Standards (KELS) to Support Using Kansas Early … one or more traumatic events may have ... (Perry,...

Using Kansas Early Learning

Standards (KELS) to Support Resilience in Infants

and Young Children at Risk

KELS Toolkits

•  This is one in a series of toolkit presentations developed to guide early care and education providers in appropriate and effective use of the Kansas Early Learning Standards (KELS).

•  As a pre-requisite to this training, participants should first be familiar with the KELS Overview Toolkit and the KELS document.

How do Kansas Early Learning Standards (KELS) Support Resilience?

Making the connections: •  Conceptual knowledge and skills •  Guiding principles from School Readiness

Framework •  Kansas College and Career Ready Standards

(KCCRS) Kansas Early Learning Standards (2014 Revision) http://www.ksde.org/Portals/0/Early%20Childhood/Early%20Learning%20Standards/KsEarlyLearningStandards.pdf

Related KELS Toolkits

Using the KELS to Support: •  Identification and Referral

for Special Education Services and Supports

•  Dual Language Learners •  Young Children with IFSPs

and IEPs •  Parents and Other Family

Members – Understanding of the Standards

•  Active Parent Partnerships and Engagement

Learner Objectives

Participants will be able to •  Understand factors that promote resilience

in young children. •  Identify examples of risk and protective

factors within the child, the family, and the child’s community.

•  Recognize possible effects (positive and negative) of different types of stress experienced by young children.

•  Use Kansas Early Learning Standards to strengthen factors that can buffer stress and promote resilience in young children.

Why Is It? •  …that two children with identical

abilities can have very different experiences learning to read, e.g., one struggles and one excels

•  …that children born and raised in the same family may demonstrate dramatically different responses to social interaction, e.g., one is outgoing, one is extremely shy

•  …that two infants born with the same genetic disorder can have remarkably different developmental outcomes

•  …that children raised in extreme poverty and neglect can grow up to be healthy, successful adults

Understanding Factors that Influence Resilience in

Young Children

Every person is a product of the interaction of his or her heredity and environment, that is, nature and nurture.

“Science tells us that the developing child is influenced by both genetics and experience. There’s no such thing as one without the other, and they both matter a great deal.”

(Shonkoff, 2004, p. 9)

Resilience

“…the essence of resilience is a positive, adaptive response in the face of significant adversity.” (National Scientific Council on the Developing Child, 2015, p. 1)

Resilience

“…results from dynamic interaction between internal predispositions and external experiences.” “…is seen in how the brain, the immune system, and genes respond to experiences during development.”

(National Scientific Council on the Developing Child, 2015, p. 2-3)

Risk and Protective Factors: A Delicate Balance

Risk Factor

•  Measurable, observable characteristic that precedes and is associated with an adverse outcome

•  Can be identified within the •  Individual •  Family •  Community •  Culture

(Kraemer, et al., 1997)

Protective Factor

•  Characteristics associated with lower likelihood of adverse outcomes, identified within the •  Individual •  Family •  School/Community

(NRC and IOM, 2009)

How to Identify Early Childhood “Risk & Protective” Factors?

Examples of individual factors that effect healthy development •  Birth weight •  Self-regulation •  Communication and

learning •  Relating to others

(Shonkoff & Phillips, 2000)

How to Identify Early Childhood “Risk & Protective” Factors?

Examples of family factors that effect healthy development •  Healthy early physical environment •  Nurturing relationships with caregiver •  Socioeconomic resources


How to Identify Early Childhood “Risk &

Protective” Factors?

Examples of school and community factors that effect healthy development •  Availability of high quality child care •  Support for early learning •  Access to supplemental services


How Balanced are the Scales for Your Children and Families?

We recognize that many of the children and families with whom you work may experience serious and pervasive risk factors outside of your knowledge or control. Such complex challenges call for system-wide solutions, outside the scope of this training. Instead, this training will focus on what early childhood care and education providers can do in their day-to-day practices, utilizing the Kansas Early Learning Standards, to promote resiliency in young children.

