Part 1 of this two-part series explores
- A social cognitive-based approach for early learners
- Milestones that support working and learning as part of a group
- Strategies to use the Social Thinking Vocabulary to learn about the social world
Part 2 of this two-part series expands on the research-based foundations of our work with early learners introduced in Part 1 related to the core Social Thinking® concepts taught through our curriculum and focuses on the concepts of thinking with your eyes, body in the group, and whole body listening. Learn strategies, lessons, and examples for teaching these concepts with fidelity to early social learners.
Part 1: Thoughts, Feelings, and the Group Plan
Series Name: Introducing Social Thinking to Early Learners Through Five Stories and Play-Based Activities
Please note that this course begins promptly at 9:00 am Pacific Time. Guide children’s early social learning and play experiences to strengthen social competencies and classroom learning. Part 1: Foundations for Early Learners—Thoughts, Feelings, and the Group Plan examines the foundations of our work with early learners, delves into the core concepts thoughts and feelings and the group plan, and provides strategies, lessons, and examples for teaching them with fidelity to early social learners.
Register for 3.5 Hour Livestream Event with 30-day Replay Access
Who should attend
This two-part series introduces interventionists (professionals and parents) to the many important facets of development that underlie social learning in preschool- and early elementary-age students, clients, and patients. What looks like pure fun to us has important social learning consequences for the developing mind. The ability to participate in collaborative play and learn as part of a group depends upon flexible thinking, competent language ability, self-regulation, and solid social emotional development, as well as the executive functioning skills to manage all of these simultaneously. Educational standards highlight the importance of classroom listening and collaboration, which are hallmarks of developmental learning in preschool and early elementary years. In this this series, Teaching Social Thinking to Early Learners through Stories and Play-Based Activities, we share key strategies and innovative practices for helping early learners with average to strong language and learning abilities develop critical social competencies, including:
- A research perspective on social emotional learning and executive functioning/self-regulation—and their interactive impact on socio-communicative abilities—and how to put the research and best practices of teaching social information into action
- Five Social Thinking Vocabulary concepts that have been adapted for social learners ages 4-7: thoughts and feelings, the group plan, thinking with your eyes, body in the group, and whole body listening
- Methods to teach these concepts through storybooks, music, structured activities, and play
- A variety of strategies to use in the classroom, online learning environment, home, or clinic.
Part 1: Foundations for Early Learners—Thoughts, Feelings, and the Group Plan covers the foundations of our work with early learners and delves into the core Social Thinking concepts thoughts and feelings and the group plan. At the core of social learning are our thoughts and feelings. We break down the ins and outs of introducing and concretely teaching about these abstract social concepts to support knowing our own, sharing them with others, and taking others’ thoughts and feelings into account as we act and react. Figuring out and being a part of the group plan begins with understanding that there is a group plan, that others are thinking about the same thing together. We break down how to increase social awareness and explore ways to support students, clients, and patients when they are following their own plan. Participants will learn about the key researched components of social-cognitive development from birth to age five and how they connect to the core Social Thinking concepts taught through our curriculum.
In Part 2: Building on Foundations—Thinking with Eyes, Body in the Group, and Whole Body Listening we continue our journey by exploring thinking with your eyes, body in the group, and whole body listening.
NOTE: Treatment refers to using conceptual and strategy-based frameworks to help individuals improve their social competencies.
Who Should Attend
The Social Thinking Methodology is used by a wide variety of professionals; including speech-language pathologists, special and general education teachers, social workers, counselors, clinical and school psychologists, occupational therapists, behavior specialists, and school administrators to name a few. It’s also used by family members and caregivers across settings.
About this Series
Introducing Social Thinking to Early Learners Through Five Stories and Play-Based Activities
This two-part series teaches parents and professionals to implement with fidelity our award-winning curriculum, storybooks, and music collection: We Thinkers! Volume 1: Social Explorers (formerly The Incredible Flexible You!). The vocabulary and strategies are adaptable for use with other activities and age-appropriate literature. The series includes two courses:
Part 1: Foundations for Early Learners—Thoughts, Feelings, and the Group Plan
Throughout this series, you will learn not just the “why” behind the concepts we teach but the “how” with practical strategies and examples that you can start infusing into the things you already do and say.
Series Content Disclosure: While this series includes information about other products and the work of other authors, it primarily focuses on the content included in the We Thinkers! Volume 1 Social Explorers curriculum guide and storybooks to teach this information with fidelity.
Learning Objectives and Agenda
Participants will be able to:
- Identify at least two key milestones that underlie the development of social cognitive skills from birth to age five.
- Explain why an early learner (ages 4–7) with social learning challenges may struggle to work and learn as part of a group.
- Describe two ways to structure learning experiences in preschool and early elementary settings to promote social emotional learning.
- Describe at least three ways to teach Social Thinking Vocabulary concepts thoughts and feelings and the group plan to students ages 4–7.
This agenda may change without notice.
- Exploring the difference between a skills-based approach and a social cognitive-based approach in teaching social skills to young learners.
- Introduction to the key components of social cognitive development from birth to age five.
- 10:20–10:30 Break
- Best practices for teaching Social Thinking curriculum to early learners using Social Thinking Vocabulary.
- Introduction to the concepts thoughts and feelings, and group plan.
- Practical strategies to teach these concepts through storybooks, music, structured activities, and play.
- Q & A
Continuing Education Credit
3.5 hours toward CE credit, if applicable
Earn Continuing Education Credit
Click here to see detailed Continuing Education Information by Profession and by State
When you register as a Professional for a livestream or recorded event sponsored by Social Thinking (i.e., the conference has a dedicated page on our website) you gain access to CE credit at no additional cost. Find your profession below to learn about your CE options. Each course provides 3.5 hours of instruction and each attendee will be given a certificate of attendance and a course agenda as proof of participation. For information about CE credit offered by livestream or recorded events NOT sponsored by Social Thinking, please contact the sponsoring organization.
We are proud to provide access to continuing education credit for:
- Speech-Language Pathologists
- Social Workers (Approval Pending)
- Clinical and School Psychologists (Approval Pending)
- ...and others!
Livestream Events Accessing Certificates of Attendance and/or CE certificate(s)
Immediately following the livestream course, an email will be sent with a questionnaire to verify your attendance. If you did, you will be asked to fill out the course evaluation. Upon submitting that back to our office, we will send a follow-up email providing you with further links to access Certificate of Attendance and CE certificates or forms. You will receive a separate email for each course day you registered to attend. An online form will be available to SLPs at that time to submit their ASHA info to claim ASHA CEUs.
Recorded Livestream Events Accessing Certificates of Attendance and/or CE certificate(s)
Following the expiration of the recording, we will send an email with a questionnaire. If you watched the recorded content, please fill out the questionnaire and survey. We will then send the follow-up email with the Certificate of Attendance. An online form will be available to SLPs at that time to submit their ASHA info to claim ASHA CEUs.
Remember, mental health professionals can only receive CE credit if they watched the live version of the courses (approval is pending). The recorded copy is not eligible for mental health CE credit.
Contact your licensing and/or certification organization
We are approved to offer access to CE credit in many instances. Because state requirements can change without notice, we recommend contacting your regulatory board or licensing organization to verify course approval to be 100% confident you can earn CE credit for our courses. Please note that licensing and/or certification organizations have varying requirements that must be fulfilled to earn CE credit for attending a continuing education event.
If your profession is not listed, we recommend you contact your licensing organization to determine whether they will approve our courses. All attendees will receive a certificate of attendance and agenda for each course as proof of participation.
Click here to see detailed Continuing Education Information by Profession and by State
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