Early Childhood Behavior & Learning Consultation
What We Do:
Regular visits and support from Early Childhood Behavior and Learning Support professionals can make a significant difference in a child’s educational experience. Observing students and collaborating with teachers and administrators helps to address individual needs, implement effective strategies, and create a positive learning environment.
- Support teachers and students in preschool and kindergarten in the areas of classroom management and behavior, social skills and academic readiness.
- Conduct classroom observations and work with teachers to address challenges by modeling strategies and providing solutions.
- Offer teacher and parent education workshops about behavior management and social skills and strategies for success.
- Available to consult one-on-one with parents and provide resources and information regarding typical development in children; responding to questions parents may have about the implications of a deficit in any of the skill areas.
- Available to attend IEP meetings upon parent and/or school request, and to review results of testing and ensure the implementation of professional recommendations.
Work That Speaks Volumes
JES’ Early Childhood Consultant has excellent insight into the children and extensive knowledge about positive classroom environments. We look forward to her support every week.
Early Childhood Consultants In Action
Benny was an energetic and fun-loving three-year old. He loved his teachers, his classmates and going to school. His enthusiasm, however, often resulted in pushing, shouting and grabbing. He had little control over his “big feelings” and his teachers and classmates were getting tired of his outbursts. JES’ Early Childhood consultant observed him in the classroom, at rest time, and in the playground and concluded that Benny needed more sensory input than he was receiving.
She developed a plan to teach him how to identify his feelings and the degree to which he was feeling them as well as strategies for managing those feelings in ways that could replace the behaviors that were getting him in trouble. She demonstrated the program for the teachers and modeled how they could cue Benny. After several weeks and tweaks, Benny’s behavior began to improve. He had fewer notable outbursts and was showing some independence using his chart. Benny still has a way to go but with JES’ continued support, his teachers are confident he will get there!