Cautions about Predicting Outcome Based on Risk Factors

•  Studies of populations exposed to common risk factors suggest that it is the accumulation of multiple risk factors - rather than exposure to a single risk factor - in the absence of buffering protective factors, that demonstrates a substantial effect in predicting problem outcomes (Sameroff, Gutman, & Peck, 2003)

•  Consequently, interventions that target multiple risk and protective factors (within the child, family, and community) are most effective in promoting resilience

Resilience in Response to Stress

•  Risk and protective factors influence how children respond to different types of stress

•  Resilience is the result of a combination of protective buffering factors in the presence of stress

www.developingchild.harvard.edu

Types of Child Stress

•  Positive - response to personal challenge leading to sense of mastery or control

•  Tolerable - response to adverse event in the presence of supportive relationships and good environmental supports resulting in coping and recovery, building self-regulation and self-esteem

•  Toxic - response to extensive and/or prolonged adverse events in the absence of supportive buffers can result in poor coping and recovery, compromised brain development and lifetime risk for physical and mental disorders

(IOM/NCR, 2012)

Toxic Stress

“Results from strong, frequent, or prolonged activation of the body’s stress response systems in the absence of buffering protection of a supportive adult relationship.”

(Shonkoff, et.al., 2012, p. 236)

Traumatic Stress Childhood stress also occurs when a child experiences an intense event that harms or threatens to harm his or her physical and/or emotional well-being. Children react to trauma both physiologically and psychologically. Some children who have experienced one or more traumatic events may have long-lasting reactions that interfere with their ability to interact with others and function in daily life. Some of these children may even develop symptoms diagnosed as post traumatic stress disorder (PTSD).

National Child Traumatic Stress Network www.NCTSNet.org

Research on Children with PTSD

“…children with PTSD had elevated levels of the stress hormones adrenaline and cortisol, even on a normal day when nothing especially stressful was happening. Thus, these children’s stress systems seemed to be turned on even when they didn’t need to be.”

(Hawley, 2000, p. 6)

Child Traumatic Stress is Treatable

“Despite its potentially serious consequences, childhood traumatic stress is one of the most treatable mental health problems of childhood. With rapid intervention, a child’s life can be put back on track. Children who receive timely and appropriate treatment may not only recover, but gain the tools and capacity to cope more successfully with future stress.”

National Child Traumatic Stress Network, p. 7

Trauma Treatment Recommendations

•  Providing structure, predictability, nurturing •  Parenting the child based on emotional age •  Having realistic expectations •  Treating the primary caregiver if they have

been impacted by the same trauma (Perry, 2014) https://childtrauma.org

Working with Families

•  When communities and families work together to strengthen protective factors, we can prevent many hardships faced by young children

•  Strategies to build child and adult capacities should be integrated with policies that work to lower stress on families

(National Scientific Council on the Developing Child, 2015)

Recognizing Age-Related Reactions to Traumatic Stress

Understanding what infants and young children should know and be able to do (based on the KELS) can help adults recognize and respond to possible age-related reactions to traumatic stress.

Potential Signs of Trauma in Infants

and Toddlers

(Hunter & Tenney-‐Blackwell, 2015)

•  Ea:ng and sleeping disturbance

•  Clingy/separa:on anxiety •  Irritable/difficult to soothe

•  Repe::ve play •  Developmental regression •  Language delay •  Fearfulness

•  Easily startled •  Reac:ng to trauma triggers •  Difficulty engaging in social interac:ons through gestures, smiling, cooing

•  Persistent self-‐soothing behaviors

•  Aggression (toddlers)

Office of Head Start, Na:onal Center on Health

•  Avoidant, anxious, clingy •  Fearfulness •  Helplessness, passive •  Restless, impulsive, hyperac:ve

•  Physical symptoms (headache, etc.)

