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Inventory of Practices for Promoting Children’s Social and Emotional Competence

Purpose of the Inventory:
The Inventory of Practices for Promoting Social and Emotional Competence is designed to be used by individuals and/or teams to identify training needs and plan a course of action to address those needs related to four general areas: (a) building positive relationships, (b) classroom preventive practices, (c) social and emotional teaching strategies, and (d) individualized and intensive interventions. The Inventory encourages individual self-reflection, opportunities for teaming between classroom teachers, mentor coaches, supervisors, site directors, and other administrators, and promotes effective practices for direct service staff. There are two sections to this tool: the inventory of practices and the action plan.

Use of the Inventory:
This tool is best utilized in a manner that encourages reflection and discussion. Each of the four general areas includes several Skills and Indicators reflective of practices that promote social and emotional competence in young children. The Indicators are detailed phrases that enable the user to “dig a little deeper” in identifying and pinpointing skills that may or may not be present. A column entitled Observations/Evidence allows the user to write thoughts, suggestions, strengths, and needs concerning either the specific Skills or Indicators. Three levels of skill, Consistently, Occasionally, and Seldom, permit users to record their perceived skill level for each Indicator by checking the appropriate box. Users should be consistent in their appraisal of skills Inventory of Practices for Promoting Social Competence The Center on the Social and Emotional Foundations for Early Learning University of Illinois at Urbana-Champaign csefel.uiuc.edu H 1.2 P. 1/30 Rev. 11/30 across the three levels, Consistently, Occasionally, and Seldom (i.e., across all children in the classroom, target child or specific groups of children, environment of all classrooms, etc.). The final column allows the team to indicate whether or not an indicator should be a Target for Training. Following each section is a space for writing additional comments. The team or individual may wish to delineate specific training requests, professional development opportunities, or encouragement in the Comments box.

Use of the Action Plan:
The Action Plan takes the users to the next step once they have determined what specific Skills and Indicators from the Inventory they want to target for training. In the first column of the Action Plan, users should check those Skills or Indicators they previously identified as targets for training. In the second column, teachers and support personnel (e.g., trainers, mentor coaches, administrators) should work together to identify what strategies they will each use to help the teaching team implement the new practices. The third column allows users to identify Resources and Supports that will be necessary to successfully complete the activities or strategies listed in the second column.

Completion Dates:
Users may complete the Inventory and Action Plan at different times as a way of determining their progress toward addressing specific skills targeted for training. Different color inks corresponding to the dates completed can be used when completing the tool in order to highlight changes over time. Inventory of Practices for Promoting Children’s Social and Emotional Competence Center on the Social and Emotional Foundations for Early Learning.

Inventory of Practices for Promoting Social Competence
Skills and Indicators Consistently Occasionally Seldom Target for training? Observations/ Evidence
3 2 1 Yes No  
1. Develops meaningful relationships with children and families              
box Greets children on arrival; calls by name             
box Communicates with children at eye level             
box Verbally interacts with individual children during routines and activities             
box Participates in children’s play when appropriate             
box Shows respect, consideration, warmth to all children             
box Speaks calmly to children             
box Uses a variety of strategies for building relationships with all children             
box Attends to children in positive ways at times when the children are not engaging in challenging behavior             
box Uses a variety of strategies for building relationships with all families             
box Creates a classroom that is a place that children and families like to be (i.e., feel comfortable, welcome, and safe)            
Comments:            

2. Examines personal, family, and cultural views of challenging child behavior  

           
box Considers personal beliefs regarding the acceptability and unacceptability of specific types of child behavior             
box Considers personal beliefs regarding the causes of specific types of unacceptable child behavior             
box Acknowledges contrasting or conflicting beliefs held by others regarding acceptable and unacceptable types of child behavior            
Comments:            
3. Examines own attitudes toward challenging behavior            
box Understands the relationship between children’s social-emotional development and challenging behaviors            
box Understands that children’s challenging behaviors are conveying some type of message            
box Understands there are many things that can be done to prevent challenging behaviors            
box Identifies what behaviors “push my buttons”            
box Develops strategies for dealing with situations when children’s behaviors “push my buttons”            
box Works together with a team to problem solve around issues related to challenging behaviors            
Comments:            
