TOOLKIT REFERENCES

The tips listed for each skill were developed using a variety of sources: evidence from the research literature, best practices from instructional guides, suggestions from educational and parenting experts, advisory group meetings with kindergarten teachers working in Philadelphia, and advisory group meetings with families of young children living in Philadelphia. Below you will find information on the specific sources of the tips for each skill.

Accepts Responsibility for Choices and Actions

Family Tips:

Tip 1: https://thehighlyeffectiveteacher.com/how-to-get-a-student-to-own-their-behaviour/
Tip 2: https://www.parents.com/kids/responsibility/values/how-to-teach-kids-to-accept-responsibility-for-their-actions/
Tip 3: https://www.focusonthefamily.com/parenting/schoolage-children/blaming-and-tattling/curbing-the-blame-game-and-getting-rid-of-excuses
Tip 4: https://www.parents.com/kids/responsibility/values/how-to-teach-kids-to-accept-responsibility-for-their-actions/; Teacher and family advisory group meetings.
Tip 5: Teacher and family advisory group meetings.

Teacher Tips:

Tip 1: Shure, M. B. (1992). I can problem solve (kindergarten and primary grades): An interpersonal cognitive problem-solving program for children. Champaign, IL: Research Press.
Tip 2: https://thehighlyeffectiveteacher.com/how-to-get-a-student-to-own-their-behaviour/
Tip 3: Mulcahy, W. (2014). Zach apologizes. Minneapolis, MN: Free Spirit Publishing Inc.; Teacher and family advisory group meetings.
Tip 4: Teacher and family advisory group meetings.

Can Work Independently

Family Tips:

Tip 1: Teacher and family advisory group meetings.
Tip 2: https://www.todaysparent.com/kids/teaching-kids-to-be-more-independent/
Tip 3: https://www.todaysparent.com/kids/teaching-kids-to-be-more-independent/; Teacher and family advisory group meetings.

Teacher Tips:

Tip 1: https://www.understood.org/en/school-learning/learning-at-home/homework-study-skills/at-a-glance-6-ways-to-help-grade-schoolers-work-independently; https://www.parents.com/kids/development/intellectual/how-to-improve-attention-spans/; https://day2dayparenting.com/qa-normal-attention-span/
Tip 2: Sawyer, J. (2017). I think I can: Preschoolers’ private speech and motivation in playful versus non-playful contexts. Early Childhood Research Quarterly, 38, 84-96.; https://www.understood.org/en/school-learning/learning-at-home/homework-study-skills/at-a-glance-6-ways-to-help-grade-schoolers-work-independently
Tip 3: https://www.tes.com/sites/default/files/tes_strategies_to_develop_independent_learners.pdf; Teacher and family advisory group meetings.

Completes Work on Time

Family Tips:

Tip 1: Barbarin, O. A, & Wasik, B. H. (2009). Handbook of child development and early education: Research to practice. New York: Guilford Press.
Tip 2: Bragle B., Jirdon, A., & Giacomini, J. (2018). How to help your child manage time and understand expectations. Backpack Connection Series.; Embry, D. D., & Biglan, A. (2008). Evidence-based kernels: fundamental units of behavioral influence. Clinical Child and Family Psychology Review, 11(3), 75–113.
Tip 3: Teacher and family advisory group meetings.

Teacher Tips:

Tip 1: Barbarin, O. A, & Wasik, B. H. (2009). Handbook of child development and early education: Research to practice. New York: Guilford Press.
Tip 2: Teacher and family advisory group meetings.
Tip 3: Bragle B., Jirdon, A., & Giacomini, J. (2018). How to help your child manage time and understand expectations. Backpack Connection Series.; Embry, D. D., & Biglan, A. (2008). Evidence-based kernels: fundamental units of behavioral influence. Clinical Child and Family Psychology Review, 11(3), 75–113.
Tip 4: Teacher and family advisory group meetings.

