Maryland's Social Emotional Foundations for Early Learning (SEFEL) Initiative
Read more about the Maryland SEFEL initiative, including accomplishments and planned future activities.
| Type | |
|---|---|
Maryland SEFEL Initiative | Reference |
Colorado Pyramid Plus
Maryland has a strong history of excellence in early childhood education and a commitment to infant/early childhood mental health. As a result, Dr. Carol Ann Heath-Baglin and Dr. Al Zachik of the Department of Health and Mental Hygiene co-chair a state partnership called the Early Childhood Mental Health Steering Committee (ECMHSC) that includes families, state and local child serving agencies, and early childhood providers and advocates. Through the work of the ECMHSC, Maryland was initially one of three states to receive a grant from the Center for Social Emotional Foundations for Early Learning (CSEFEL).
.jpg)
The goal of the CSEFEL initiative is to enhance capacity to strengthen social and emotional development of young children. This is being done by building a consistent, evidence-based professional development framework for the early care and education workforce.
The role of CSEFEL is to provide training and technical assistance on the Pyramid Model for Supporting Social Emotional Competence to State teams, demonstration sites, trainers, and coaches. Maryland’s role is to plan and coordinate the initial and ongoing implementation of the Pyramid model statewide.
The Maryland Early Childhood Mental Health Project: An Initiative of the Early Childhood Mental Health Steering Committee
Description
The major goals of the project are to help children remain successful in their current child care placement and to be able to enter school ready to succeed. The vast majority of children served through this project are able to remain in their current child care settings, change their behaviors significantly, and learn to regulate their emotions. Consultants trained to address challenging behaviors have been trained in SEFEL.
Download the resource on the right for a full description of the initiative.
CSEFEL Resources
Young Children's Social and Emotional Development - CSEFEL updates! (September '09)
CSEFEL Partnership Pyramid Model: The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has created a PowerPoint presentation with audio and captioning that provides a comprehensive overview of the Pyramid Model for Promoting the Social and Emotional Development of Infants and Young Children. Click here to view the presentation. Click here to download a transcript. Note: In order to view the presentation, you may need to download Adobe Flash Player.
Guidelines and Videos on Social-Emotional Skills for Young Children
The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) has several new resources available online, including:
- How Do I Decide? Series of Guidelines - The first two installments in this new series provide guidelines on: How to Choose a Social-Emotional Curriculum and When to Seek Outside Help for Children's Problem Behavior.
- Online Videos - Two CSEFEL videos, Promoting Social Emotional Competence and Practical Strategies for Teaching Social Emotional Skills, can now be viewed online in their entirety.
Policy Brief on Integrating Early Childhood Mental Health Consultation with the Pyramid Model
The brief provides an overview of Early Childhood Mental Health Consultation and how it can support implementation of the Pyramid Model for promoting the social emotional competence of infants and young children. Policy issues that arise when administrators seek to integrate these two approaches at the state and local levels are also discussed.
Pyramid Model for Promoting the Social and Emotional Development of Infants and Young Children Factsheet: This 4-page fact sheet briefly describes the three tiers of intervention practice and outlines six key assumptions that were made during the design process about how the Pyramid Model would be implemented.
State Collaborative Planning Tool Kit: This tool kit pulls together in one place several resources, tools, samples, and state product examples to help states in state-wide Pyramid Model planning.
Check out the other SEFEL-related Professional Development resources and opportunities as well as curriculum and activities for families.
Sample Syllabi - Are you looking for ideas on how to incorporate the CSEFEL approach or materials into courses? Designed specifically for preservice faculty, CSEFEL has created a new resource on their website where you can browse sample syllabi that illustrate how others have embedded the CSEFEL material/approach into coursework. The possibilities for incorporating materials are limitless and they are eager to continue adding to this resource! If you have used CSEFEL materials in your courses and would be willing to share your syllabus with others, please contact Rob Corso at (217) 390-0403 or rob.corso@vanderbilt.edu.
"Preventing Challenging Behavior: A Model for Young Children with Autism Spectrum Disorder" Web Event Recordings Now Available!
Challenging behaviors of young children with autism spectrum disorders (ASD) are the most serious impediment to healthy social, emotional, and intellectual development. Challenging behaviors are a major barrier to inclusive and optimal education and they detract from a family’s quality of life. As a result, there is a great need for strategies that are effective at preventing challenging behaviors and promoting adaptive social-emotional development. This web presentation and teleconference provided a discussion of issues related to ASD and prevention of challenging behaviors, and presented a three-tiered framework for organizing prevention and intervention strategies applicable for home, community and preschool settings.
Resources for Trainers and Coaches offers decision making guidelines, training tutorials, chat sessions, information for pre-service faculty and so much more!
Additional Social and Emotional Resources
The Cultural and Linguistic Competence Family Organization Assessment Instrument
The National Center for Cultural Competence at Georgetown University's Center for Child and Human Development has developed a new tool for assessing organizational cultural and linguistic competence, designed specifically for family organizations concerned with children with behavioral-emotional disorders, special health care needs, and disabilities.
IMPACT Feature Issue: Supporting the Social Well-Being of Children and Youth with Disabilities
IMPACT is a print and online publication by the Institute on Community Integration, a University Center for Excellence in Developmental Disabilities at the University of Minnesota. The publication is a compilation of articles bringing together practical, insightful, and stories focusing on what adults can do to create and sustain environments that contribute to social well-being for young people with disabilities and their peers.
Observation Toolkit for Mental Health Consultants
Organized around the Teaching Pyramid, a series of evidence-based strategies for promoting social emotional development in children from infancy through age five, the Toolkit includes resources and strategies to support observations and improve the social emotional climate in early childhood classrooms.
Recognizing and Supporting the Social and Emotional Health of Young Children Birth to Age 5 Tutorial
This tutorial is part of a series developed by the Center for Early Childhood Mental Health Consultation, The tutorial provides users with a detailed understanding of the behaviors related to social and emotional health in infants and young children. It also includes strategies that adults can use to support these behaviors within every day routines and settings. For other tutorials in the series see http://www.ecmhc.org/tutorials/index.html.
Teaching Your Child to Become Independent with Daily Routines
The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) has published a new Family Tool to help parents and caregivers understand what self-help skills can be expected from young children and to provide tips for helping children learn how to become more independent with daily routines.
The Collaborative for Academic, Social, Emotional Learning and the University of Illinois at Chicago Social Emotional Learning Research Group are conducting a review of educational standards related to social and emotional learning from preschool to high school in all 50 states and the six territories. The purpose of the State Scan is to understand whether and how states currently address social and emotional learning in their learning standards–an important step toward achieving the goal that every child receives high quality education in social and emotional learning. Click here to download a brief report on the preliminary findings from the first year of this two-year project. Use the dropdown menu below to find out about social and emotional learning in Maryland.
Teaching Tools for Children with Challenging Behavior
The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) updated its Teaching Tools for Young Children (TTYC) in Spring 2011 to include strategies for toddlers. The teaching tools give teachers practical strategies to create a plan to support young children who are having challenging behavior, including prevention, intervention, and response strategies. In addition, there is an expanded manual that includes using TTYC with toddlers, a decision tree, forms for teaming, tips for consultation to the classroom, and guidance on assessing implementation and outcomes.