4. Designs the physical environment            
box Removes obstacles that make it difficult for children with physical disabilities to move around the room            
box Clearly defines boundaries in learning centers            
box Arranges learning centers to allow room for multiple children            
box Provides a variety of materials in all learning centers            
box Designs learning centers so that children spend time evenly across centers            
box Considers children's interests when deciding what to put in learning centers            
box Makes changes and additions to learning centers on a regular basis            
box Visually closes learning centers when they are not an option for children to use             
box Arranges traffic patterns in classroom so there are no wide open spaces            
Comments:            
5. Develops schedules and routines              
box Designs schedule to include a balance of large group and small group activities              
box Designs schedule to minimize the amount of time children spend making transitions between activities              
box Implements schedule consistently              
box Teaches children about the schedule              
box Provides explanations when changes in the schedule are necessary            
Comments:            
6. Ensures smooth transitions              
box Structures transitions so children do not have to spend excessive time waiting with nothing to do              
box Teaches children the expectations associated with transitions              
box Provides warnings to children prior to transitions              
box Individualizes the warnings prior to transitions so that all children understand them            
Comments:            
7. Designs activities to promote engagement              
box Plans and conducts large group activities with specific goals in mind for the children              
box Varies the topics and activities in the large group from day to day              
box Provides opportunities for children to be actively involved in large group activities              
box Varies speech and intonation to maintain the children's interests in the large group activity              
box Monitors children's behavior and modifies plans when children lose interest in large group activities              
box Plans and conducts small group activities with specific goals in mind for each child              
box Plans and conducts fun small group activities              
box Uses peer as models during small group activities              
box Monitors children's behavior and modifies plans when children lose interest in small group activities              
box Makes adaptations and modifications to ensure that all children can be involved in a meaningful way in any activity              
box Uses a variety of ways to teach the expectations of specific activities so that all children understand them            
Comments:            
8. Giving Directions              
box Gains child’s attention before giving directions              
box Minimizes the number of directions              
box Individualizes the way directions are given              
box Gives clear directions              
box Gives directions that are positive              
box Gives children time to respond to directions              
box Gives children choices and options when appropriate              
box Follows through with positive acknowledgements of children’s behavior            
Comments:            
9. Establishes and enforces clear rules, limits, and consequences for behavior              
box Identifies appropriate classroom rules with children              
box Teaches rules in developmentally appropriate ways              
box Provides opportunities for children to practice classroom rules              
box States rules positively and specifically (avoids words "no" and "don't" as much as possible)              
box Keeps rules to manageable number (3-6)              
box Frequently reinforces children for appropriate behavior              
box Identifies consequences for both following and not following rules              
box Makes sure all adults in classroom know rules and consequences              
box Enforces rules and consequences consistently and fairly            
Comments:            
10. Ignores misbehavior when appropriate              
box Attends to children’s positive behaviors more than negative behaviors              
box Identifies a small number of behaviors to systematically ignore at any given time              
box Plans carefully to provide attention and praise to the prosocial behaviors that are the opposite of the ones you are trying to ignore              
box Neutralizes reactions to behaviors that the student is doing that you are trying to ignore              
box Returns attention quickly when the student begins behaving appropriately              
box Teaches other students to ignore inappropriate behaviors            
Comments:            
11. Uses redirection when appropriate              
box Redirects distracted, off-task, or withdrawn students, giving them opportunities to become involved in more productive activities            
Comments:            
12. Engages in ongoing monitoring and positive attention              
box Gives children time and attention when engaging in appropriate behavior              
box Monitors adults’ interactions with children throughout the day            
Comments:            
13. Uses positive feedback and encouragement              
box Uses praise and encouragement contingent on appropriate behavior              
box Provides descriptive praise and encouragement              
box Conveys enthusiasm while giving praise and encouragement              
box Uses praise and encouragement contingent on child’s efforts.              
