1

Supporting Social and Emotional Development Action Template

Miriam Sanchez

University of Massachusetts Global

ECED 302: Social and Emotional Competence in Early Childhood Education

Professor Stacy Silva

November 14, 2021

 2

Part 1 - Supporting Yourself in Supporting Others

To complete this section, review your Positive Climate and Behavior Support Self-Assessment results.

To find resources for strategies, utilized any of the resources for this assignment, including Bilmes (2012),

Hancock (2016), Raikes (2009), CA ECE Competencies, CSEFEL Resources, and others that provide strategies

for creating positive climate.

Choose ONE of your stated priority areas, and fill out the following form to create an action plan

Action Plan for Creating a Positive Climate

What specific steps must you take to achieve your goal? Include your entire plan strategy in this section,
not just the aspect you are implementing for this course.

Goal: State your goal in a measurable sentence. For example: Define expectations to support positive
behavior
My goal is: To use visual cues and labels to prevent challenging behavior

Action Steps - What are the steps you need to take to Expected Costs, constraints,
complete your goal? be specific, include expected completion completion considerations
date, costs, time involved, etc. (Add more rows if needed) date

post pictures or photographs around the classroom 12/10 Cost: No cost or cost of
printing

Constraints: Having time to

take pictures and print.

Considerations: Will work

allow me to print the
pictures?

get little mats (sitting spots) to place at the carpet to indicate 12/17-22 Cost: $15-$30.
where the children are going to sit for circle time Constraints: Not enough mats
available to purchase.
Considerations: Will the
children be able to sit on the
mats or will they play with
them?
 3

label the container of toys/ materials with pictures 12/17 Cost: $0.

Constraints: Having time to

label

Considerations: Will work

allow me to print the
pictures?

Assign 1-2 jobs all toddlers can do. 1/7 Cost: no cost but can
purchase a chart of “helping
Ex: Help set table, help put toys away, turn on/ off the lights, hands” for $15-$30
help clean the table
Constraints: I’m concerned if
my 2 year olds is capable of
following job descriptions.

Considerations: Will the

toddlers do their job?

How will you know you have made progress toward your goals? What will you look for?

I will know I have made progress toward my goal when I start looking at ideas of visuals on how to implement
the type of visual I want to include in my photograph. Then I will start to look them up and printing it and
order materials in whatever I need.

OBSTACLES/CHALLENGES
What obstacles stand in the way of you achieving your plan?
How will you address the obstacles or challenges
Obstacle/Challenges
if/when they arise?
An obstacle that will stand in my way of achieving this The way I will address the obstacles and challenges
goal is money. is to manage my money wisely to be able to afford
the materials. Another way would be to ask my
director for the materials I will need and hope we do
get the materials.
Another would be not having the time to get the materials Manage my time wisely. Whenever I have free time,
needed to achieve my goal. use that time took and get the materials needed.
 4

Part 2 - Supporting a Child

In this section, you will create a social/emotional development action plan for your observed child. Base this
plan on your reflection and analysis sections of the Week 4 Child Observation, your Week 4 Reflective Journal
and the feedback from the family about their child from the Week 5 Family Interview. Use the course resources
to find specific research-based strategies for the child, including the CDE resources, CSEFEL, Bilmes and
others.

Social/Emotional Development Action Plan for a Child

What specific steps must you take to achieve your goal? Include your entire plan strategy in this section,
not just the aspect you are implementing for this course.

6 Life Skills: Which two Life Skills did you determine to focus on for this child?
1. self-regulation
2. collaboration

Family Perspective: What did you learn from the family about the child and their goals for their child?
How does this impact your assessment?
I learned that the child has a sleep routine. He goes to sleep from 7:30 pm to 7 am. Mom wants her child to be
healthy, safe, and happy. From the program, she wants her child to explore and learn things. She wants him to
develop his motor and social skills and wants him to build his immune system.

What are possible social/emotional risks for this child? Any red flags?

I didn’t really see any red flags but all I can say is he is not very social with his peers. He tends to play solitary
and have no interest in other children. I did notice that when his teacher walked out the door he cried and a peer
came up to him and touched him and he began to cry more.

Choose one of the two life skills, and write an action plan to support it.
Which life skill will you use? What is your goal for the child based on this life skill? State in measurable
terms

The life skill I chose is collaboration. My goal for the child based on this life skill is to interact with other peers
in playing with toys.

