Rules and Expectations: When expectations and rules are clear and consistent, toddlers begin to manage themselves independently and self-regulate. Teaching Practices Post the daily schedule and refer to it often to remind children of what to expect throughout the day. State simple expectations in positive terms indicating what the child can do: “Friendly touches please” or “Please use your words.” Provide encouragement and praise when children follow rules and expectations.Select Supportive Materials and VisualsSupportive and Engaging Materials: Carefully choosing and arranging materials that are accessible and ready for use enables toddlers to play with more independence and confidence. Supportive Visuals: Using visual supports provides toddlers with information that helps them better understand what they are expected to do in specific situations. Visuals can also be used to support communication and self-direction. Teaching Practices Offer open-ended materials (e.g., blocks, playdough, paint) that can be used for a variety of purposes. Post visuals at toddlers’ eye level in activity areas so children can reference them as needed. Point to and talk about the visuals often, and model behaviors you want to see.• Actively explore the environment, showing interest in room arrangement, atmosphere, and activity changes.• Remember some routines and start some activities without direction, such as prepping for the next activity.• Respond well to adult guidance.• Build independence.Next >