•  InaUen:on, difficulty problem-‐solving

•  Irritability •  Aggressiveness •  Sexualized behavior

•  Sadness •  Repe::ve play •  Talking about trauma:c event

•  Reac:ng to trauma triggers

•  Developmental regression

•  Poor peer rela:onships and social problems

Potential Signs of Trauma in Preschoolers

The Science of Resilience

The posi:ve factors iden:fied as predisposing children to resilient outcomes, even in the presence of significant adversity, fall into the categories of •  Suppor:ve rela:onships •  Ac:ve skill-‐building

(Na:onal Scien:fic Council on the Developing Child, 2015)

Building Resilience in Children

It is through supportive relationships and active skill-building that children build a sense of mastery over their life circumstances and come to believe in their own capacity to overcome difficulties. “Learning to cope with manageable threats to our physical and social well-being is critical for the development of resilience.”

(National Scientific Council on the Developing Child, 2015, p. 5)

How Can the KELS Support Resilience in Infants and Young

Children at Risk?

•  Supportive relationships •  Active skill-building •  Understanding the

sequence of skills

Supportive Relationships

“The presence of a consistent responsive adult in the life of a child has been identified as a major protective factor in the face of early environmental risks experienced by young children. While these relationships begin with the family, they extend to early care and education providers and other influential adults.”

(National Scientific Council on the Developing Child, 2015, p. 5).

Building Resilient Children

“Researchers who have examined the life histories of children who have succeeded despite many challenges in their lives consistently found that these people have had at least one stable, supportive relationship with an adult (usually a parent, relative, or teacher) beginning early in life (Werner & Smith, 1992).”

(Hawley, 2000, p. 5)

“Every child needs at least one adult who is irrationally crazy about him or her…”

(Urie Bronfenbrenner, in Brendtro, 2006)

How Important are Nurturing Relationships?

Safe, stable, nurturing relationships and environments are important to promote. There is reason to believe they can help to: •  Reduce the occurrence of child maltreatment and other

adverse childhood experiences •  Reduce the negative effects of child maltreatment and

other adverse childhood experiences •  Influence many physical, cognitive, emotional outcomes

throughout a child’s life •  Reduce health disparities •  Have a cumulative impact on health

(CDC, 2014, p. 7)

Building Relationships with Difficult Infants and Children

It can be more difficult for teachers and caregivers to develop positive, nurturing relationships with children who demonstrate persistent challenging behavior. It requires adults to intentionally provide more positive than negative attention to the child by: •  Increasing frequency of 1:1 interactions involving child

interests/preferred materials •  Reframing challenging behavior as communication and

supporting child in communicating message more appropriately

•  Identifying and teaching missing skills (Fox & Lentini, 2006)

Active Skill-Building

A skill-building approach involves reframing adult responses to challenging behaviors, understanding that challenges may occur because: •  Necessary skills have not yet developed •  The child may have had little or no opportunity to develop

age expected skills in a supportive environment •  New skills may be disrupting other areas of development •  New development may be creating the need for shifts in

adult behaviors (Iowa EC-PBIS, 2014)

Building Pre-Academic Skills The opportunity to acquire and use developmentally appropriate skills is another protective factor associated with resilience in children at risk. The KELS is our guide for what infants, toddlers, and preschoolers should know and be able to do build pre-academic competence in areas such as communication and literacy, mathematics, science, social science, physical development, and the arts.

Building Social Emotional Skills

•  However, for all of the importance given academics in recent years, social and emotional competence is just as much—maybe more—of a predictor of success in school and life.

•  The KELS inclusion of Approaches to Learning and Social Emotional domains provides a guide for what infants, toddlers and preschoolers should know and be able to do to build social emotional competency and other skills associated with executive function (i.e., working memory, cognitive flexibility, and self control).

Building Executive Function: A Key Foundation for School Readiness

Age Range

Working Memory

Inhibitory Control

Cognitive Flexibility

9-16 months

Executes simple 2-step plan (means-to-end tasks)

Ignores irrelevant, peripheral stimuli and focuses on central stimulus

Accuracy improves when switching focus, able to adapt to changing rules

24-60 months

Remembers two rules (shoes here, coats there)

Delays eating a treat, follows arbitrary rule

Shifts actions as rules change

5-16 years

Searches various locations, recalls where something is found

Begins to maintain focus despite distractions

Seeks alternate methods when first attempt fails

Center on the Developing Child, Harvard University hUp://developingchild.harvard.edu/

