Recent research into early childhood and brain development confirms that children are “hardwired” to connect with others, especially early in their lives, and that they respond best to respectful, non-punitive techniques of behavior management. This workshop will offer teachers and administrators of preschool-aged children practical tools, as well as theoretical knowledge, for building relationship and managing behavior with young children.

Objectives
Participants will:

• understand the emotional, cognitive, and neurobiological needs of young children
• learn to create a preschool program where children can experience a sense of belonging and significance
• learn practical tools for fostering communication, creating a respectful learning environment, and helping children learn character and valuable life skills
• understand how to use kind, firm discipline to teach so that both adults and children can experience mutual respect and dignity

Outline
Day 1:

• What children really need
  • the importance of belonging and significance
  • appropriate personal power
  • discipline that teaches
  • social, life, and character skills
• Basics of brain development
  • what we’ve learned about the brain in early childhood
  • the importance of contingent communication and real connection
  • play and other child-directed interaction
  • “flipping your lid” – understanding a child’s (and your own) stress and emotional responses
• Gender differences in early childhood and why they matter
  • how boys and girls are different
  • how gender differences in early childhood affect teaching and classroom management
• Building blocks of Positive Discipline
  • belonging and significance – the importance of connection
  • encouragement versus praise
  • getting into a child’s world
  • effective communication with young children
  • positive time out
• Discipline versus punishment: what’s the difference?
  • why punishment and rewards don’t work for long-term growth and change
  • how to provide discipline that teaches attitudes and skills for the future
  • looking for solutions

Day 2:

• Using class meetings with young children
  • Why class meetings are useful
  • How to teach the building blocks of effective class meetings
• Teaching character values and life skills to build healthy self-esteem
  • what self-esteem really is
  • more on the dangers of praise
  • getting children involved
  • Gemeinschaftsgefuhl – instilling “social interest” and a desire to contribute
• Teaching children (and staff members) to focus on solutions
  • the importance of listening
  • how solutions are different from consequences
• Building a working relationship with parents
  • involving parents constructively in their child’s education
  • how to communicate problems and find solutions
• Teachers Helping Teachers Problem-Solving Steps
  • a process for working together to find solutions to difficult issues
  • how to use THTPPS in staff and center meetings
• Self-care for teachers and administrators: the importance of keeping yourself healthy
  • setting priorities and keeping your balance
  • to re-energize yourself and your work

Trainer’s Profile
Cheryl L. E., MA, MFT, is a licensed marriage and family therapist with a private practice in Reno, Nevada, where she counsels adults, children, and teenagers. Cheryl has a master’s degree in counseling and education from the University of San Francisco. She also works with special needs children three years old and younger and their families, and with at-risk children and families in foster care. Cheryl has presented at conferences for the National Association for the Education of Young Children and the North American Society for Adlerian Psychology; she is a frequent contributor to parenting magazines and has a regular commentary on parenting and family life on KUNR-FM public radio.

Cheryl has co-authored seven books with Jane Nelsen, Ed.D., in the bestselling Positive Discipline series, including Positive Discipline: the First Three Years, Positive Discipline for Preschoolers, and Positive Discipline for Childcare Providers. She has also co-authored How to Turn Boys into Men without a Man around the House with Richard Bromfield, Ph.D., of Harvard Medical school, and is sole author of the Everything Parents’ Guide to Raising Boys, which will be published early in 2006.

Methodology
This workshop is based on the principles of Adlerian psychology and will feature a combination of lecture and experiential activities, giving participants the opportunity to learn by doing.

Target Audience
Childcare providers, early childhood educators, preschool directors, or other professionals who either work with young children or who train those who do.

Duration: 2 days, 12 hours
Closing Date: 1 Jul 07 13 Jul 07