Child develops trusting relationships with nurturing adults.
What educators might observe
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Quiets when comforted by familiar adult, most of the time
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Shows preference for familiar educator through facial expressions and gestures (e.g., smiles or laughs)
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Initiates and maintains interactions with educators (e.g., smiles, gestures, or verbal expression)
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Cries, makes sounds, or uses body movements to signal caregiver for assistance, attention, or need for comfort
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Looks for educators’ response in uncertain situations (e.g., when stranger enters the room)
Ways educators might support the child's development
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If possible, visit families in their home, and talk to them about their values, culture, strengths and needs
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Identify a primary caregiver for each child who carries out most of the daily routines and gets to know the child and the family well. The primary caregiver is responsible for the child’s records, for monitoring the child’s development and maintaining close ties with the family.
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When making primary caregiving assignments, consider:
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Home language of the child
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Cultural continuity with the child’s family
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Educator and child schedules
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Educator and child dispositions
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Create a learning environment that is a welcoming and predictable place for all children and families—one that feels safe, relaxed, and comfortable for all members of the community
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Create a comfortable place for breastfeeding within the classroom, and use images and signs to let families know that breastfeeding is welcome in your program
Child experiences a sense of belonging in environments that link, extend, and affirm the child’s family and community. Child expresses comfort and joy with human diversity.
What educators might observe
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Expresses contentment or joy when trusted adult is present
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Develops cultural identity through daily caregiving interactions, household smell, sounds
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Babbles a range of sounds and imitates intonation and sounds of the home language(s)
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Looks more at faces that resemble the faces of familiar, trusted adults
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May react to and/or interact differently with others who do not resemble their family members and who speak other languages or language variations
Ways educators might support the child's development
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Talk to the family about their caregiving practices and adopt similar practices in the learning environment
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Help families identify, find, and receive supports needed to grow and thrive (e.g., food, housing, mental health resources, and books in the home)
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At a minimum, learn a few simple and essential words, especially greetings, in families’ home language
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Provide opportunities for the baby to interact with all kinds of people by taking them on community walks and introducing them to neighbors
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Express togetherness. Smile when the baby smiles, laugh when they laugh; (“I am happy to be with you.”).
Child develops a sense of self through noticing and developing their own interests, preferences, and abilities. Child increasingly develops self-awareness, confidence, family pride, and positive social identities.
What educators might observe
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Discovers body parts and explores own body (e.g., observes hands, reaches for toes)
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Explores the face and other body parts of others (e.g., touches caregivers’ mouth, hair, or hands)
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Responds with gestures (waves hands, smiles) or vocalizations (squealing) when name is spoken
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Protests when they do not want to do something (e.g., arches back to avoid sitting in chair)
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Looks at self in mirror
Ways educators might support the child's development
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Visit families in their home; ask them to share the child’s strengths, needs, and preferences with you
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Welcome families to the learning environment
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Greet families in their home language
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Let families know they may stay in the learning environment for as long as they like
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Learn how to pronounce the child’s name accurately
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Engage with the child by making eye contact, and narrating what the child is doing (“I see that you are looking at your hands. Oh look! Your hand is touching your nose.”)
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Show the child they are important by physically nurturing and responding promptly to their needs
Child forms deep, caring, human connections by imagining what someone else may be thinking or feeling and responding with care. Child recognizes unfairness and understands that unfairness hurts.
What educators might observe
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Smiles when they see a smiling face, especially a familiar one
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Reacts when someone is sad or upset; this reaction may include startling, eye contact, or becoming upset themselves
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Observes other’s faces for clues about how they should feel
Ways educators might support the child's development
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Show authentic emotional responses to situations
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Respond quickly and lovingly to child
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Notice when children are uncomfortable and provide reassurance
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Name emotions (e.g., happy, sad, mad, scared, excited, etc.)
Child navigates friendships with peers through cooperation and negotiation.
What educators might observe
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Watches babies and other children and imitates their sounds, actions, and motions
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Shows interest and enjoyment in interaction with other children and adults, as expressed in gestures, facial expressions, and vocalizations such as babbling, exclamations, and laughter
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Engages in back-and-forth interactions with the educator for short periods of time (e.g., rolling a ball, playing peek-aboo)
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Makes judgments about others by observing their helpful and unhelpful actions
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Reaches out to touch other children or the toys they are playing with
Ways educators might support the child's development
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Take time to be present with babies; acknowledge their effort to connect to you
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Provide time for babies to play near one another
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Notice when the baby is watching other children play with an object; hand the object to the baby, saying, “Would you like to hold this?” or “It’s your turn.”
Child expresses and manages their feelings and impulses.
What educators might observe
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Signals needs with sounds or motions (e.g., turns head and roots or cries when hungry. or reaches for wanted object of comfort)
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Relaxes or stops crying when comforted, especially by familiar adult (e.g., when swaddled or spoken to softly)
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R esponds to emotional cues and social situations (e.g., crying when other babies cry)
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Smiles, waves, or laughs in response to positive adult interaction
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Comforts self by clutching, sucking, or stroking when tired or stressed (e.g., calms while stroking or holding soft blanket)
Ways educators might support the child's development
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Engage in self-care so that your own feelings and moods are well-regulated
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Sleep well
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Eat regularly
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Take breaks
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Reflect on the joys and challenges of educating young children with trusted friends and colleagues
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Make a list of positive supports in your own life
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Comfort a child whenever they cry
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Respond to baby’s cues and vocalizations by expressing concern about their feelings and then confidence in being able to meet their needs (“You are crying so hard. I am coming. I will hold you. You are letting me know that you need a bottle.”)
Child follows the rhythms, rules, and routines of the learning environment.
What educators might observe
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Develops increasing consistency in sleeping, waking, and eating patterns
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Anticipates and participates in routine interactions (e.g., lifts arms toward educator to be picked up)
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Engages in some regular behaviors (e.g., sings or babbles self to sleep; goes to high chair when hungry)
Ways educators might support the child's development
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Develop an individualized routine that is predictable and consistent so that the child learns that their needs will be met; not every child will be on the same schedule
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Assign primary caregiving groups so that an educator does most of the important daily tasks such as transitions, diapering, feeding, and providing comfort
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Respond to child’s cues as soon as possible, and verbally let the child know that you are acknowledging their feelings
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Use words to express what the child is requesting (e.g., “You are starting to rub your eyes, so it looks like you are getting sleepy.”)