KELS Guidance

•  Regardless of variations in their abilities, all children are able to learn and be successful

•  Parents, teachers and all caregivers should create safe, stable and consistent environments that provide repeated opportunities for learning

•  Adults need to first understand the various ways children become involved in learning in order to know how to encourage and enhance their engagement during learning opportunities

(KELS, 2014, p.9)

“Set for Success” Kauffman Early Education Exchange

Executive Summary “A balanced approach to school readiness suggests that it is not a matter of choosing between promoting social-emotional development or literacy and academic achievement. Rather, helping children and families be successful at kindergarten entry and throughout school requires that programs and policies address the social, emotional and cognitive abilities of all children (particularly those most at risk, given certain economic, cultural, or ethnic conditions).” (Knitzer, 2002, p. 12)

School Readiness: Closing the Gap “If we really want to enhance children’s readiness to succeed in school, then we must pay as much attention to their emotional health and social competence as we do to their cognitive abilities and emerging academic skills.”


Resiliency Timeline

“It is important that we not assume that a poorly parented or traumatized child is incapable of healthy functioning later in childhood or adolescence. Research on the developing brain suggests continuing opportunity for change into adulthood and provides no evidence that there is some age beyond which intervention will fail to make a difference.”

(Hawley, 2000, p. 6)

Using KELS to Promote Supportive Relationships and Active Skill-Building

•  “The non-cognitive domains have recently gained increased attention as educators and policymakers are beginning to understand the impact of skill development on long-term achievement.…The foundation for these skills, although not mastered by the age of 5, begin in the first year of life and are closely tied to the social-emotional domains of the early learning and development standards.” (Regenstein, 2013, p.5)

•  In addition to communication and literacy, mathematics, science and social studies, the KELS address approaches to learning, physical health and development, social and emotional development, and creative arts.

Child Development Core Story: Resilience

It’s about…

•  “having one good relationship…” •  “presence of a stable adult in child’s life…” •  “teaching skill sets…”

https://youtu.be/eS13oNQNAOg

Resources to Support Positive Relationships/Environments and

Developmental/Behavioral Expectations Birth to Five Years

National Technical Assistance Centers for Early Childhood •  Center on the Social and Emotional Foundations for Early

Learning (CSEFEL) http://csefel.vanderbilt.edu/ •  Technical Assistance Center on Social Emotional Interventions

(TACSEI) http://www.challengingbehavior.org/ •  Center on Early Childhood Mental Health Consultation

(CECMHC) http://www.ecmhc.org/ •  National Center on Quality Teaching and Learning (NCQTL)

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching •  Zero to Three National Center for Infants, Toddlers, and

Families http://www.zerotothree.org/

Additional Resources to Support Positive Relationships/Environments and

Developmental/Behavioral Expectations Birth to Five Years

•  Pyramid Model Consortium http://www.pyramidmodel.org/

•  EC-PBIS for Family Child Care Modules http://www.pyramidmodel.org/family-child-care-modules---developed-by-iowa.html

http://earlyliteracylearning.org/TACSEI_CELL/START_HERE.html

Final Thoughts…

Scientific Principles of Early Childhood Development: Principle 1

Each of us is the product of an ongoing interaction between the influence of our personal life experiences and the contribution of our unique genetic endowment, within the culture in which we live. (Shonkoff, 2004, p. 3)


Human relationships are the “active ingredients” of environmental impact on young children.



The development of intelligence, language, emotions, and social skills is highly inter-related.



Early childhood interventions can shift the odds toward more favorable outcomes, but programs that work are rarely simple, inexpensive, or easy to implement.


A Theory of Change

http://developingchild.harvard.edu/resources/multimedia/videos/theory_of_change/

For More Information

KELS Virtual Toolkit: Supporting Resilience in Infants and Young Children at Risk

•  QT •  I need a better understanding of this topic. Where

should I begin •  How do I find out what works to support infants and

young children in this area •  Show me what implementation looks like (for adults and

children) in classroom and non-classroom settings •  How can I get additional training on this topic •  I would like to share this information with others, in a

group setting. Is there a trainer's version of this virtual toolkit

•  Evaluation

Evaluation

•  What is one big idea or take home message from what you heard today

•  What excites you or concerns you about

what you learned

•  Any insights from the session •  How will you use what you learned from this

session

References Breaking Through: Video and User's Guide to Understand and Address Toxic Stress. HHS/ACF/OHS/NCH 2015. Streaming Video 00:21:28.

