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Supporting Young Children's Behavior: the Hourglass Model Supporting Young Children’s Behavior: The Hourglass Model Shulamit Ritblatt & Chris Muecke tuneTOON Sometimes I Lose My Temper Dr. Ritblatt 2015 0According to a national survey, expulsion rate of young children from state- funded programs is 3-4 times higher than the rate for K-12. Dr. Ritblatt 2015 0 Providers continue to list coping with children with behavioral problems as their most urgent need for training and additional support (Center for Evidence-Based Practices, 2005). Dr. Ritblatt 2015 Objectives for today’s Webinar 0 Provide a framework for observation and identiication of young children’s needs and challenges in early care and education settings as well as home environments. 0 Offer strategies to support and regulate strong emotions and challenging behaviors in young children 0 We will present the Hourglass model, charting behaviors and mapping circles, BEFRIEND strategies and suggested activities to address the targeted behaviors. Dr. Ritblatt 2015 Dr. Ritblatt 2015 0 In order to address these behaviors and the speciYic needs of children, the Hourglass Teaching Model (Ritblatt, 2012) was developed to depict the process the provider uses to learn about the children in his/her care and their speciic needs. Dr. Ritblatt 2015 What does an hourglass have to do with this? Dr. Ritblatt 2015 Why “Hourglass”? 0 The hourglass is a device used to help children regulate behaviors and assist them in learning to wait their turn and postpone their need for immediate gratiYication. Dr. Ritblatt 2015 Why “Hourglass”? 0 In our model, the Hourglass illustrates the circular, intentional, and reYlective process to be used by the provider. 0 The provider sifts through the children’s behaviors and interactions in a speciYic context at a speciYic time, to discern the speciYic needs of each child in the group. Dr. Ritblatt 2015 Dr. Ritblatt 2015 Dr. Ritblatt 2015 Dr. Ritblatt 2015 Dr. Ritblatt 2015 Dr. Ritblatt 2015 Hourglass’s levels of interactions 1. Largest green top area of the hourglass- The adult learns about all the children in the group setting and interacts with them 2. Narrower inner orange part of the Hourglass- Adult gets to know the children better and to understand their needs when she/he gets to work with them in small groups 3. the narrowest red part of the Hourglass- The adult spends time with each child one-on-one to know them more closely and form relationships. Dr. Ritblatt 2015 The sifting process is based on the following premises: 01) Adult needs to know the child in each one of the zones 02) Daily events affect the child’s emotional state. 03) This on-going dynamic process requires the use of a framework and strategies in order to provide appropriate support. Dr. Ritblatt 2015 Transactional Theory (Sameroff, 1995; Sutherland and Oswald, 2005) 0 Emphasizes the reciprocal inYluence that providers and children with challenging behaviors have on each other. 0 Therefore, the re7lective process is critical for providers to use in order to understand the circular continuous in7luence of the adult-child dyad. Dr. Ritblatt 2015 Dr. Ritblatt 2015 Dr. Ritblatt 2015 Relective Circle 0 The Hourglass Teaching Model emphasizes the need for a circular reYlective process which includes the provider, the parent and the child. 