Demonstrates Consistent Effort

Family Tips:

Tip 1: Keilty, B., & Freund, M. (2004). Mastery motivation: A framework for considering the” how” of infant and toddler learning. Young Exceptional Children, 8(1), 2-10.; Lucariello, J. M., Nastasi, B. K., Dwyer, C., Skiba, R., DeMarie, D., & Anderman, E. M. (2016). Top 20 psychological principles for PK–12 education. Theory Into Practice, 55(2), 86-93.
Tip 2: Collet, V. S. (2017). ” I can do that!” Creating classrooms that foster resilience. Young Children, 72(1), 23-31.; De Haas-Warner, S. J. (1991). Effects of self-monitoring on preschoolers’ on-task behavior: A pilot study. Topics in Early Childhood Special Education, 11(2), 59-73.; Rock, M. L. (2005). Use of strategic self-monitoring to enhance academic engagement, productivity, and accuracy of students with and without exceptionalities. Journal of Positive Behavior Interventions, 7(1), 3-17.; Teacher and family advisory group meetings.
Tip 3: Sawyer, J. (2017). I think I can: Preschoolers’ private speech and motivation in playful versus non-playful contexts. Early Childhood Research Quarterly, 38, 84-96.
Tip 4: Teacher and family advisory group meetings.

Teacher Tips:

Tip 1: Collet, V. S. (2017). ” I can do that!” Creating classrooms that foster resilience. Young Children, 72(1), 23-31.; De Haas-Warner, S. J. (1991). Effects of self-monitoring on preschoolers’ on-task behavior: A pilot study. Topics in Early Childhood Special Education, 11(2), 59-73.; Rock, M. L. (2005). Use of strategic self-monitoring to enhance academic engagement, productivity, and accuracy of students with and without exceptionalities. Journal of Positive Behavior Interventions, 7(1), 3-17.; Teacher and family advisory group meetings.
Tip 2: Sawyer, J. (2017). I think I can: Preschoolers’ private speech and motivation in playful versus non-playful contexts. Early Childhood Research Quarterly, 38, 84-96.
Tip 3:Teacher and family advisory group meetings.

Handles Conflict Appropriately

Family Tips:

Tip 1: Lamm, S., Groulx, J. G., Hansen, C., Patton, M. M., & Slaton, A. J. (2006). Creating environments for peaceful problem solving. Young Children, 61(6), 22.
Tip 2: Dailey, A. L., Frey, A. J., & Walker, H. M. (2015). Relational aggression in school settings: definition, development, strategies, and implications. Children & Schools, 37(2), 79-88.
Tip 3: Dinwiddie, S. A. (1994). The saga of sally, sammy and the red pen: Facilitating children’s social problem solving. Young Children, 49(5), 13-19.; Gartrell, D. (2002). Replacing time-out: Part two–using guidance to maintain an encouraging classroom. Young Children, 57(2), 36-43.; Lamm, S., Groulx, J. G., Hansen, C., Patton, M. M., & Slaton, A. J. (2006). Creating environments for peaceful problem solving. Young Children, 61(6), 22.; Mashford-Scott, A., & Church, A. (2011). Promoting children’s agency in early childhood education. Novitas-ROYAL, 5(1).

Teacher Tips:

Tip 1: Lamm, S., Groulx, J. G., Hansen, C., Patton, M. M., & Slaton, A. J. (2006). Creating environments for peaceful problem solving. Young Children, 61(6), 22.
Tip 2: Dailey, A. L., Frey, A. J., & Walker, H. M. (2015). Relational aggression in school settings: definition, development, strategies, and implications. Children & Schools, 37(2), 79-88.
Tip 3: Dinwiddie, S. A. (1994). The saga of sally, sammy and the red pen: Facilitating children’s social problem solving. Young Children, 49(5), 13-19.; Gartrell, D. (2002). Replacing time-out: Part two–using guidance to maintain an encouraging classroom. Young Children, 57(2), 36-43.; Lamm, S., Groulx, J. G., Hansen, C., Patton, M. M., & Slaton, A. J. (2006). Creating environments for peaceful problem solving. Young Children, 61(6), 22.; Mashford-Scott, A., & Church, A. (2011). Promoting children’s agency in early childhood education. Novitas-ROYAL, 5(1).

