Child develops trusting relationships with nurturing adults.
What educators might observe
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Indicates need for assistance from a trusted adult (e.g., looks to adult and points to ball to indicate they need help when a ball rolls under shelves)
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Periodically checks with caregiver for help or reassurance when playing alone or with peers (e.g., moves body to caregiver to get a hug then goes back to playing)
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Initiates interactions and plays with adults (e.g., brings book for adult to read)
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Responds to adults’ verbal greetings either verbally or nonverbally by, for example, waving or blowing a kiss
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.
What educators might observe
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Displays ease and comfort in a variety of places when with familiar adults
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Follows familiar routines (e.g., knows what chair is theirs when meal time occurs)
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.
What educators might observe
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Expresses thoughts and feelings by saying “no!”
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Uses name or other family label (e.g., nickname or birth order such as “little sister”) when referring to self
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Shows pride in accomplishments/achievements (e.g., smiles after making hand print)
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Expresses comfort with and preference for foods and songs that are culturally familiar
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Recognizes and calls attention to self, by pointing, when looking in the mirror or at photographs
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.
What educators might observe
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Uses known strategies to try to help other children who are upset or sad (e.g., brings a crying friend to the educator)
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Notices and disapproves of unfair (unequal) distribution of desired objects
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Attempts to help with a perceived need, (e.g., opens a cabinet for someone whose hands are full)
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Wants to see good actions rewarded and bad actions punished
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.
What educators might observe
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Physically removes toys from another child’s grasp that they would like to play with
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Refuses to give peer a turn
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Accepts adult help to negotiate disputes over toys
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Expresses interest in playing with a certain child
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.
What educators might observe
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Uses a variety of strategies to manage their feelings, such as withdrawing from the group, seeking a hug from the educator, or holding on to a special object
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Tells educator “I’m ok!” after they fall down
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Says phrases like “Mommy bye-bye” and points to the door to communicate that they miss their family
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.
What educators might observe
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Begins to assert self by resisting educator requests
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Reaches to take a toy from a peer, but then pulls back their hand in response to the educator’s look
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