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/health/mental-health/trauma/toxic-stress.html

Brendtro, L.K. (2006). The vision of Urie Bronfenbrenner: Adults who are crazy about kids. Reclaiming Children and Youth, 15, 3. pp. 162-166. http://www.cyc-net.org/cyc-online/cyconline-nov2010-brendtro.html

Centers for Disease Control (2014). Essentials for childhood: Steps to create safe, stable, nurturing relationships and environments. National Center for Injury Prevention and Control, Division of Violence Prevention.

http://www.cdc.gov/violenceprevention/pdf/essentials_for_childhood_framework.pdf Committee for Children (2010). Research evidence linking school success to

effective prevention programs. http://www.doe.in.gov/sites/default/files/student-assistance/research-evidence-linking-school-success-effective-prevention-programs-2010.pdf Fox, L., & Lentini, R. H. (2006). You got it! Teaching social and emotional skills.

Young Children, 61, 36-42. http://challengingbehavior.fmhi.usf.edu/do/ resources/documents/yc_article_11_2006.pdf

References Hawley, T. (2000). Starting smart: How early experiences affect brain

development, Second edition. Zero to Three and The Ounce of Prevention Fund. http://main.zerotothree.org/site/PageServer?pagename=key_brain

Hunter, A., & Tenney-Blackwell, K. (2015, April). Trauma, toxic stress, and resilience in early childhood. 12th National Training Institute on Effective Practices: Addressing challenging behavior, St. Petersburg, FL.

IOM (Institute of Medicine) and NRC (National Research Council) (2012). From Neurons to Neighborhoods: An Update: Workshop Summary. Washington, DC: The National Academies Press. http://www.nap.edu

Iowa EC-PBIS (2014). EC-PBIS for Family Child Care Modules. Adapted from the Center for Excellence in Child Development and US Davis Extension Teaching Pyramid Family Child Care and Center on the Social Emotional Foundations for Early Learning (CSEFEL) http://www.pyramidmodel.org/family-child-care-modules---developed-by-iowa.html

References Kim, K., Atkinson, V., Brown, E., Ramos, M., Guzman, L., Forry, N.,

Porter, T. and Nord, C. (2015). Family and Provider/Teacher Relationship Quality Measures: User’s Manual Brief. OPRE Report 2015-54. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. http://www.acf.hhs.gov/programs/opre/research/project/development-of-a-measure-of-family-and-provider-teacher-relationship-quality-fptrq

Knitzer, J. (2002). Promoting social-emotional readiness for school: Toward a policy agenda. In Set for success: Building a strong foundation for school readiness based on the social-emotional development of young children. Executive Summary, pp. 11-12. Kansas City, MO: The Kauffman Early Education ExchangeKraemer, H., Kazdin, A., Offord, D,, Kessler, R, Jensen, P., & Kupfer, D. (1997). Coming to terms with the terms of risk. Archives of General Psychiatry, 54(4), 337-43.

Marks, K. P., Griffen, A. K., Herrera, P., Macias, M. M., Rice, C. E., & Robinson, C. (2015). Systemwide Solutions to Improve Early Intervention for Developmental–Behavioral Concerns. Pediatrics, 136(6). http://dx.doi.org/10.1542/peds.2015-1723

References National Child Trauma Stress Network (2003). What is Child Traumatic Stress?