box Provides non-verbal cues of appreciation              
box Recognizes that there are individual variations in what forms of acknowledgment are interpreted as positive by children              
box Involves other adults in praising children              
box Models praise frequently            
Comments:            
14. Interacts with children to develop their self-esteem              
box Demonstrates active listening with children              
box Avoids judgmental statements              
box Responds to children's ideas              
box Recognizes children's efforts              
box Shows empathy and acceptance of children's feelings            
Comments:            
15. Shows sensitivity to individual children's needs              
box Respects and accommodates individual needs, personalities, and characteristics              
box Adapts and adjusts accordingly (instruction, curriculum, materials, etc.)              
box Conveys acceptance of individual differences (culture, gender, sensory needs, language, abilities) through planning, material selection, and discussion of topics            
Comments:            
16. Encourages autonomy              
box Provides children with opportunities to make choices              
box Allows children time to respond and/or complete task independently before offering assistance              
box Creates opportunities for decision-making, problem-solving, and working together              
box Teaches children strategies for self-regulating and/or self-monitoring behaviors            
Comments:            
17. Capitalizes on the presence of typically developing peers              
box Utilizes peers as models of desirable social behavior              
box Encourages peer partners/buddies (i.e., hold hands during transitions, play partner, clean up buddy, etc.)              
box Demonstrates sensitivity to peer preferences and personalities              
box Shows an understanding of developmental levels of interactions and play skills            
Comments:            
18. Utilizes effective environmental arrangements to encourage social interactions              
box Considers peer placement during classroom activities              
box Effectively selects, arranges, and utilizes materials that promote interactions (high interest, novel, culturally meaningful)              
box Effectively selects, arranges, and implements activities that promote interactions (high interest, novel, culturally meaningful)              
box Develops interaction opportunities within classroom routines (i.e., table captain, clean-up partner, snack set-up, etc.)            
Comments:            
19. Uses prompting and reinforcement of interactions effectively              
box Provides sincere, enthusiastic feedback to promote and maintain social interactions              
box Waits until interactions are finished before reinforcing; does not interrupt interactions              
box Models phrases children can use to initiate and encourage interactions              
box Gives general reminders to "play with your friends"              
box Facilitates interactions by supporting and suggesting play ideas              
box Ensures that interactions are mostly child-directed not teacher-directed during free play            
Comments:            
20. Provides instruction to aid in the development of social skills              
box Includes social interaction goals on the IEP              
box Teaches appropriate social skills through lessons and role-playing opportunities              
box Incorporates cooperative games, lessons, stories, and activities that promote altruistic behavior into planning              
box Structures activities to encourage and teach sharing              
box Structures activities to encourage and teach turn-taking              
box Structures activities to encourage and teach requesting and distributing items              
box Structures activities to encourage and teach working cooperatively            
Comments:            
21. Promotes identification and labeling of emotions in self and others              
box Uses photographs, pictures, and posters that portray people in various emotional states              
box Uses validation, acknowledgment, mirroring back, labeling feelings, voice tones, or gestures to show an understanding of children’s feelings              
box Assists children in recognizing and understanding how a classmate might be feeling by pointing out facial expressions, voice tone, body language, or words              
box Uses real life situations to practice problem solving, beginning with defining the problem and emotions involved            
Comments:            
22. Explores the nature of feelings and the appropriate ways they can be expressed              
box Teaches that all emotions are okay, but not all expressions are okay              
box Labels own emotional states and provides an action statement (e.g., I am feeling frustrated so I better take some deep breaths and calm down)              
box Uses opportunities to comment on occasions when children state they are feeling upset or angry but are remaining calm            
Comments:            
23. Models appropriate expressions and labeling of their own emotions and self-regulation throughout the course of the day              
box Labels positive feelings              
box Labels negative feelings paired with actions to regulate            
Comments:            
24. Creates a planned approach for problem-solving processes within the classroom              
box Individualizes the planned approach to the appropriate level of the child              
box Systematically teaches the problem-solving steps: a What is my problem? b What are some solutions? c What would happen next? d Try out the solution.              