Strategies for Life Skill Goal 1

In this section, you will create specific research-based strategies to support the Life Skill 1 Goal. (You
began thinking about these strategies in your Week 4 Child Observation assignment. Here, you will work
to build them in more detail)

Support Aspect Strategy written out specifically Rationale and Research backing
this strategy
How will you strengthen I will strengthen my bond with this child When children feel safe they begin to
your bond with this child? by building trust and being there for him. build trust and know that their needs
are going to be met. This will allow
them to build relationships. Blimes
mentioned that children seek adult
assistance to take care of their basic
 5

needs, to feel safe and secure, to feel

loved and cherished, a sense of
belonging, and to teach them about
the world around them.
What one teacher A teacher interaction I would use to This will encourage the child to
interaction or relationship support this life skill is to model collaborate and interact with his
strategy would you use to collaboration skills by interacting with peers. Joseph & Strain’s article
support this life skill? the childrens play. I would model “You’ve got to have friends”
freindly behavior as play partners. suggested a strategy for developing
friendships which is direct modeling.
Which classroom culture or A classroom environmental strategy Having the child stay in the same
emotional environment would be to encourage the child to stay play area with peers will encounter
strategy would you use to in the play area to interact with his peers. some type of interaction and can lead
help develop this life skill? to the life skill of collaboration.
Blimes mentioned that “to be able to
collaborate, children need to learn
how to take turns, solve social
problems, and share community
space and stuff.”

What will you specifically I would create a busy board area. I Create an environment that will
do to the classroom would put the busy board or a busy encounter social interaction. Learning
environment, the physical board table at the carpet. how to work and play with others is a
space, for this child, to help challenging task for children
reach the goal? (Blimes). So this strategy will
encourage some type of interaction.
What one curriculum An adaptation I can implement to Observe the child with what he plays
adaptation or intervention support this life skill is to provide more with the most. Observations are the
can you implement to hands-on activities. I can use the child’s best way to collect information about
support this life skill? How interest to see what type of educational the child. “They are important tools
can you use the child’s toys or activities I can provide. for understanding children
interests to scaffold and individually and in groups, and for
build strength? the purposes of planning
environments, curriculum, and other
learning experiences” (ECE
Competencies).

How will you address any I will use warm, loving voice, a calm Use this strategy to communicate
challenging behavior tone. with the child about his peers playing
related to the development and wanting to play with him. This is
of this life skill? backed up to the pyramid model tier
2, secondary prevention: “Prevention
which represents practices that are
targeted social-emotional strategies to
prevent problems.”

How will you help support I will use words of encouragement. Observe the child and say words of
the development of encouragement based on what he’s
 6

initiative and self-efficacy doing to motivate him to keep going.

in this child? According to Hicks, encouragement
“allows children to become
self-motivated, faithful to themselves,
and focused on following their own
interests”

How will you help this I will read books about emotions and Communicate with the child
child to recognize and relationships throughout the readings to help
manage their emotions and expand communication, his thinking
enhance peer relationships? and knowledge.

How will you individualize By communicating and collaborating Create goals with his family to
support for this child in a with the child’s family to imput their support their child. The competency
manner respectful to goals. Family and Community Engagement
his/her family’s beliefs and addresses the importance of family
expectations? engagement. Families play an
important role in helping their
children progress

What will you do I will set a meeting that works best for Take notes from the meeting.
specifically to involve the their schedule to get them involved in “Observation, screening, assessment,
family in a plan to develop the plan to develop this skill and documentation include input
this skill? from families and reflect cultural
understanding.” (ECE Competencies)

What is one children’s How will you use the book? What are Rationale and Research that
book you will use to some curricular activities you will use supports the use of books for
support this life skill goal to add meaning to the book? emotional literacy?
for this child?

Mine! by Jerome Keane I will use this book during circle time or The book supports emotional literacy
when there’s free time to read the book. by learning how to express their
Some curricular activities I will use to emotions and how to behave. This
add meaning to the book is to talk book will encourage the child to play
throughout the book and mention the with someone when he’s bored. It
behaviors or how they are feeling. An teaches about sharing.
activity outside of the book is to
encourage sharing a toy with a peer such
as a ball or playing together on the busy
board/table.

How will you know you have made progress toward your goals? What will you look for?

I will know I have made progress toward my goal when I start to see the child interacting more with his peers
and sharing the toys.
 7

OBSTACLES/CHALLENGES
What obstacles stand in the way of you achieving your plan for the child?
How will you address the obstacles or challenges
Obstacle/Challenges
if/when they arise?
Decides to play solitary Keep encouraging the child to interact and play with
his peers.
Begins to get upset Comfort the child and communicate with him that
his friend wants to play with him.

Part 3 - Supporting a Family

Review the analysis from your Self-Assessment in Family Partnerships and use what you learned from the
Week 5 Family Interview - Getting to Know a Family to create a responsive relationships action plan for this
particular family.

Responsive Relationships Action Plan for a Family

What specific steps must you take to achieve your goal? Include your entire plan strategy in this section,
not just the aspect you are implementing for this course.

5 Protective Factors: Which two Protective Factors did you determine to focus on for this family?
1. Social Connections
2. Knowledge of Parenting and Child Development

What did you learn from the family that lead you to choose these protective factors?