Downloaded January 24, 2016 from http://www.nctsnet.org/sites/default/files/assets/pdfs/what_is_child_traumatic_stress_0.pdf

National Research Council (NRC) and Institute of Medicine (IOM) (2009). Risk and Protective Factors for Mental, Emotional, and Behavioral Disorders Across the Life Cycle Matrix. U.S. Department of Health and Human Services. Substance Abuse and Mental Health Services Administration. http://dhss.alaska.gov/dbh/Documents/ Prevention/programs/spfsig/pdfs/IOM_Matrix_8%205x11_FINAL.pdf

National Scientific Council on the Developing Child (2015). Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience: Working Paper 13. http://www.developingchild.harvard.edu

O'Connell ME, Boat T, Warner KE, Editors (2009). Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities. National Research Council (US) and Institute of Medicine (US) Committee on the Prevention of Mental Disorders and Substance Abuse Among Children, Youth, and Young Adults: Research Advances and Promising Interventions. Washington (DC): National Academies Press (US). http://www.ncbi.nlm.nih.gov/books/NBK32781/

References Perry, B. (2014). Helping traumatized children: A brief overview for

caregivers. Caregiver Series. Child Trauma Academy. www.childtrauma.org

Regenstein (2013). Considering a multistate approach to early learning standards. The Ounce Policy Conversations. No. 2, Version 1.0.

Rhoades, B., Warren, H., Domitrovich, C., & Greenberg, M. (2011) Examining the link between preschool social-emotional competence and first grade academic achievement. Early Childhood Research Quarterly. http://www.sciencedirect.com/science/article/pii/S0885200610000566

Sameroff, A., Gutman, L. M., & Peck, S. C. (2003). Resilience and vulnerability: Adaptation in the context of childhood. Adaptation among youth facing multiple risks: Prospective research findings, 364-391.

Shonkoff. J.P. (2004). Science, policy, and the young developing child: Closing the gap between what we know and what we do. Chicago, IL: The Ounce of Prevention Fund.

References Shonkoff J.P., & Phillips D.A., Editors (2000). From Neurons to Neighborhoods:

The Science of Early Childhood Development. National Research Council and Institute of Medicine. Committee on Integrating the Science of Early Childhood Development, Board on Children, Youth, and Families. Washington, DC: National Academy Press.

Shonkoff, J.P, Garner, A.S., and The Committee on Psychosocial Aspects of Child and Family Health, Committee on Early Childhood, Adoption, and Dependent Care, and section on Developmental and Behavioral Pediatrics (2012). The Lifelong Effects of Toxic Stress: Technical Report. American Academy of Pediatrics http://www.ncbi.nlm.nih.gov/pubmed/22201156

Acknowledgement •  The Kansas Early Learning Standards (KELS) Training

Project, a project of the University of Kansas, Life Span Institute at Parsons, was funded through a grant from the Kansas State Department of Education with funds from the Kansas Children’s Cabinet and Trust Fund.

•  Leadership support for this project was provided by the Kansas State Agencies Early Childhood Leadership Team with representatives from: •  Kansas Children’s Cabinet and Trust Fund •  Kansas Department for Children and Families •  Kansas Department of Health and Environment •  Kansas State Department of Education

Contacts Kansas Children’s Cabinet and Trust Fund

Landon State Office Building 900 SW Jackson St., Rm. 152

Topeka, Kansas 66612 785.368.7044 or 877.204.5171

Kansas Department for Children and Families Child Care and Early Education

555 S. Kansas Avenue Topeka, Kansas 66032

785.296.3271 or 800.332.6262

Kansas Department of Health and Environment Children and Families Services Curtis State Office Building

1000 SW Jackson St. Topeka, Kansas 66612

785.296.1500 or 800.332.6262

Kansas State Department of Education Early Childhood, Special Education,

and Title Services Landon State Office Building

900 SW Jackson St. Topeka, Kansas 66612

785.296.7454 or 800.203-9462

Acknowledgement

Suggested reference for this PowerPoint: Rinkel, P., Lindeman, D.P., Mitchell, L. & Heintz, C., (2016).

Using Kansas Early Learning Standards (KELS) to support: Resilience in infants and young children at risk. Life Span Institute at Parsons, University of Kansas, Parsons, KS.

The University of Kansas

life span instituteat parsons

Date post:	25-May-2018
Category:	Documents
Upload:	lytuyen
View:	216 times
Download:	1 times