Child develops trusting relationships with nurturing adults.
Ways educators might support the child's development
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Openly share observations and information with families at drop-off and pick-up
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Nurture child with kind words and positive engagement (e.g., hug, cuddle, sing, read, dance, play, etc.)
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Make reading an intimate experience (e.g., hold child in lap while reading, and pause to talk to them about the pages they are interested in)
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Use a positive approach with children, telling them what they can do versus what they can’t (e.g., “In the classroom we use walking feet, and you can run or jump when we go outside.”)
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.
Ways educators might support the child's development
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Participate in cultural events in the community
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Invite families to make family books or share photo albums of people who are important to the child; keep these in a place that is accessible to the child
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Ensure that the materials in the learning environment incorporate home cultures and introduce diversity through books, posters, and puzzles
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Allow objects that are important to the child and representative of their family, community, and culture to be brought into the learning environment
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Encourage children of all genders to play with a wide variety of toys (dolls, puzzles, dress-up, trucks, etc.)
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.
Ways educators might support the child's development
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Practice cultural humility
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Take time to critically reflect on your own values, beliefs, experiences, and culture
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Address power dynamics in your relationships with families
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When culturally appropriate, allow the child opportunity to complete a task on their own before offering help
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Take pleasure in the child’s attempts and successes by verbally expressing delight (“You did it!”)
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Model positive self-talk (“Wow! Look at my strong legs! They help me run so fast!”)
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.
Ways educators might support the child's development
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Acknowledge acts of kindness (“You helped Frannie find her shoes.” “Thank you! That hug really helped to make Josie feel better.”)
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Model empathy (“Bill was tired. I could tell because he was crying, so with your help, we went and got his blanket that he sleeps with. This made him feel better, and he has stopped crying.”)
Child navigates friendships with peers through cooperation and negotiation.
Ways educators might support the child's development
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Provide simple tasks and toddler-sized materials so that the children may cooperate in caring for their learning environment; for example, offer children small sponges to help clean off the table
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Support children’s curiosity about other children; when a child reaches for another child, model what “gentle touches” mean and practice gentle touches on a stuffed animal
Child expresses and manages their feelings and impulses.
Ways educators might support the child's development
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Set clear and consistent limits in a loving way
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Include soft items in the caregiving environment that the child can snuggle with
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Allow the child to freely experience and feel their emotions in safe ways; label all feelings, especially intense ones, so that the child starts to connect the feeling with the word
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Name your own genuine feelings as they arise (“I feel so happy to be with you today.”)
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Create a balance between quiet and louder activities in the learning environment and throughout the day
Child follows the rhythms, rules, and routines of the learning environment.
Ways educators might support the child's development
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Provide appropriate alternatives and substitutes (e.g., “I see you want the baby doll. Can you hold the puppy while you’re waiting?” or “Chairs are for sitting. You can climb on the climber.”)
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Use familiar cues such as dimming of lights, playing music, singing a song, or displaying a picture to indicate a transition
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When giving a child directions
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First gain the child’s attention
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Use simple language
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Give one direction at a time
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Use positive language (e.g., “Gentle hands,” rather than “Don’t hit.”)
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Give time for children to respond to direction
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Follow through with positive acknowledgement