box "Problematizes" situations throughout the day to allow children opportunities to generate solutions              
box Takes time to support children through the problem-solving process during heated moments              
box Comments on and reinforces children's problem-solving efforts            
Comments:            
25. Promotes children's individualized emotional regulation that will enhance positive social interactions within the classroom              
box Helps children recognize cues of emotional escalation              
box Helps children identify appropriate choices              
box Helps children try solutions until the situation is appropriately resolved              
box Displays photographs of children working out situations            
Comments:            
26. Teams with family to develop support plans              
box Invites family to participate in behavior support process from the beginning              
box Accommodates family schedule              
box Encourages family to assist in the development of plan              
box Ensures that the plan addresses family and child care issues            
Comments:            
27. Teams use functional assessment              
box Conducts observations              
box Completes interviews              
box Develops hypothesis            
Comments:            
28. Develops and implements behavior support plan              
box Includes replacement skills              
box Includes prevention strategies              
  box Includes new responses            
Comments:            
  29. Teaches replacement skills              
  box Replacement skills are taught throughout the day              
  box Replacement skills are taught when problem behavior is not occurring              
  box Consistently provides positive reinforcement for appropriate behavior            
Comments:            
  30. Monitors progress              
  box Measures and monitors changes in problem behavior              
  box Measures and monitors acquisition of replacement skills              
  box Team meets periodically to review child progress, plan implementation, and to develop new support strategies            
Date 1 Completed: ______ Date 2 Completed: _____

 

Action Plan for Promoting Social Competence: Building Positive Relationships
Skills and Indicators Strategies I will use to implement new practices or support others in implementing new practices Supports and resources needed to accomplish these activities
1. Develops meaningful relationships with children and families
box Greets children on arrival; calls by name
box Communicates with children at eye level
box Verbally interacts with individual children during routines and activities
box Participates in children’s play when appropriate
box Shows respect, consideration, warmth to all children
box Speaks calmly to children
box Uses a variety of strategies for building relationships with all children
box Attends to children in positive ways at times when children are not engaging in challenging behavior
box Uses a variety of strategies for building relationships with all families
box Creates a classroom that is a place that children and families like to be (i.e., feel comfortable, welcome, and safe) 		   
2. Examines personal, family, and cultural views of challenging child behavior
box Considers personal beliefs regarding the acceptability and unacceptability of specific types of child behavior
box Considers personal beliefs regarding the causes of specific types of unacceptable child behavior
box Acknowledges contrasting or conflicting beliefs held by others regarding acceptable and unacceptable types of child behavior 		   
3. Examines own attitudes toward challenging behavior
box Understands the relationship between children’s social-emotional development and challenging behaviors
box Understands that children’s challenging behaviors are conveying some type of message
box Understands there are many things that can be done to prevent challenging behaviors
box Identifies what children’s behaviors “push my buttons”
box Develops strategies for dealing with situations when children’s behaviors “push my buttons”
box Works together with a team to problem solve around issues related to challenging behaviors 		   
4. Designs the physical environment
box Arranges traffic patterns in classroom so that there are not wide open spaces that allow children to run
box Removes obstacles that make it difficult for children with physical disabilities to move around the room
box Clearly defines boundaries in learning centers
box Arranges learning centers to allow room for multiple children
box Provides a variety of materials in all learning centers
box Designs learning centers so that children spend time evenly across centers
box Considers children’s interests when deciding what to put in learning centers
box Makes changes and additions to learning centers on a regular basis
box Visually closes learning centers when they are not an option 		   
5. Develops schedules and routines
box Designs schedule to include a balance of large group and small group activities
box Designs schedule to minimize the amount of time children spend making transitions between activities
box Implements schedule consistently
box Teaches children about the schedule
box Provides explanations when changes in the schedule are necessary 		   
6. Ensures smooth transitions
box Structures transitions so children do not have to spend excessive time waiting with nothing to do
box Teaches children the expectations associated with transitions