Listens and Follows Directions

Family Tips:

Tip 1: Austin, J. L., & Agar, G. (2005). Helping young children follow their teachers’ directions: The utility of high probability command sequences in pre-k and kindergarten classrooms. Education & Treatment of Children, 28(3), 222.; Chambers, C. R. (2006). High-probability request strategies: Practical guidelines. Young Exceptional Children, 9(2), 20-28.; Cipani, E. (1993). Non-compliance: Four strategies that work. Exceptional children(Vol. 38, p. 36). Reston, VA.; Lee, D. L., Belfiore, P. J., & Budin, S. G. (2008). Riding the wave: Creating a momentum of school success. Teaching Exceptional Children, 40, 65 – 70.; Ritz, M., Noltemeyer, A., Davis, D., & Green, J. (2014). Behavior management in preschool classrooms: Insights revealed through systematic observation and interview. Psychology in the Schools, 51(2), 181-197.; Teacher and family advisory group meetings.
Tip 2: Neef, M. A., Shafer, M. S., Egel, A. L., Cataldo, M. F., & Parrish, J. M. (1983). The class specific effects of compliance training with “do” and “don’t” requests: Analogue analysis and classroom application. Journal of Applied Behavior Analysis, 18, 81-99.; Park, H. S. L., & Lynch, S. A. (2014). Evidence-based practices for addressing classroom behavior problems. Young Exceptional Children, 17(3), 33-47; Stephenson, K. M., & Hanley, G. P. (2010). Preschoolers’ compliance with simple instructions: A descriptive and experimental evaluation. Journal of Applied Behavior Analysis, 43, 229-247.
Tip 3: DiCarlo, C. F., Baumgartner, J. I., Caballero, J. O., & Powers, C. (2017). Using least-to-most assistive prompt hierarchy to increase child compliance with teacher directives in preschool classrooms. Early Childhood Education Journal, 45(6), 745-754.
Tip 4: Teacher and family advisory group meetings.

Teacher Tips:

Tip 1: Cipani, E. (1993). Non-compliance: Four strategies that work. Exceptional children (Vol. 38, p. 36). Reston, VA.; Lee, D. L., Belfiore, P. J., & Budin, S. G. (2008). Riding the wave: Creating a momentum of school success. Teaching Exceptional Children, 40, 65 – 70.; Teacher and family advisory group meetings.
Tip 2: Austin, J. L., & Agar, G. (2005). Helping young children follow their teachers’ directions: The utility of high probability command sequences in pre-k and kindergarten classrooms. Education & Treatment of Children, 28(3), 222.; Chambers, C. R. (2006). High-probability request strategies: Practical guidelines. Young Exceptional Children, 9(2), 20-28.; Cipani, E. (1993). Non-compliance: Four strategies that work. Exceptional children(Vol. 38, p. 36). Reston, VA.; Lee, D. L., Belfiore, P. J., & Budin, S. G. (2008). Riding the wave: Creating a momentum of school success. Teaching Exceptional Children, 40, 65 – 70.; Ritz, M., Noltemeyer, A., Davis, D., & Green, J. (2014). Behavior management in preschool classrooms: Insights revealed through systematic observation and interview. Psychology in the Schools, 51(2), 181-197.; Teacher and family advisory group meetings.
Tip 3: Neef, M. A., Shafer, M. S., Egel, A. L., Cataldo, M. F., & Parrish, J. M. (1983). The class specific effects of compliance training with “do” and “don’t” requests: Analogue analysis and classroom application. Journal of Applied Behavior Analysis, 18, 81-99.; Park, H. S. L., & Lynch, S. A. (2014). Evidence-based practices for addressing classroom behavior problems. Young Exceptional Children, 17(3), 33-47.; Stephenson, K. M., & Hanley, G. P. (2010). Preschoolers’ compliance with simple instructions: A descriptive and experimental evaluation. Journal of Applied Behavior Analysis, 43, 229-247.; Teacher and family advisory group meetings.

Makes Appropriate Movement Between Activities

Family Tips:

Tip 1: Mulcahy, W. (2012). Zach gets frustrated. Minneapolis, MN: Free Spirit Publishing Inc.
Tip 2: Barbarin, O. A, & Wasik, B. H. (2009). Handbook of child development and early education: Research to practice. New York: Guilford Press.
Tip 3: National Center on Early Childhood Development, Teaching, and Learning (2019). Supporting transitions: Using child development as a guide. Washington, D.C.: Author.
Tip 4: Jiron, A., Brogle, B., & Giacomini, J. (2012). How to help your child transition smoothly between places and activities. Tampa, FL: National Center for Pyramid Model Innovations.; Teacher and family advisory group meetings.

