Building Relationships and Creating Supportive Environments Birth to Age 5: Community of Practice Sylvia Kennedy-Godin December 13, 2018

The follow-up to our August 22nd in-service provides an opportunity for staff from several programs to think about universal social-emotional teaching practice content in greater depth, discuss best practices in teaching relative to social-emotional development, and reflect on application of the skills with peer feedback and goal-setting. In later sessions, we will expand on our understanding of child development for children who may need additional teaching of social-emotional skills. The follow-up at Mary Johnson has the following learning goals: Understand social-emotional development in early childhood and develop personal strategies to support this development in individual classrooms; Develop strategies to teach appropriate social-emotional skills within the context of classroom routines, transitions and activities, expectations and rules, positive feedback, and including families; Create a personal action plan for one teaching practice that supports social-emotional development.