If you answered yes to any of these questions, then this Popup webinar is for you!
What’s a popup webinar? A somewhat impromptu learning opportunity that won’t be around for long.
Why this topic? Well, Barb and I just recorded a conversation with THE Dr. Dan Siegel, co-author of The Power of Showing Up: How Parental Presence Shapes Who Our Kids Become and How Their Brains Get Wired. We learned so much…that we wanted to create an opportunity where we could dig into things with you! Basically, we took what we learned and applied it to a common preschool challenge (described below). Specifically, we unpacked how to apply the four S’s (safe, seen, soothed, and secure) from the work of Drs. Dan Siegel and Tina Payne Bryson to situations that are challenging.
• Overview of 4 S’s at 5:00
• First “S” – Save at 7:23
• Second “S” – Seen at 20:59
• Third “S” – Soothed at 30:36
• Fourth “S” – Secure at 41:30
When it the webinar? NOTE: This webinar was conducted live on February 14, 2020. You can still purchase and receive a link to the recording and all the show notes.
How do I join? After you purchase, you’ll receive information on how to access the recording.
Scenario: Preschool classroom serving 12-24 children where the teachers struggle to soothe, read, and/or connect with at least one children who has a diagnosis of autism. Typically, when adults approach the child, the child often runs away. When adults ask the child questions, the child often does not respond. And when adults offer coping strategies they sometimes work and sometimes they don’t.
Real Life Challenges: All too often teaching teams may feel they need to shift to strategies and approaches that emphasize compliance and scheduling the child’s every action. They find the only thing they can do is restrict the child’s options, make things very predictable (and I would argue rigid), and set very specific parameters on how the child can engage with people and materials.
They may also assign the child a one-on-one aid who becomes a “shadow” . This adult often doesn’t experience joy in interacting with the child and can become overwhelmed with the responsibility of keeping the child from escalating or withdrawing.
Further outcomes of this situation may include:
- A child is served in an inclusive classroom, but has limited if any engagement with other children
- A child is bombarded with directions, corrections, and redirections and their system is overloaded to the point they shut down or escalate
- A child is given little autonomy or choice in what they do or how they do it
Then you’ll want to access this webinar where we took what looks great in theory and research, and applied it to the realities of serving young children in inclusive classrooms.