Teacher Tips:

Tip 1: Mulcahy, W. (2012). Zach gets frustrated. Minneapolis, MN: Free Spirit Publishing Inc.
Tip 2: Butler, A. M., & Ostrosky, M. M. (2018). Reducing challenging behaviors during transitions: Strategies for early childhood educators to share with parents. Young Children, 73(4), 12-18.
Tip 3: National Center on Early Childhood Development, Teaching, and Learning (2019). Supporting transitions: Using child development as a guide. Washington, D.C.: Author.; Teacher and family advisory group meetings.
Tip 4: Jiron, A., Brogle, B., & Giacomini, J. (2012). How to help your child transition smoothly between places and activities. Tampa, FL: National Center for Pyramid Model Innovations.; Teacher and family advisory group meetings.

Organizes Self, Materials, and Belongings

Family Tips:

Tip 1: https://www.understood.org/en/learning-attention-issues/understanding-childs-challenges/simple-changes-at-home/10-tips-to-help-get-your-child-organized; Teacher and family advisory group meetings.
Tip 2: Teacher and family advisory group meetings.
Tip 3: https://www.understood.org/en/learning-attention-issues/understanding-childs-challenges/simple-changes-at-home/10-tips-to-help-get-your-child-organized
Tip 4: https://greatergood.berkeley.edu/article/item/how_to_help_your_kids_get_organized_ without_nagging; https://www.understood.org/en/learning-attention-issues/understanding-childs-challenges/simple-changes-at-home/10-tips-to-help-get-your-child-organized; https://www.additudemag.com/overcome-all-those-firsts-3/; Rosenkoetter, S. E. (2001). Lessons for preschool language socialization from the vantage point of the first day of kindergarten. Early Education and Development, 12(3), 325-342.; Teacher and family advisory group meetings.
Tip 5: https://www.understood.org/en/learning-attention-issues/understanding-childs-challenges/simple-changes-at-home/10-tips-to-help-get-your-child-organized; https://www.additudemag.com/overcome-all-those-firsts-3/

Teacher Tips:

Tip 1: https://www.understood.org/en/learning-attention-issues/understanding-childs-challenges/simple-changes-at-home/10-tips-to-help-get-your-child-organized; Teacher and family advisory group meetings.
Tip 2: https://www.understood.org/en/learning-attention-issues/understanding-childs-challenges/simple-changes-at-home/10-tips-to-help-get-your-child-organized
Tip 3: https://greatergood.berkeley.edu/article/item/how_to_help_your_kids_get_organized_without _nagging; https://www.understood.org/en/learning-attention-issues/understanding-childs-challenges/simple-changes-at-home/10-tips-to-help-get-your-child-organized; https://www.additudemag.com/overcome-all-those-firsts-3/; Rosenkoetter, S. E. (2001). Lessons for preschool language socialization from the vantage point of the first day of kindergarten. Early Education and Development, 12(3), 325-342.; Teacher and family advisory group meetings.
Tip 4: https://www.understood.org/en/learning-attention-issues/understanding-childs-challenges/simple-changes-at-home/10-tips-to-help-get-your-child-organized; https://www.additudemag.com/overcome-all-those-firsts-3/

Participates in Group Activities

Family Tips:

Tip 1: Rimm‐Kaufman, S. E., La Paro, K.M., Downer, J. T., & Pianta, R.C. (2005). The contribution of classroom setting and quality of instruction to children’s behavior in kindergarten classrooms. The Elementary School Journal 105(4), 377-394.; Teacher and family advisory group meetings.
Tip 2: Teacher and family advisory group meetings.

Teacher Tips:

Tip 1: Rimm‐Kaufman, S. E., La Paro, K.M., Downer, J. T., & Pianta, R.C. (2005). The contribution of classroom setting and quality of instruction to children’s behavior in kindergarten classrooms. The Elementary School Journal 105(4), 377-394.; Teacher and family advisory group meetings.
Tip 2: Nagro, S. A., Hooks, S. D., Fraser, D. W., & Cornelius, K. E. (2016). Whole-group response strategies to promote student engagement in inclusive classrooms. Teaching Exceptional Children, 48(5), 243–249.

