Studies show that positive social-emotional development is a great predictor of future academic success—and the earlier children start learning critical social-emotional skills, the better. That's why preschools need
Strong Startā€”Pre-K: a field-tested, kid-friendly curriculum that makes it easy to give young children a strong foundation of social-emotional competence. Focused on skills young children will build on and use for the rest of their lives—managing anger, being a good friend, dealing with anxiety, resolving conflicts, and more—this fun and engaging curriculum is
- Easy for teachers to use right away—no special training required
- A great way to boost emerging academic skills like early literacy & listening skills
- A simple add-on for any early childhood classroom, with short activities that take just 20 minutes a day
- Tailored especially for very young children, showing teachers how to use a mascot called "Henry Bear" to help children express their feelings
- Tested in pre-K and Head Start programs
- Low-cost and low-tech. Strong Kids costs far less than similar programs and requires few extra resources.
Lessons in Strong Startā€”Pre-K include everything teachers need—optional, easily adaptable scripts, sample scenarios and examples, and creative activities developed just for preschool childrenā€”and the "booster" lessons help reinforce new skills and strategies.
Plus the included CD-ROM is filled with reproducible classroom materials, such as visual aids to help children learn and bulletins to keep parents informed and encourage them to continue the learning at home.
Learn more about the Strong Kids series.
See which domain of school readiness in the Head Start Child Development and Early Learning Outcomes Framework this book addresses. Kenneth W. Merrell, Ph.D. is a professor of school psychology in the Department of Special Education and Clinical Sciences at the University of Oregon. He has served as School Psychology Program Director and Co-director as well as Department Head.
Sara A. Whitcomb, Ph.D., is currently Associate Professor in the School Psychology program in the Department of Student Development at the University of Massachusetts in Amherst. She teaches courses pertaining to developmental psychopathology, psychology in the classroom, behavioral assessment, and school-based consultation. Dr. Whitcomb works with several school districts on their implementation of School-wide Positive Behavioral Interventions and Support, and her current research efforts include investigation of quality implementation features and consultation related to school-based behavioral and social-emotional learning efforts. She has co-authored several articles, the fifth edition of a textbook entitled, Behavioral, Social, and Emotional Assessment for Children and Adolescents, and she has previously held positions as a special education and general education teacher in grades K–8.
Danielle M. Parisi, Ph.D., is a Research Scientist with Amplify, an educational technology company. She is a school psychologist whose work emphasizes prevention and early intervention for improving academic and social outcomes for students. She conducts research and provides professional development in the areas of Response to Intervention/Multi-tiered Systems of support, evidence-based instructional practices, and data-based decision making.
Hill M. Walker Ph.D. is Director of Center on Human Development, College of Education, University of Oregon
