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Evidence-Based Practices in Social-Emotional Development

On this page, you can find evidence-based resources and practices focused on social-emotional development for early intervention professionals.

Social Emotional Tips for Providers Caring for Infants was published by the Center for Early Childhood Mental Health Consultation at Georgetown University. This resource includes five full-color, single-sheet posters with five routines-based tips per page. Each tip includes sample language staff can use (e.g., “You like the orange carrots, Calvin; I see that smile!”), and each poster offers a research-based rationale for using the tips.

Staff can hang the posters throughout their classroom and refer to them during specific daily routines (e.g., dressing, meal time, play time, rest time, and diapering/toileting) in order to learn more about and understand the importance of social and emotional health and to practice teaching strategies and language that support healthy, positive connections with young children.

The posters can also be used to facilitate training sessions on social emotional development or can be introduced one poster at a time during monthly get-togethers, encouraging staff to try several tips and report back about their experiences.

Please leave a comment about other ideas you have about making use of these beautiful posters.

The Inter-agency Coordinating Council (ICC) Recommended Early Start Personnel Manual (ESPM) describes core knowledge in early intervention. To access the ESPM, CLICK HERE. This resource is related to the following ESPM Knowledge-level Competencies:

  • Core Knowledge (CK):
    • CK2: The role of primary social and emotional relationships as the foundation for early learning.
    • CK10: The significance and study of team models, collaboration and relationship-based practice.
  • Individualized Family Service Plan Development and Review (IFSP-DR):
    • IFSP-DR5 (EIS): Understands the rationale for the identification and selection of intervention strategies used in everyday routines, relationships, activities, places and partnerships for early intervention activities (or justification of the extent to which some outcomes cannot be achieved in a natural environment).
  • Individualized Family Service Plan Implementation (IFSP-i):
    • IFSP-i3 (EIS): Knows generic and specific evidence-based early intervention strategies to support all areas of development.
    • IFSP-i8 (EIS): Understands the parallel process and how coaching as an intervention strategy promotes parent confidence and competence in meeting the child’s needs.
    • IFSP-i11 (EIS): Knows strategies that support parents in adapting the natural environment to meet infant/toddler developmental needs.

These resources were created by Mary A. Mackrain, Kathy S. Hepburn, and Deborah F. Perry with guidance from the director and parents of the Lake Orion, MI, Early Head Start Program and published by the Center for Early Childhood Mental Health Consultation of the Georgetown University Center for Child and Human Development (March 2012) with funding provided by the Office of Head Start, U.S. Department of Health and Human Services, through an Innovation and Improvement Grant (90YD0268).

 

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Early Start Online Skill Base Course on Social and Emotional Development

Open Access Course Registration

The Early Start Online Skill Base course on Facilitating Social and Emotional Development is now available in an unfacilitated, open access format... no assignments, no discussion forums, just presentations! To register for the Open Access course, click here.

Facilitated Course Registration

The Early Start Online Skill Base course on Facilitating Social and Emotional Development is also available in the fully facilitated format. If you need a certificate of completion or CEUs, this is the format for you! To register for the traditional Early Start Online format of the course, click here.