Respects Rights, Diversity, Feelings, and Property of Others

Family Tips:

Tip 1: Adams, E. J. (2011). Teaching children to name their feelings. Young Children, 66(3), 66.; Gallingane, C., & Han, H. S. (2015). Words can help manage emotions: using research-based strategies for vocabulary instruction to teach emotion words to young children. Childhood Education, 91(5), 351-362.; Teacher and family advisory group meetings.
Tip 2: Salmon, A. K., Gangotena, M. V., & Melliou, K. (2018). Becoming Globally Competent Citizens: A Learning Journey of Two Classrooms in an Interconnected World. Early Childhood Education Journal, 46(3), 301-312.
Tip 3: Foyle, H. C. (1991). Cooperative learning in the early childhood classroom. NEA Early Childhood Education Series. West Haven, CT.

Teacher Tips:

Tip 1: Adams, E. J. (2011). Teaching children to name their feelings. Young Children, 66(3), 66.; Gallingane, C., & Han, H. S. (2015). Words can help manage emotions: using research-based strategies for vocabulary instruction to teach emotion words to young children. Childhood Education, 91(5), 351-362.; Teacher and family advisory group meetings.
Tip 2: Salmon, A. K., Gangotena, M. V., & Melliou, K. (2018). Becoming Globally Competent Citizens: A Learning Journey of Two Classrooms in an Interconnected World. Early Childhood Education Journal, 46(3), 301-312.
Tip 3: Foyle, H. C. (1991). Cooperative learning in the early childhood classroom. NEA Early Childhood Education Series. West Haven, CT.
Tip 4: Teacher and family advisory group meetings.

Respects School Environment and Materials

Family Tips:

Tip 1: Meiners, C. (2004). Respect and take care of things. Minneapolis, MN: Free Spirit Publishing.; Teacher and family advisory group meetings.
Tip 2: https://www.understood.org/en/learning-attention-issues/understanding-childs-challenges/simple-changes-at-home/10-tips-to-help-get-your-child-organized; Teacher and family advisory group meetings.
Tip 3: Teacher and family advisory group meetings.

Teacher Tips:

Tip 1: Meiners, C. (2004). Respect and take care of things. Minneapolis, MN: Free Spirit Publishing.; Teacher and family advisory group meetings.
Tip 2: Teacher and family advisory group meetings.
Tip 3: Teacher and family advisory group meetings.
Tip 4: https://www.understood.org/en/learning-attention-issues/understanding-childs-challenges/simple-changes-at-home/10-tips-to-help-get-your-child-organized; Teacher and family advisory group meetings.

Shows Positive Attitude Towards Learning

Family Tips:

Tip 1: https://www.scholastic.com/parents/school-success/10-ways-to-motivate-your-child-to-learn.html
Tip 2: https://www.educationcorner.com/motivating-your-child-to-learn.html; Teacher and family advisory group meetings.
Tip 3: https://www.verywellfamily.com/your-attitude-towards-school-and-your-child-2601480; https://www.educationcorner.com/motivating-your-child-to-learn.html

Teacher Tips:

Tip 1: https://www.educationcorner.com/motivating-your-child-to-learn.html; Teacher and family advisory group meetings.
Tip 2: https://www.educationcorner.com/motivating-your-child-to-learn.html; https://www.scholastic.com/parents/school-success/10-ways-to-motivate-your-child-to-learn.html
Tip 3: http://www.nea.org/archive/10308.htm; Teacher and family advisory group meetings.
Tip 4: Mulcahy, W. (2012). Zach gets frustrated. Minneapolis, MN: Free Spirit Publishing Inc.; Teacher and family advisory group meetings.