box Provides warnings to children prior to transitions
box Individualizes the warnings prior to transitions 		   
7. Designs activities to promote engagement
box Plans and conducts large group activities with specific goals in mind for the children
box Varies the topics and activities in the large group from day to day
box Provides opportunities for children to be actively involved in large group activities
box Varies speech and intonation to maintain the children's interests in the large group activity
box Monitors children's behavior and modifies plans when children lose interest in large group activities
box Plans and conducts small group activities with specific goals in mind for each child
box Plans and conducts fun small group activities
box Uses peer as models during small group activities
box Monitors children's behavior and modifies plans when children lose interest in small group activities
box Makes adaptations and modifications to ensure that all children can be involved in a meaningful way in any activity
box Uses a variety of ways to teach the expectations of specific activities so that all children understand them 		   
8. Giving Directions
box Gains child’s attention before giving directions
box Minimizes the number of directions
box Individualizes the way directions are given
box Gives clear directions
box Gives directions that are positive
box Gives children time to respond to directions
box Gives children choices and options when appropriate
box Follows through with positive acknowledgements 		   
9. Establishes and enforces clear rules, limits, and consequences for behavior
box Identifies appropriate classroom rules with children
box Teaches rules in developmentally appropriate ways
box Provides opportunities for children to practice classroom rules
box States rules positively and specifically (avoids words "no" and "don't" as much as possible)
box Keeps rules to manageable number (3-6)
box Frequently reinforces children for appropriate behavior
box Identifies consequences for both following and not following rules
box Makes sure all adults in classroom know rules and consequences
box Enforces rules and consequences consistently and fairly 		   
10. Ignores misbehavior when appropriate
box Attends to children’s positive behaviors more than negative behavior
box Identifies a small number of behaviors to systematically ignore at any given time
box Plans carefully to provide attention and praise to the prosocial behaviors that are the opposite of the ones you are trying to ignore
box Neutralizes reactions to behaviors that the student is doing that you are trying to ignore
box Returns attention quickly when the student begins behaving appropriately
box Teaches other students to ignore inappropriate behaviors 		   
11. Uses redirection when appropriate
box Redirects distracted, off-task, or withdrawn students, giving them opportunities to become involved in more productive activities		    
12. Engages in ongoing monitoring an positive attention
box Gives children time and attention when engaging in appropriate behavior
box Monitors adults’ interactions with children throughout the day		    
13. Uses positive feedback and encouragement
box Uses praise and encouragement contingent on appropriate behavior
box Provides descriptive praise and encouragement
box Conveys enthusiasm while giving praise and encouragement
box Uses praise and encouragement contingent on child’s efforts.
box Provides non-verbal cues of appreciation
box Recognizes that there are individual variations in what forms of acknowledgment are interpreted as positive by children
box Involves other adults in praising children
box Models praise frequently 		   
14. Interacts with children to develop their self-esteem
box Demonstrates active listening with children
box Avoids judgmental statements
box Responds to children’s ideas
box Recognizes children’s efforts
box Shows empathy and acceptance of children’s feelings 		   
15. Shows sensitivity to individual children’s needs
box Respects and accommodates individual needs, personalities, and characteristics
box Adapts and adjusts accordingly (instruction, curriculum, materials, etc.)
box Conveys acceptance of individual differences (culture, gender, sensory needs, language, abilities) through planning, material selection, and discussion of topics 		   
16. Encourages autonomy
box Provides children with opportunities to make choices
box Allows children time to respond and/or complete task independently before offering assistance
box Creates opportunities for decision-making, problem-solving, and working together
box Teaches children strategies for self-regulating and/or self-monitoring behaviors		    
17. Capitalizes on the presence of typically developing peers
box Utilizes peers as models of desirable social behavior
box Encourages peer partners/buddies (i.e., hold hands during transitions, play partner, cleanup buddy, etc.)
box Demonstrates sensitivity to peer preferences and personalities
box Shows an understanding of		    
18. Utilizes effective environmental arrangements to encourage social interactions
box Considers peer placement during classroom activities
box Effectively selects, arranges, and utilizes materials that promote interactions (high interest, novel, culturally meaningful)
box Effectively selects, arranges, and implements activities that promote interactions (high interest, novel, culturally meaningful)
box Develops interaction opportunities within classroom routines (i.e., table captain, cleanup partner, snack set-up, etc.) 		   
