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Social Emotional Screening

GOAL: All children in southern Illinois, ages birth through five (5), will be screened for social-emotional concerns which may  put children at risk for potential health, developmental, or behavioral problems.
Just as it is important to screen young children for developmental delays, it is also important to screen for social, emotional and behavioral concerns. By identifying these concerns, along with children’s social and emotional strengths, teachers and caregivers can build on those strengths utilizing research based strategies to help build children’s resilience. Screening also helps identify children who need more evaluation  do that serious concerns can be addressed before they become bigger problems.

It is the goal of Coalition members, that ALL children throughout the region receive this screening at least once before they enter school.  Programs throughout the region use a variety of different screening tools. based on specific criteria deemed important to their programs. Some of the most widely in the region’s early childhood settings used include: Ages and Stages-Social Emotional (ASQ_-SE) , the Brigance, the Devereaux and the Dial 4.
During FY 2019, Coalition members began  collecting data on the number of social emotional screening that has been administered throughout the region. 

Training

Early Childhood professionals and others working with young children have an important role in promoting  the healthy social emotional development of young children. 
“A trusting and caring teacher–child relationship is essential “for children’s optimum development. “(Raikes & Edwards 2009). “Children who have trusting relationships with their teachers are, on average, more willing to ask questions, solve problems, try new tasks, and express their thinking than their peers without such relationships.” (O’Connor & McCartney 2007)
This is especially true for children who  have experienced trauma.
The Coalition is working in partnership with Resilient SI, CCR&R and the Partnership for Resiliency to identify resources and training for early care and education providers to support their work in working with children who have been affected by trauma. 
“The single most common factor for children and teens who develop the capacity to overcome serious hardship is having at least one stable and committed relationship with a supportive parent, caregiver, or other adult.” Center for the Developing Child,Harvard University
Raikes, H.H., & C.P. Edwards. 2009. Extending the Dance in Infant and Toddler Caregiving: Enhancing Attachment and Relationships. Baltimore, MD: Brookes
O’Connor, E., & K. McCartney. 2007. “Examining Teacher–Child Relationships and Achievement as Part of an Ecological Model of Development.” American Educational Research Journal 44 (2): 340–69.