EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/07/2023 | 3:00 PM - 3:30 PM | The Power of SEL: Making Superheroes for Post Pandemic Success | DECC 212
The Power of SEL: Making Superheroes for Post Pandemic Success
Parents and teachers are often portrayed as superhuman by those they serve or their observing community members and friends. It’s an understandable comparison. However, displays of their regular human nature can support school readiness skills. During the covid pandemic, parental stress skyrocketed in unprecedented ways. Within these stressful situations, researchers Linnavalli and Kalland (2021) found that parent-child relationships declined during the covid shutdowns. This combined with a decline in opportunities for play because of mandatory isolation and travel restrictions both close and far (Egan, et al. 2021). Now there is a need to focus on social-emotional learning to prepare children to transition from early intervention to school-based services. Transitioning into new learning environments requires strong trust between a child and their parental figures and teachers, a willingness to interact with peers, and other crucial age-appropriate social-emotional skills.
With limited interaction with others and possibly reduced quality of parental relationships, children with hearing loss have limited opportunities to observe adult role models demonstrating their executive functioning skills. During stressful times, it is understandable that adults internalize these executive functioning skills to prioritize other needs. However, without that modeling, opportunities for children to learn and emulate those processes become harder to learn without needed repetition. Early interventionists and parents can demonstrate executive functioning for their life and how the child can use those same skills. This process also builds trust between caregivers and the early interventionists.
References:
Linnavalli, T., & Kalland, M. (2021). Impact of COVID-19 Restrictions on the Social-Emotional Wellbeing of Preschool Children and Their Families. Education Sciences, 11(8), 435. MDPI AG. Retrieved from http://dx.doi.org/10.3390/educsci11080435
Egan, S.M., Pope, J., Moloney, M. et al. Missing Early Education and Care During the Pandemic: The Socio-Emotional Impact of the COVID-19 Crisis on Young Children. Early Childhood Educ J 49, 925–934 (2021). https://doi.org/10.1007/s10643-021-01193-2
- Participants will identify ways they can connect with caregivers on a human level
- Participants will identify opportunities to use daily life activities to teach children school readiness skills.
- Participants will discuss social emotional development.
Presentation:
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Handouts:
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Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Lauren Munkondya
(), Utah State School for the Deaf, lauren.smith08@gmail.com;
Lauren Smith is a teacher of the Deaf in St. George Utah. She has coached parents and guardians of students from birth to age 10. She loves coaching over teleintervention and in person. Her special interests in the field include speech babble, coaching, and music as a teaching tool.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Kaytlin Cook-Ward
(), Westwind School District, Raymond Elementary School, kaytie.cook@gmail.com;
Kaytie Cook-Ward is a graduate of the Utah State Listening and Spoken Language graduate program. Her interests are in the linguistic and academic achievement of young children for the success of involvement in their chosen and home communities. She is passionate about providing services to rural communities and working towards quality inclusion programming.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.