Preschool Mental Health Scale Preschool Mental Health Scale Family Cohort Name First Last Date - must be mm/dd/yyyy format MM slash DD slash YYYY Email A. TransitionsA. Transitions1. Transitions between activities are smooth yet unregimented. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 2. Transitions are handled in a planned manner. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 3. Transitions are quick and flexible enough for the developmental level of the children. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 4. Prior to transitions, subsequent activities are set up and ready to go. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 5. During transitions, enough educators are present and helping. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 6. During transitions, edcuators provide children individual support and flexibility as needed. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 7. During transitions, educators actively interact with children in order to facilitate smooth transitions or continued learning. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True B. DIRECTIONS & RULESB. DIRECTIONS & RULES1. Educators encourages appropriate behavior. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 2. Educators expresses clear directions and behavioral expectations and provides appropriate follow-through on instructions. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 4. Rules, directions and expectations are developmentally appropriate. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 5. Educator uses positive classroom management techniques to manage children’s behaviors. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 6. Educators use redirection appropriately to manage challenging behaviors. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True C. EDUCATOR AWARENESSC. EDUCATOR AWARENESS1. Educator is aware of potential behavioral challenges before they escalate, and staff intervenes appropriately. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 2. Educator physically circulates around the room. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 3. Educator appears constantly aware of the entire class, even when working with smaller groups or individual students. Staff is able to attend to many activities and tasks simultaneously and shift focus of attention at ease. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True D. EDUCATOR AFFECTD. EDUCATOR AFFECT1. Educator smile and engage with children and families. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 2. Educator seems to be having fun, and appear to enjoy the children and/or teaching the children new skills. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 3. Educator is active and energetic, not lethargic. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True F. ADULT-CHILD INTERACTIONSF. ADULT-CHILD INTERACTIONS1. Educator initiates conversations with children. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 2. Educator addresses children at eye level and in a clear and understandable manner. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 3. Educator actively listens to children with attention. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 4. Educator interactions with children are positive, without fussing or arguing. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 5. Educator interactions with children are affectionate and warm. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 6. Educator does or says things to help children feel accepted and special. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 7. Educators shows positive facial affect towards children. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 8. Educator is respectful of children. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 9. Educator is fair to children. Educator does not repeatedly reprimand certain children for behaviors that others exhibit without comment. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True G. TEACHING FEELINGS & PROBLEM-SOLVINGG. TEACHING FEELINGS & PROBLEM-SOLVING1. Educator capitalizes on opportunities to talk about feelings. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 2. Educator helps children label their own feelings. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 3. Educator helps children to express their feelings to others verbally, rather than by using physical means. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 4. Educator actively encourages/facilitates positive interactions between children. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 5. Educator uses a variety of positive methods (e.g., offering behavioral choices, encouraging good problem-solving skills, or modeling appropriate behaviors) to promote prosocial behaviors. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 6. Educator actively promotes children’s use of language to prevent/negotiate conflicts. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 7. When conflicts arise, educator helps children devise their own solutions to peers conflicts. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 8. When conflicts arise, educator discusses with the children a variety of alternative solutions for their disagreements. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True H. INDIVIDUALIZED & DEVELOPMENTALLY APPROPRIATE PEDAGOGYH. INDIVIDUALIZED & DEVELOPMENTALLY APPROPRIATE PEDAGOGY1. Educators promotes learning through developmentally appropriate practices. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 2. Educator seems to know each child’s developmental strengths and needs and individualizes expectations and interactions accordingly * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 3. Educator provides children with individualized support. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 4. Educators actively facilitates children’s social development. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 5. Educator actively supports children’s play. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 6. Activities are of an appropriate duration, pace, variability, and level of stimulation to maintain children’s attention. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True I. CHILD INTERACTIONSI. CHILD INTERACTIONS1. Children appear to be happy and well adjusted. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 2. Children are involved, well behaved, cooperative, and attentive. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 3. Children interact well with staff. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True 5. Children appear to be developing independence, creativity, and adaptive coping skills. * Required Never or Not True Sometimes or Somewhat Moderately Frequent or True Often or Very True Consistently or Completely True