Supporting the
Social, Emotional and Behavioral
Development / Health
of Young Children
Laura J. Johns, Ph.D.
Introduction
Laura J. Johns, Ph.D.
The mission of Propulsion Squared is to optimize human capital as a means of enriching vast and diverse
communities working to enhance the lives of young children. Our vision is a world where people and communities are
compelled to meet the holistic needs of their children as a means of investment in their community and future. The
company’s name represents our commitment to create a force leading to movement on behalf of our youngest citizens.
Propulsion Squared is an Atlanta based early care and education (ECE) consulting firm co-owned by Laura J. Johns, Ph.D. and Christopher Sleeme.
“Emotional well-being and social
competence provide a strong
foundation for emerging cognitive
abilities. Together they are the bricks
and mortar that comprise the
foundation of human development.”
(National Scientific Council on the Developing Child, 2007)
Emotional Competence
• Refers to one's ability to express or release
one's inner feelings (emotions). It implies an
ease around others and determines one's
ability to effectively and successfully express
how they feel.
Social Competence
• Refers to a person's ability to
get along with other people.
A child's social competence is
affected by how well he/ she
communicates with other
children and with adults.
• A child's view of
herself/himself in relation to
her family, peers, and the
wider world also affect social
competence.
Behavioral Competence
• Behavioral competencies are observable
and measurable behaviors, knowledge,
skills, abilities, and other characteristics
that contribute to individual success.
It Starts With a Theory!
Types of Theory
Behaviorism - all behavior is learned or
conditioned
Skinner
Cognitive - focus on the mind - how children
learn to think
Piaget
Vygotsky
Types of Theory
Constructivism - based on the belief that we
construct our knowledge
Piaget
Vygotsky
Maturationalism - passage of time leads to
unfolding of capabilities
Piaget
Types of Theory
Psychoanalytic - human behavior is a result of
unconscious drives and motivation
Freud
Erikson
Sociocultural - study of the child from social and
cultural prospective
Vygotsky
Humanistic – Human potential and
self-actualization
Maslow
Vygotsky-Sociocultural
People are products of their social and cultural
worlds, to understand children, we must
understand the social, cultural, and societal
contexts in which they develop
Vygotsky-Sociocultural
ZPD Zone of
Proximal Development
Scaffolding
Erikson - Psychoanalytic
Each age or stage of
development is
characterized by a
struggle between two
emotional states, one
positive and one
negative
Erikson-Psychoanalytic
Trust vs. Mistrust
Autonomy vs. Shame
Initiative vs. Guilt
Industry vs. Inferiority
Identity vs. Role Confusion
Intimacy vs. Isolation
Generativity vs.Stagnation
Integrity vs. Despair
Abraham Maslow-Humanistic Hierarchy
of Needs
Focus on what children
need to survive emotionally,
based on potentials, striving
for higher levels of
wisdom/consciousness
Environment makes all the
difference! If it is “right”
children move through the
hierarchy; if not, they do not
grow.
Hierarchy of Needs
Self-Actualization
•Fulfillment of potential, challenge, curiosity, creativity,
aesthetic appreciation
Self-Esteem
•Recognition, prestige, leadership, achievement,
competence, strength, intelligence
Love
•Acceptance, belonging, affection, participation
Safety
•Security, protection, comfort, peace, order
Physiological Needs
•Food, sleep, health, exercise, sex
The Pyramid Model: Effective Practices to Promote
Social Emotional Competence and Prevent and
Address Young Children’s Challenging Behavior
Tertiary
Intervention
Secondary
Prevention
Universal
Promotion
The Center on the Social and Emotional Foundations for Early Learning
(CSEFEL) www.vanderbilt.edu/csefel
Pyramid Foundation = Effective
Workforce
• Training and technical assistance
• Coaching
• Ongoing professional
development
• Fidelity of implementation
• Policies, resources and
procedures
Nurturing and Responsive Relationships
• Foundation of the
pyramid: for ALL
children
• Essential to healthy
social development
• Includes relationships
with children, families
and team members
High Quality Environments
• Inclusive early care
and education
environments: for
ALL children
• Supportive home
environments
Supportive Home Environments
• Supporting families and
other caregivers to
promote development
within natural routines
and community settings
• Providing families and
other caregivers with
information, support,
and new skills
Targeted Social Emotional Supports
• Explicit instruction
and support for
learning social
skills
• Self-regulation,
expressing and
understanding
emotions,
developing social
relationships
Individualized Intensive Interventions
• Family-centered,
comprehensive
interventions
• Assessment-based
• Skill-building
• Team based
• Positive Behavior
Supports (PBS)
Teach Children to Identify and Express
Emotions
• Give feelings names
• Teach children to
identify and express
• Provide opportunities
emotions in
to identify feelings in
themselves and others
acceptable ways
• Teach children ways to
respond to specific
feelings, conflicts, or
problems
Expressing Feelings - What’s
Acceptable!
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Ask for help
Use words
Say it….don’t show it
Tell a grown up
Walk away
• Take a breath
• Describe how you feel
• Think of a different
way to express it
• Relax and try again
• Ask for a hug
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Brave
Cheerful
Confused
Curious
Disappointed
Embarrassed
Excited
Fantastic
Friendly
Generous
Ignored
Impatient
Important
Interested
Jealous
Angry
Confused
Lonely
Feeling Words
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Cheerful
Bored
Surprised
Proud
Frustrated
Silly
Uncomfortable
Worried
Stubborn
Shy
Satisfied
Safe
Relieved
Peaceful
Overwhelmed
Loving
Tense
Calm
Indicators of Social Emotional Health
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Capacity to Trust
Capacity to Relate
Capacity to Take Pleasure in Self and Others
Capacity to Feel Effective
Key Social / Emotional Skills Children
Need as They Enter School
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Key Skills
• Confidence
• Capacity to develop good relationships
• Concentration and persistence
•Ability to effectively communicate
emotions
• Ability to listen to instructions, be
attentive
• When children don’t have these skills, they
often exhibit challenging behaviors
Seven Gifts You Can Give
• Respond in encouraging ways
• Let children know they are
capable
• Help children develop
confidence and trust in others
• Help children learn about
intimacy
• Help children learn that adults
can not solve all problems
• Be tolerant of the internal
conflicts and desires of children
• Match your reaction to the
child’s temperament
Be Responsive to Emotion/Behaviors
• Watch
– See the world as children see it
– Wait for verbal and non-verbal clues / do not rush in
– So you can choose the right response
• Ask
– How can I support
– What message is the child sending
– What is my bias…my hot spot
• Adapt
– Adapt your actions to the child’s desires…modify as
needed
Probable Causes of Behaviors
Cause
Why
What
Developmental stage
Maturation
Relax
Tolerate
Channel it
Stop it
Individual difference
Temperament
Observe and adapt
Provide options/choices
Environment
Home, school, lifestyle,
culture, library
Ensure protection, attention,
stimulation, order and calm
Change or adapt expectations
I did not know…but I am Un-experienced
ready to learn
No teacher
Teach a new skill
Explain
Encourage / offer help
Be patient
Unmet emotional need
Do something
Actively respond with actions not
words
Missed a critical realm of
emotional development
Practical Ideas - Book Nooks
On Monday When
it Rained
Glad Monster
Sad Monster
Hands Are Not for
Hitting