SELF ProgramSocial Emotional Learning Foundations
Supporting Early Childhood Education
The SELF Program Coordinator provides on-site consultation and training for teachers. Five sites selected annually through an application process to receive program services. Teachers at the selected sites receive 150 hours of support services. Eligible preschool sites include infant, toddler or preschool centers, licensed family child care homes. Teacher training includes orientation on the Center on the Social Emotional Foundations for Early Learning (CSEFEL) pyramid model whose aim is to create supportive environments and supporting teachers in teaching social emotional strategies for children preschool aged children.
For More Infomration Contact the SELF Program Coordinator:
Donna Meiss,MA Ed. ECH
The Social Emotional Learning Foundations (SELF) program supports early childhood education and development. The SELF Program Coordinator supports local preschool sites in supporting program goals in two parts:
On-site consultation and training for teachers:
The on-site consultation will take place at 5 selected sites within Tuolumne County.
Child specific behavioral Intervention:
for children experiencing difficulties in the social emotional domain. This
intervention is available to all early childhood programs in Tuolumne County.
The program support is based on the Social Emotional Foundations for Early Learning
(CSEFEL) pyramid model which includes the following components:
CSEFEL Implementation Assistance:
• Teacher observations using the Teaching Pyramid Observation Tool (TPOT) or The Pyramid Infant Toddler Observation Scale(TPITOS)
• Action plan development based on TPOT or TPITOS results
• Teacher assistance in determining action steps for securing resources, supports and materials
• Assistance in making CSEFEL related classroom materials to address the areas identified in need of improvement through the TPOT or TPITOS observations
• Implementation of CSEFEL strategies using modeling, video taping, observation, coaching
• Building relationships with families, designing the physical environment, developing schedules, routines, transitions, classroom rules