Submission Type: Practice-BasedÂ
Final Rating: Best Practice
Focus Area: Infant and Early Childhood Mental Health
Focus Population: Children, Teachers, Caregivers
Date Submitted: Fall 2024
Contact Information:Â
Audra Haney
OK-AIMHÂ
405-226-6604Â
909 E Britton, OKC, OK 73114
Goals and Outcomes:Â
Goals of the Project
1. Increase Access to Reflective Consultation for Early Childhood Educators:
The project will provide educators with opportunities to participate in ongoing reflective consultation sessions. These sessions will help educators develop greater self-awareness, empathy, and emotional intelligence, enabling them to better understand their own biases, as well as the diverse needs of the children and families they serve.
Through regular reflective consultation, educators will be able to address challenges in real time, improving their ability to manage classroom dynamics, support children's socialemotional development, and foster a sense of belonging for all children.
2. Support Professional Development through I/ECMH Endorsement:
The project will offer financial support and resources to help educators pursue I/ECMH Endorsement. This endorsement is a nationally recognized credential that signifies an educator's expertise in promoting the mental health and well-being of young children.
I/ECMH Endorsed educators will be equipped with the skills to provide culturally responsive mental health support, ensuring that all children—especially those from historically marginalized communities—receive equitable access to emotional and developmental support.
Endorsement will also prepare educators to work more effectively with families, building stronger partnerships that contribute to the overall well-being of the child.
3. Promote Equity, Diversity, Inclusion & Belonging (EDIB) in Early Childhood Settings:
The project aims to foster environments where all children feel seen, valued, and included. By providing educators with the tools to reflect on their own practices and biases, the project will help create classrooms that are more equitable and inclusive.
Educators will learn how to incorporate culturally responsive practices, address implicit biases, and build strong relationships with children and families from diverse backgrounds. These efforts will contribute to a greater sense of belonging for all children, regardless of race, ethnicity, language, socioeconomic status, or ability.
4. Address Systemic Barriers to Mental Health Support for Marginalized Communities:
The project will focus on reducing disparities in access to mental health resources by equipping educators with the knowledge and tools to advocate for children and families who may face systemic barriers. This includes ensuring that families from historically marginalized communities have access to mental health services and support tailored to their unique needs.
Educators will be trained to recognize the signs of trauma, developmental delays, and other mental health concerns early on, ensuring that children receive timely, appropriate interventions.
Objectives of the Project
1. Improve the Social-Emotional Competence of Early Childhood Educators:
Educators will receive ongoing support in reflective practices, enabling them to become more attuned to the emotional needs of the children in their care. This will result in improved classroom environments where children feel emotionally supported and where their social-emotional development is prioritized.
2. Enhance Educators’ Ability to Address Implicit Bias and Promote Equity:
Reflective consultation will help educators identify and address their own biases, leading to more equitable treatment of all children. This objective focuses on reducing disparities in how children are disciplined, supported, and engaged in the classroom.
Educators will develop strategies for fostering a sense of equity and fairness in their classrooms, ensuring that all children have access to the same opportunities for success.
3. Foster Inclusion and Create Culturally Responsive Classroom Practices:
The project will provide educators with tools to create inclusive classroom environments that celebrate and respect the diverse cultural, linguistic, and social backgrounds of the children they serve.
Educators will be trained to develop culturally responsive practices that acknowledge and value the unique experiences of each child and family, helping to create a classroom culture where diversity is celebrated.
4. Increase Educators’ Capacity to Support the Mental Health of All Children:
Through I/ECMH Endorsement, educators will gain expertise in promoting mental health and emotional well-being in young children. This will include training in recognizing early signs of mental health concerns, such as anxiety, depression, or trauma, and implementing appropriate interventions.
Educators will also learn how to engage families in the mental health support process, building collaborative partnerships that ensure children receive holistic care both at home and in the classroom.
5. Build Stronger Family-Teacher Relationships:
The project aims to foster stronger partnerships between educators and families by promoting open communication, mutual respect, and cultural sensitivity. Educators will be trained to engage families in meaningful ways, ensuring that they are active participants in their child’s educational and emotional development.
By strengthening these relationships, the project will help create a more inclusive and supportive community for children and their families.
Anticipated Outcomes
1. Increased Reflective Capacity among Educators:
Educators will demonstrate an increased ability to reflect on their own practices, biases, and interactions with children and families. This will result in more thoughtful, intentional approaches to teaching and classroom management, as well as greater emotional attunement to the needs of children.
2. More Equitable and Inclusive Classrooms:
Classrooms will become more inclusive and equitable environments, where all children feel valued and supported. Educators will implement culturally responsive practices, reduce disciplinary disparities, and foster a sense of belonging for all children, regardless of their background.
3. Improved Mental Health Outcomes for Children:
Children in classrooms with I/ECMH Endorsed educators will experience improved socialemotional development and mental health outcomes. Early identification and intervention for mental health concerns will help prevent more serious issues from developing, ensuring that children receive the support they need to thrive.
4. Stronger Family Engagement and Collaboration:
Families will be more engaged and involved in their child’s education and emotional development, leading to stronger partnerships between educators and families. This will create a more supportive and inclusive learning environment for all children.
5. Reduction in Disparities in Access to Mental Health Support:
The project will help reduce disparities in access to mental health services for children from marginalized communities. Educators will be better equipped to advocate for children and families, ensuring that they have access to the resources and support they need to thrive.
Brief/Executive summary of program:Â
1. Reflective Consultation (RC):
Reflective Consultation is a process in which early childhood professionals, such as educators or caregivers, meet regularly with a trained reflective supervisor or consultant to discuss and reflect on their work with children and families. The focus is on exploring the emotional experiences and professional challenges of the educators themselves, supporting their self-awareness, and improving their ability to respond to the needs of children in an emotionally attuned and effective way.
Focus on Self-Reflection: RC centers on the educator's internal emotional and cognitive processes. It encourages educators to think about how their feelings, biases, and experiences influence their work with children and families.
Safe Space for Emotional Processing: RC provides a confidential, supportive space for educators to explore their emotions, especially those arising from challenging situations or interactions with children and parents.
Exploration of Relationships: The practice emphasizes the relationships between educators, children, and families, helping educators understand the emotional dynamics at play and how they can foster healthier, more supportive relationships.
Strengthens Reflective Capacity: RC helps educators develop reflective thinking skills, improving their ability to respond thoughtfully rather than reactively in their interactions with children.
Long-Term, Process-Oriented: RC is often conducted over an extended period and focuses on the continuous development of the educator's reflective capacity and professional growth.
2. Infant/Early Childhood Mental Health (I/ECMH) Endorsement®:The I/ECMH Endorsement® is a professional credential that signifies a commitment to supporting the mental health of infants, toddlers, and young children. It acknowledges an educator’s specialized training and experience in promoting children's social-emotional well-being. This project will support educators in completing I/ECMH Endorsement® as a strategy for promoting quality in child care settings. By earning this credential, educators will deepen their knowledge in key areas such as trauma-informed care, family dynamics, and child mental health, leading to better outcomes for the children in their classrooms.