The ABC's and 123's of Pre-school Behavior
Cohort 1

Credits: 0 Hours: 9.00 / Tuition: $0
Status: OPEN / Maximum Size: 30 / Current Applicants: 0
Instructor: Kimberly Simmons
Date: 8/30/2022 thru 12/6/2022 Time: 9:00 AM - 12:00 PM
Location: Auditorium - Metro RESA Smyrna, GA (Click for Driving Directions)
Registration Deadline: 8/23/2022


Course Description

Professional learning to address identified behaviors and developmental milestones that teachers need support addressing during Pre-k 3 and Pre-k 4.

=       Module 1: Center/Station Movement 

=       Module 2: Appropriate Behaviors during Social Play

=       Module 3: Instructional Tasks Without Tears

Participants must bring: technology, writing utensils


Evidence Base: Profiles of observed infant anger predict preschool behavior problems: Moderation by life stress. © Request Permissions

Brooker, R. J., Buss, K. A., Lemery-Chalfant, K., Aksan, N., Davidson, R. J., & Goldsmith, H. H. (2014). Profiles of observed infant anger predict preschool behavior problems: Moderation by life stress. Developmental Psychology, 50(10), 2343–2352.

Using both traditional composites and novel profiles of anger, we examined associations between infant anger and preschool behavior problems in a large, longitudinal data set (N = 966). We also tested the role of life stress as a moderator of the link between early anger and the development of behavior problems. Although traditional measures of anger were largely unrelated to later behavior problems, profiles of anger that dissociated typical from atypical development predicted behavior problems during preschool. Moreover, the relation between infant anger profiles and preschool behavior problems was moderated such that, when early life stress was low, infants with atypical profiles of early anger showed more preschool behavior problems than did infants with normative anger profiles. However, when early life stress was high, infants with atypical and normative profiles of infant anger did not differ in preschool behavior problems. We conclude that a discrete emotions approach including latent profile analysis is useful for elucidating biological and environmental developmental pathways to early problem behaviors. (APA PsycInfo Database Record (c) 2016 APA, all rights reserved)

Class Notes

Target Audience: Pre-K - 1st grade teachers.

Date: Cohort 1. 08/30, 10/25 and 12/6

Time: 9:00 am - 12:00 pm

Location: Metro RESA Auditorium 

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Metro RESA makes every effort to provide high quality professional learning experiences at low costs to teachers in the Metro Atlanta area. Because we often have to pay instructors, rental fees for locations, and for materials, we must make decisions at least two weeks in advance about cancellation of classes when we do not have enough registrants.

Therefore, our cancellation/no show policy is as follows:

  • If you choose PERSONAL PAY as your payment method: You must use a credit card to complete your registration for all classes with Metro RESA.  We will happily issue a refund for any class as long as you notify us that you need to cancel AT LEAST TWO WEEKS PRIOR TO THE DATE OF THE CLASS.  You will be refunded via the same method of payment within two business weeks.
  • If you choose SCHOOL PAY as your payment method: Your school will be notified of all no-shows and invoiced for no-shows and/or cancellations made less than two weeks prior to class.  
  • If you choose DISTRICT PAY as your payment method: Your district will be notified of all no-shows and invoiced for no-shows and/or cancellations made less than two weeks prior to class.


Refunds and reimbursements are not transferable to other classes. Refunds for cancellations (if the participant cancels at least two weeks prior to class OR if Metro RESA cancels the class) will be processed within two business weeks of the date of the course.