Supportive Intervention Strategies

To be a successful, socially competent member within our society, children need to learn problem solving strategies to help navigate the social society with which we all exist. Socially competent children tune in to their surroundings, relate well to other children, and have effective social skills (Marion 220). Most children’s social skills increase rapidly during the preschool year’s professionals working with children can support the social emotional development of emotions and social behaviors of the children within their care. From a professional stand point learning strategies and problem solving skills to assist a child through a developmental stage in life is a beneficial tool for teachers to research. Children

(Han et. al. 243) Several pyramid models have suggested teachers begin with the naturalistic strategies by developing caring relationships and a supportive classroom environment before moving on to personalized teaching strategies and intervention when needed. There are four basic categories of intervention and support from most to least naturalistic, environmental arrangements, naturalistic strategies, planned routine activities, and higher intensity interventions. Environmental arrangement in regards to early childhood education program, includes the physical structures, objects and organization of the classroom the temporal organization of activities, and the emotional climate within the setting. The room setting is the first step to help assist with the growth of social competence. Small group settings are best as they work best for children to practice and develop interpersonal skills and knowledge. Small groups are more manageable for children as there is less demand placed on a child socially while interacting within these groups. Blocks and dramatic play are wonderful areas for children to work on social skills where private areas support self-regulation. Situations are frustrating for children at times private spaces give children a place to retreat and allow them to have the downtime they may need when they are over stimulated. Free choice time has been noted as a successful social tool for children as they can interact with their peers in a more informal setting. The schedules provide children the opportunity to practice planning and decision making skills as they can choose freely what and how they are going to use this time. Naturalistic strategies are supportive techniques which flow with the natural order of the classroom interaction. Naturalistic strategies include ‘on-the-spot support’