19. Uses prompting and reinforcement of interactions effectively
box Provides sincere, enthusiastic feedback to promote and maintain social interactions
box Waits until interactions are finished before reinforcing; does not interrupt interactions
box Models phrases children can use to initiate and encourage interactions
box Gives general reminders to “play with your friends”
box Facilitates interactions by supporting and suggesting play ideas
box Ensures that interactions are mostly childdirected not teacher-directed during free play 		   
20. Provides instruction to aid in the development of social skills
box Includes social interaction goals on the IEP
box Teaches appropriate social skills through lessons and role-playing opportunities
box Incorporates cooperative games, lessons, stories, and activities that promote altruistic behavior into planning
box Structures activities to encourage and teach sharing
box Structures activities to encourage and teach turn-taking
box Structures activities to encourage and teach requesting and distributing items
box Structures activities to encourage and teach working cooperatively 		   
21. Promotes identification and labeling of emotions in self and others
box Uses photographs, pictures, and posters that portray people in various emotional states
box Uses validation, acknowledgment, mirroring back, labeling feelings, voice tones, or gestures to show an understanding of children’s feelings
box Assists children in recognizing and understanding how a classmate might be feeling by pointing out facial expressions, voice tone, body language, or words
box Uses real life situations to practice problem solving, beginning with defining the problem and emotions involved 		   
22. Explores the nature of feelings and the appropriate ways they can be expressed
box Teaches that all emotions are okay, but not all expressions are okay
box Labels own emotional states and provides an action statement (e.g., I am feeling frustrated so I better take some deep breaths and calm down)
box Uses opportunities to comment on occasions when children state they are feeling 		   
23. Models appropriate expressions and labeling of their own emotions and self-regulation throughout the course of the day
box Labels positive feelings
box Labels negative feelings paired with actions to regulate 		   
24. Creates a planned approach for problemsolving processes within the classroom
box Individualizes the planned approach to the appropriate level of the child
box Systematically teaches the problem-solving steps: (a) What is my problem? (b) What are some solutions? (c) What would happen next? (d) Try out the solution.
box “Problematizes” situations throughout the day to allow children opportunities to generate solutions
box Takes time to support children through the problem-solving process during heated moments
box Comments on and reinforces children’s problem-solving efforts 		   
25. Promotes children’s individualized emotional regulation that will enhance positive social interactions within the classroom
box Helps children recognize cues of emotional escalation
box Helps children identify appropriate choices
box Helps children try solutions until the situation is appropriately resolved
box Displays photographs of children working out situations 		   
26. Teams with family to develop support plans
box Invites family to participate in behavior support process from the beginning
box Accommodates family schedule
box Encourages family to assist in the development of plan
box Ensures that the plan addresses family and child care issues 		   
27. Teams use functional assessment
box Conducts observations
box Completes interviews
box Develops hypothesis 		   
28. Develops and implements behavior support plan
box Includes replacement skills
box Includes prevention strategies
box Includes new responses 		   
29. Teaches replacement skills
box Replacement skills are taught throughout the day
box Replacement skills are taught when problem behavior is not occurring
box Consistently provides positive reinforcement for appropriate behavior 		   
30. Monitors progress
box Measures and monitors changes in problem behavior
box Measures and monitors acquisition of replacement skills
box Team meets periodically to review child progress, plan implementation, and to develop new support strategies 		   
Date 1 Completed: ______ Date 2 Completed: _____
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This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the U.S. Department of Health and Human Services, Administration for Children and Families (Cooperative Agreement N. PHS 90YD0119). The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of Health and Human Services, nor does mention of trade names, commercial projects, or organizations imply endorsement by the U.S. Government. You may reproduce this material for training and information purposes.

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