Super friend Capes, Tucker the Turtle, and
More: CSEFEL Tools and Strategies for Social
Emotional Development
Missy Repko and Marci Arroyo
Together We Will
3.25.15
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What is CSEFEL?
The Center for Social Emotional Foundations for Early
Learning (CSEFEL) is focused on promoting the social
emotional development and school readiness of young
children birth to age five.
CSEFEL is a national resource center jointly funded by the
Office of Head Start and Child Care Bureau for disseminating
research and evidence based practices to early childhood
programs across the country.
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What is CSEFEL?
• CSEFEL’s Pyramid Model is a conceptual framework of
evidence-based practices addressing the social emotional
development and challenging behavior of young children.
CSEFEL represents nationally recognized researchers and
program developers in the areas of social skills and
challenging behavior. Based on evaluation data over the last
five years, the Pyramid Model is a sound framework for early
care and education systems, and they have developed
extensive training materials, videos, and print resources to
help states, communities and programs implement this model
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CSEFEL
Guiding Principles/Values
• Supporting young children’s social and emotional
development to prevent challenging behaviors;
• Individualizing interventions to meet children’s and families’
unique interests, strengths, and needs;
• Promoting skill building with enough intensity to affect
change;
• Implementing strategies in the context of naturally occurring
routines and environments;
• Ensuring fidelity of use through a systematic
change
process; and
• Modifying strategies to meet the cultural and
linguistic
diversity of families and children.
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CSEFEL Pyramid Model:
Promoting Social Emotional Competence in Infants and Young Children
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Challenging Behavior
• What we are referring to when we say “challenging
behavior” is:
• Any repeated pattern of behavior that interferes with
learning or engagement in pro-social interactions with
peers and adults.
• Behaviors that are not responsive to the use of
developmentally appropriate guidance procedures.
• Prolonged tantrums, physical and verbal aggression,
disruptive vocal and motor behavior (e.g., screaming,
stereotypy), property destruction, self-injury,
noncompliance, and withdrawal.
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4 Pre-School Modules
Module 3b
- Individualized Intensive Interventions: Developing a behavior
support plan
Module 3a
-Individualized Intensive Interventions: Determining the meaning of
challenging behavior
Module 2
-Social Emotional Teaching Strategies
Module 1
-Promoting Children’s Success: Building relationships and creating
supportive environments
Module 4
-Leadership Strategies
UMass Donahue Institute
A member of the National Head Start Training and Technical Assistance Network
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3 Infant-Toddler Modules
Module 3
-Individualized Interventions for Infants and Toddlers
Module 2
-Responsive Routines, Environments, and Strategies
to Support Social Emotional Development of Infants
and Toddlers
Module 1
-Social Emotional Development within the Context of
Relationships
UMass Donahue Institute
A member of the National Head Start Training and Technical Assistance Network
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“If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave,
we…….....
…….teach?
……punish?
Why can’t we finish the last sentence as automatically as
we do the others?”
Tom Herner (NASDE President ) Counterpoint 1998, p.2)
UMass Donahue Institute
A member of the National Head Start Training and Technical Assistance Network
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Strategies to Develop Emotional
Literacy in Children
Using enriching language tools
-Choosing books, music, finger plays with a rich vocabulary of
feeling words
-Using puppets or felt board stories that retell common social
experiences and that emphasize the feeling vocabulary and
conflict resolution
-Reading stories about characters that children can identify
with who express a range of feelings
-Encouraging toddlers to draw pictures of their difficult or
scary emotions
UMass Donahue Institute
A member of the National Head Start Training and Technical Assistance Network
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Book Nooks
http://www.csefel.uiuc.edu/practical-ideas.html
On Monday
When
it Rained
Glad Monster
Sad Monster
Hands Are Not
for Hitting
2.4
UMass Donahue Institute
A member of the National Head Start Training and Technical Assistance Network
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Scripted Stories
• Using scripted stories to help teach children
about anger and impulse control
– Tucker the Turtle
– Super Friends
– I Can Use My Words
UMass Donahue Institute
A member of the National Head Start Training and Technical Assistance Network
12
Turtle Technique
Recognize
that you
“Think”
Stop.
feel angry.
Go into shell.
Take 3 deep
breathes.
And think
calm,
coping
thoughts.
UMass Donahue Institute
A member of the National Head Start Training and Technical Assistance Network
Come out of
shell when
calm and
think of a
solution.
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Tucker Turtle
Takes Time to Tuck
and Think
A scripted story to assist with teaching the
“Turtle Technique”
By Rochelle Lentini
March 2005
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Created
using
picturesInstitute
from Microsoft Clipart® and Webster-Stratton, C. (1991). The teachers and children videotape series: Dina dinosaur school.
UMass
Donahue
WA:Assistance
The Incredible
Years.
A member of the National Head Start Training andSeattle,
Technical
Network
Problem Solving Steps
Step 2
Would it be safe?
Would it be fair?
How would everyone feel?
UMass Donahue Institute
A member of the National Head Start Training and Technical Assistance Network
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Help the Child Think of a Possible Solution:
•Get a teacher
•Ask nicely
•Ignore
•Play
•Say, “Please stop.”
•Say, “Please.”
•Share
•Trade toys/item
•Wait and take turns
UMass Donahue Institute
A member of the National Head Start Training and Technical Assistance Network
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Problem Solving Pete Puppet
Problem solving Pete is
an easy puppet to
make with children.
You can use Pete as a
visual while teaching
children about solving
daily problems.
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The Solution Kit
UMass Donahue Institute
A member of the National Head Start Training and Technical Assistance Network
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CSEFEL Resources
Tools for Teachers and Caregivers
- What Works Briefs
-Tools for Teaching Social/Emotional
Skills
-Scripted Stories for Social Situations
-Book Nooks
Tools for Families
-Parent Training Modules
-Parent Handouts
UMass Donahue Institute
A member of the National Head Start Training and Technical Assistance Network
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If there is anything that we wish to
change in the child, we should first
examine it and see whether it is not
something that could better be
changed in ourselves.
Carl Jung – psychiatrist
UMass Donahue Institute
A member of the National Head Start Training and Technical Assistance Network
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