Strives for Quality Work

Family Tips:

Tip 1: Stephenson, K. M., & Hanley, G. P. (2010). Preschoolers’ compliance with simple instructions: A descriptive and experimental evaluation. Journal of Applied Behavior Analysis, 43, 229-247.
Tip 2: Keilty, B., & Freund, M. (2004). Mastery motivation: A framework for considering the” how” of infant and toddler learning. Young Exceptional Children, 8(1), 2-10; Lucariello, J. M., Nastasi, B. K., Dwyer, C., Skiba, R., DeMarie, D., & Anderman, E. M. (2016). Top 20 psychological principles for PK–12 education. Theory Into Practice, 55(2), 86-93.
Tip 3: Collet, V. S. (2017). ” I can do that!” Creating classrooms that foster resilience.Young Children, 72(1), 23-31; De Haas-Warner, S. J. (1991). Effects of self-monitoring on preschoolers’ on-task behavior: A pilot study. Topics in Early Childhood Special Education, 11(2), 59-73; Rock, M. L. (2005). Use of strategic self-monitoring to enhance academic engagement, productivity, and accuracy of students with and without exceptionalities. Journal of Positive Behavior Interventions, 7(1), 3-17.

Teacher Tips:

Tip 1: Stephenson, K. M., & Hanley, G. P. (2010). Preschoolers’ compliance with simple instructions: A descriptive and experimental evaluation. Journal of Applied Behavior Analysis, 43, 229-247.
Tip 2: Keilty, B., & Freund, M. (2004). Mastery motivation: A framework for considering the” how” of infant and toddler learning. Young Exceptional Children, 8(1), 2-10; Lucariello, J. M., Nastasi, B. K., Dwyer, C., Skiba, R., DeMarie, D., & Anderman, E. M. (2016). Top 20 psychological principles for PK–12 education. Theory Into Practice, 55(2), 86-93.
Tip 3: Collet, V. S. (2017). ” I can do that!” Creating classrooms that foster resilience. Young Children, 72(1), 23-31; De Haas-Warner, S. J. (1991). Effects of self-monitoring on preschoolers’ on-task behavior: A pilot study. Topics in Early Childhood Special Education, 11(2), 59-73; Rock, M. L. (2005). Use of strategic self-monitoring to enhance academic engagement, productivity, and accuracy of students with and without exceptionalities. Journal of Positive Behavior Interventions, 7(1), 3-17.

Works and Plays Cooperatively With Others

Family Tips:

Tip 1: Foyle, H. C. (1991). Cooperative learning in the early childhood classroom. NEA Early Childhood Education Series. West Haven, CT.
Tip 2: Skinner, C. H., Cashwell, T. H., & Skinner, A. L. (2000). Increasing tootling: The effects of a peer‐monitored group contingency program on students’ reports of peers’ prosocial behaviors. Psychology in the Schools, 37(3), 263-270.
Tip 3: Ramani, G. B. (2012). Influence of a playful, child-directed context on preschool children’s peer cooperation. Merrill-Palmer Quarterly, 159-190.
Tip 4: Meiners, C. (2017). Join in and play. Minneapolis, MN: Free Spirit Publishing.

Teacher Tips:

Tip 1: Foyle, H. C. (1991). Cooperative learning in the early childhood classroom. NEA Early Childhood Education Series. West Haven, CT.; Teacher and family advisory group meetings.
Tip 2: Foyle, H. C. (1991). Cooperative learning in the early childhood classroom. NEA Early Childhood Education Series. West Haven, CT.
Tip 3: Skinner, C. H., Cashwell, T. H., & Skinner, A. L. (2000). Increasing tootling: The effects of a peer‐monitored group contingency program on students’ reports of peers’ prosocial behaviors. Psychology in the Schools, 37(3), 263-270.
Tip 4: Ramani, G. B. (2012). Influence of a playful, child-directed context on preschool children’s peer cooperation. Merrill-Palmer Quarterly, 159-190.
Tip 5: Bilmes, J. (2012). Chaos in kindergarten. Educational Leadership, 70(2), 32-35.; Meiners, C. (2017). Join in and play. Minneapolis, MN: Free Spirit Publishing.

Guide for Families and Guide for Teachers

Muenks, K., Wigfield, A., & Eccles, J. S. (2018). I can do this! The development and calibration of children’s expectations for success and competence beliefs. Developmental Review.
Zentall, S. R., & Morris, B. J. (2010). “Good job, you’re so smart”: The effects of inconsistency of praise type on young children’s motivation. Journal of Experimental Child Psychology, 107(2), 155-163.