I learned from the family that they’re often busy and do not have much time to spend time with their child.
This led me to choose social connections so they are willing to accept assistance from their social network such
as family. It also led me to choose the knowledge of parenting and child development to expand their
knowledge and understanding of child development.
Which one protective factor could have the most impact on this family?

Social connections

What are the three competencies (knowledge, skills, and actions) did you decide to address as a result of
your Family Partnerships self-assessment?
 8

● Dual-language development
● Relationships, Interactions, and Guidance
● Family and Community Engagement

Which of these competencies do you feel is most connected, or would have the most impact on promoting
the chosen protective factor for this family? Why?

The competency I think would have the most impact on promoting the social connection factor is family and
community engagement because it “[p]rovid[es] information about community resources and ensuring that
support is available beyond the early education experience are important components of supporting families”
(ECE Competencies).

What is your plan for growth in this competency? Please be specific and write the steps you will take to
develop this competency.

My plan for growth in this competency is to help the family understand the “role of the family in the care and
education of the child, and the role of the community in providing resources and services to children, their
families, and programs” (ECE Competencies).

1. communicate with the family

2. build relationships with the family
3. provide/ mention about community resources

Strategies for Responsive and Supportive Relationships

In this section, you will create specific research-based strategies to support one protective factor for a
family and one competency that will best impact this protective factor. (You began thinking about these
ideas in your Week 3 Family Partnership Self Assessment and your Week 5 Family Interview more
detail)

Support Aspect Strategy written out specifically and Rationale and Research backing
in steps this strategy
What will you specifically To advance my skill in the competency I Review the ECE competencies.
do to advance your skill in chose is to become more knowledgeable Research community resources.
the chosen competency? in the competency context and do more
research on types of community
resources.

How will this skill impact This skill will impact my ability to Have a list of the community
your ability to support the support the family in the chosen resources and services.
family in the chosen protective factor by having a better
protective factor? understanding of my role as an educator ECE Competencies: Family and
to provide resources and services to Community Engagement
children and their families
Which one of strength “Families are our partners with a critical Become familiar with the family’s
based attitudes on page 10 role in their family’s development”. I goals.
of Family Engagement and would develop it by having intake
 9

Positive Goal-Oriented meetings and asking follow-up

Relationships would you questions. I would also do home visits to
most likely need to develop learn more about them.
to support the strategy
chosen? How will you
develop it?

Which one of the “Support competence”. I would develop Have an open communication
relationship based practices it by sharing positive and specific
on page 11 of Family information about the child with the
Engagement and Positive family, attributing the child’s progress to
Goal-Oriented the family’s efforts.
Relationships would you
most likely need to develop
to support the strategies
chosen? How will you
develop it?

What is one specific way A way I will strengthen my relationship Notes of the communications and
you will strengthen your with this family is to continue to goals. As mentioned in the ECE
relationship with this communicate with the family about the competencies, Observation,
family? child and their goals being met to work Screening, Assessment, and
on the next thing they’d like. Documentation should have the
family’s input.
What is one specific way Collaboration gives an opportunity for Collaborating with the family allows
you will nurture leadership everyone to contribute us to work together to meet their
in this family? goals.

ECE Competencies: Relationships,

Interactions, and Guidance

What school culture Providing home language to help them To look for community resources in
strategy can you use to understand and feel comfortable their preferred language.
support development of the
protective factor? ECE Competencies: Family and
Community Engagement

What is one specific Attending workshops or seminars Get more knowledge.

strategy you can plan to
build relationships in the
community that will
support this family?
How will you know you have made progress toward your goals? What will you look for? How will you be
held accountable and how will you know you have achieved each goal?

I will know I have made progress toward my goal by having more collaborations and contributions with the
family. I will know I have achieved each goal if there’s a progression in the child’s development in developing
his collaboration skills. I will look for who/where the family is getting the assistance to support their child.
 10

OBSTACLES/CHALLENGES
What obstacles stand in the way of you achieving your relationships plan?
How will you address the obstacles or challenges
Obstacle/Challenges
if/when they arise?
Too shy to ask/look for assistance or support Keep encouraging

Not having the time to communicate Be as flexible as possible. Find alternative ways of
communicating, schedule meetings.
 11

References

Blimes, Jenna. (2012) Beyond Behavior Management: The Six Life Skills Children Need. Print

California Early Childhood Educator Competencies. (2011). California Department of Education and First 5

California. https://www.cde.ca.gov/sp/cd/re/documents/ececompetencies2011.pdf

Hicks, Brenna. “Encouragement vs. Praise”. The Kid Counselor.

https://www.thekidcounselor.com/encouragement-vs-praise/

Joseph & Strain. “You’ve got to have friends”. Center on Evidence Based Practices for Early Learning.

https://drive.google.com/file/d/1oVOaxWicuJuRyoouUSFs60EpxsvEUNcD/view

Pyramid Model Overview. NCPMI. https://challengingbehavior.cbcs.usf.edu/Pyramid/overview/tiers.html