0 Re7lective process helps providers become more sensitive with the children in their care. 0 Caregiver’s sensitivity is paramount to the socio-emotional development of young children. Dr. Ritblatt 2015 Dr. Ritblatt 2015 Dr. Ritblatt 2015 The relective process helps us connect with the children Dr. Ritblatt 2015 We need strategies to support young children’s regulation of emotions and behaviors Dr. Ritblatt 2015 BEFRIEND Dr. Ritblatt 2015 BEFRIEND 0 These are strategies to help children cope with frustration and temper. 0 There are seven steps to BEFRIEND Dr. Ritblatt 2015 #&'3*&/% Dr. Ritblatt 2015 © ® 201 delibrainy LLC. Duplication without written permission is prohibited. CIRCLE OF EDUCATION EDUPOD Dr. Ritblatt 2015 Dr. Ritblatt 2015 Dr. Ritblatt 2015 Dr. Ritblatt 2015 Dr. Ritblatt 2015 Dr. Ritblatt 2015 Dr. Ritblatt 2015 BEFRIEND 0 B-Breathe slowly and deeply 0 E-Express 0 Feelings 0 R-Regulate and Resolve 0 I- Implement Solution 0 E-Evaluate 0 N- Negotiate 0 D- Debrief and discuss what happened and relect on the process Copy rights ® Dr. Ritblatt 2015 tuneTOON Sometimes I Lose My Temper Dr. Ritblatt 2015 Chart of Children’s behaviors and coping skills by a speciic issue. 0 Identify the focus issues 0 Identify different events and behaviors that are relevant to the issue and ill in each one of these event/behaviors in each column 0 Gather information on each child based on your observation, conversation with staff, parents and the child 0 Please complete the chart and enter the names of the child(ren) and chart each child’s manifestation to the issue and the level of intensity (1-10 when 10 is the highest intensity) as relected in his/her behaviors indicating the challenges he/she is facing. Dr. Ritblatt 2015 Group/Individual child Behavioral Chart Dr. Ritblatt 2015 Dr. Ritblatt 2015 0Draw a diagram of your group/child illustrating the issue and the different potential experiences your child/ren might face Dr. Ritblatt 2015 Dr. Ritblatt 2015 Dr. Ritblatt 2015 Intensity levels 0Primary Prevention: Green Zone (7-16) 0 Secondary Prevention: Orange Zone (2-6) 0 Tertiary prevention: Red Zone (1-1) Dr. Ritblatt 2015 Let’s look at an example done by one of our students Dr. Ritblatt 2015 Dr. Ritblatt 2015 Dr. Ritblatt 2015 Dr. Ritblatt 2015 Dr. Ritblatt 2015 Let’s focus on a case study to illustrate how we use the program Dr. Ritblatt 2015 Max 0 Has dificulty sharing toys 0 Elbows other children when grabbing a ball 0 Short attention span 0 Disruptive to others 0 Dificulty befriending Dr. Ritblatt 2015 Soia 0 Dificulty sharing 0 DifYiculty transitioning from one activity to another 0 Does not follow rules and directions 0 Poking other students 0 Talks loudly 0 DifYiculty making friends Dr. Ritblatt 2015 Dr. Ritblatt 2015 Dr. Ritblatt 2015 Process 0 Relection 0 Action Plan uWork with each child on identifying feelings uWork with each child on controlling temper (Keep hands to yourself) uAddress friendship (one-on-one) uAddress friendship (pair the children) uAddress friendship in a large group Dr. Ritblatt 2015 Additional Resources Dr. Ritblatt 2015 Identifying Feelings EMOTIONS Where does this piece go? I WON! II wantwant aa puzzle.puzzle. HAPPY JEALOUS CONFUSED Gimme that My balloon trophy! Oh my! is deflated. Hmph! Dr. Ritblatt 2015 ANGRY SURPRISED ©HFGIZ[b_XhW_doY_hYb[e\[ZkYWj_edÖ©mmmDY_hYb[e\[ZkYWj_edDYecSAD Dr. Ritblatt 2015 Dr. Ritblatt 2015 Keep Your Hands Dr. Ritblatt 2015 CONTROLLING MY TEMPER Let’s all play together. This is MY ball! I want to play too. Dr. Ritblatt 2015 ©HFGIZ[b_XhW_doY_hYb[e\[ZkYWj_edÖ©mmmDY_hYb[e\[ZkYWj_edDYec Dr. Ritblatt 2015 Dr. Ritblatt 2015 Everybody Needs a Friend Dr. Ritblatt 2015 Dr. Ritblatt 2015 Dr. Ritblatt 2015 Dr. Ritblatt 2015 Dr. Ritblatt 2015 Dr. Ritblatt 2015 Questions? Dr. Ritblatt 2015 .
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