The primary method for supporting young children’s learning and preventing problem behaviors is through building nurturing and response relationships with young children. These connections provide a secure foundation for learning and play, fostering an environment where children feel valued and understood. By actively engaging with young learners, educators can tailor their teaching approaches to individual needs, thereby preventing potential behavioral challenges. This emphasis on relational strategies enhances cognitive development and promotes social emotional well-being.

Objectives
Participants will be able to:

• Articulate the importance of nurturing and responsive relationships
• Describe strategies and techniques for establishing and maintaining nurturing relationships with young children
• Describe how to use relationships to prevent challenging behaviors

Outline
Session 1:

• Introductions
• Overview of multi-tiered systems of support
• Defining the universal tiers
• Definition of nurturing and responsive relationships in early childhood education
• Importance of these relationships in supporting learning and preventing problem behaviors
• Using nurturing and responsive relationships to support social emotional competence and prevent challenging behaviors
  • Establishing trust and rapport with young children
  • Creating a secure and supportive learning environment
  • Recognizing and responding to individual behavioral needs

Session 2:

• Strategies for Building Responsive Relationships
• Preventing problem behaviors through responsive relationships
• Proactive strategies for creating connections across the school day
• Review case studies with examples of individual children

Trainer’s Profile
Dr. E. Barton, PhD, BCBA-D, is an international educational consultant. She taught graduate-level courses on evidence-based assessment and intervention practices for young children with disabilities and single case research design. She is a Board Certified Behavior Analyst and directs research projects related to evidence-based practices for young children, policies and practices that support high quality inclusion, and effective professional development systems. Dr. Barton is an active scholar and practitioner with over 120 publications in major journals, multiple chapters, and several textbooks related to evidence-based practices. Dr. Barton serves on several editorial boards and is the Editor-in-Chief of Topics in Early Childhood Special Education and an Associate Editors for the Journal of Early Intervention and Remedial and Special Education. She has received many honors including as the 2021 Peabody Faculty Excellence Award: Service to Students and 2020 Chancellor’s Faculty Fellow at Vanderbilt University. She also was honored with the 2019 Merle B. Karnes Award for Service to the Division for Early Childhood and the 2017 Distinguished Early Career Research Award from the Division for Research of the Council for Exceptional Children.

Methodology
This workshop offers multiple engagement opportunities, including high quality didactic instruction and collaborative learning practices. Participants will have the opportunity to engage in small and large group discussion, self-reflection, and action planning.

Platform
Zoom
A Zoom account is not required if you are strictly joining Zoom Meetings as a participant. An email invite will be emailed to you prior to the live workshop. Before joining a Zoom meeting on a computer or mobile device, you can download the Zoom app from the Download Center. Otherwise, you will be prompted to download and install Zoom when you click a join link.

Download Zoom Mobile Apps for iPhone or Android
Download Zoom Client for Meetings

Target Audience
Teachers, counselors, administrators, and other school staff that support students ages 2 – 8.

Fees
1 person: SGD400.00 (USD320.00)/person
2 to 4 person: SGD380.00 (USD310.00)/person
5 person & more: SGD360.00 (USD300.00/person)
E-certificate will be issued

Other Details
Duration: 2 days, 6 hours
Closing Date:  17 Sep 2024

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