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Grades K through 5(The National Institutes of Health, NIDA publication, “Principles of Substance Abuse Prevention for Early Childhood,” Prevention First, Inc., Illinois DHS, and educators at Northeastern Illinois University are sources for this section.) Pre k to 5th Grade life issues programming emphasizes affect learning and life skills development in conjunction with acquiring academic skills. Programming for Pre K and kindergarten children includes learning to identify and manage their emotions and behaviors, learning to share, play fairly, identify friends, and avoid bullies. The older children in this group will continue to develop these skills and begin to acquire a healthy individuation within a group, learning about diversity and respect for one another, developing positive self-esteem, and learning to care for themselves and others. The emphasis on life skills development and social and emotional learning are integral components of the young child’s ability to advance academically. Social Assessment The first component of the CIRLI model, Social Assessment, is especially important for Pre K through Fifth grade teachers. Social Assessment includes an assessment of Diversity, Real life issues and a Teacher’s Self Assessment. Pre K and Kindergarten will likely be the child’s first and primary relationship to society beyond the family. A teacher’s sensitivity and cultural competency in working with a diverse population of children will create an inclusive learning environment that benefits all of his or her students. When incorporating prevention strategies into lessons (see examples below), teachers should watch for behaviors, such as crying, hiding, or other disruptions, which may have been triggered by these lessons. If this is the case, consulting with the school counselor for further evaluation and assistance to these children is indicated. Research tells us that early interventions for children who have been exposed to violence or abuse make a real difference in the lives of these children going forward. For more information on this topic please see the Centers for Disease Control (CDC) website: https://www.cdc.gov/violenceprevention/acestudy (Other resources - please see below) Professional Development In addition to working with their counseling departments, we encourage all teachers and school administrators to have knowledge of the best practices in working with children and families who have experienced trauma and its associated stigma. Witnessing community or domestic physical and/or emotional violence, incarceration or deportation of a parent or sibling, parental substance abuse, chronic mental or physical illness, loss of a parent due to war, deportation, and poverty are examples of circumstances that may be traumatic. Unfortunately, they are not rare occurrences. http://Youth.gov provides a wealth of information that can support your efforts to support your students. Learning Objectives and Classroom Activities Pre K through Fifth Grade (Click here ) to download Guidelines for CIRLI Lesson Plan Design) Grade Level: Pre K and Kindergarten – Ages 4 and 5 Pre K and Kindergarten classes lay the groundwork for implementing a CIRLI curriculum. Teachers have the opportunity to familiarize children with the concepts of:
Suggested Instructional Activities:
Grade Level: First Grade – Age 6 First grade teachers continue to help children with SEL development while adding higher levels of tasks involving academic and cognitive skills in the following areas:
Suggested Instructional Activities:
Grade Level: Second and Third Grades – Ages 7 and 8 The social and racial disparities in our society are often apparent in our classrooms and depending on circumstances, larger societal issues such as violence, threat of deportation of non-citizens, substance abuse/addiction or homelessness may be very much a part of the community where you teach and your students’ lives. Teachers have the opportunity to reduce the stigma attached to these issues and present such issues as problems for all of us to try to solve together.
Suggested Instructional Activities:
Grade Level: Fourth through Fifth grades – Ages 10, 11 While all students at this age are still children, some are beginning to go through the physical and psychological changes of puberty. In any event, the transition to adolescence is a challenging time for most youth, parents and teachers. While students are beginning to rely more and more on their peers for validation and acceptance, it's important for them to know that the principle of concern for others and prevention strategies do not change. Ideally, the teachers role is to reinforce the concepts that have already been introduced in the earlier grades. Students can continue to examine these issues with a developing awareness of social justice within the K12 curriculum Suggested learning activities:
Links to prevention sites, articles, etc.
Free 5 CPDU online workshop through Northeastern Illinois University’s College of Education Integrate pressing life issues into classes across the curriculum to effectively engage students in learning and support social emotional growth CLICK HERE to access the online workshop No need to come to a training. Download and complete the online workshop at your own pace |