Child develops trusting relationships with nurturing adults.
What educators might observe
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Imitates adult activities (e.g., pretends to cook or “reads” next to adult who is reading)
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Communicates with adults about recent activities (e.g., “Mama and I went to the store.”)
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May show discomfort with separation or new situations when familiar caregiver is not present (e.g., by protesting loudly, crying, or withdrawing)
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Seeks adult assistance with challenges but may become angry when help is given (e.g., “Help please, I do it myself.”)
Ways educators might support the child's development
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Connect families to community supports such as parenting programs, book groups, and peer learning communities
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Welcome the child as they are coming back to check in with you, and express confidence in their ability to go out and explore the world
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Observe children playing independently and offer guidance when needed (e.g., “I see you want to play with a truck with Diego. I found a truck you can play with.”)
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Listen carefully and with interest to what the child says and expand on the conversation (e.g., “When you went to the park, Daddy brought you an apple? What color was it? I like apples too.”)
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Thank the child when they follow directions or help another child
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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Identifies self as a member of a family; talks about family members who are not present
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Is curious about physical characteristics of self and others (e.g., skin color, hair texture, or gender anatomy)
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May begin to use social labels such as race to describe people and “match” them based on physical characteristics
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Asks simple questions about other children (e.g., “Where’s Tommy?” “What’s he doing?”)
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May begin to show fear, discomfort, or dislike toward people who look or speak in unfamiliar ways
Ways educators might support the child's development
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Invite families to celebrate the child’s culture and traditions with the group (e.g., family comes to school snack time and serves sushi to children)
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Gently introduce the child to a new learning environment, verbally and physically showing the child items to be played with and places their caretaking needs will be met; allow the child to observe and enter the environment at their own pace
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Point out familiar items or people within the environment (“Look, Susie is here! You played with Susie yesterday with the cars.” “There is a maraca; you have a maraca like this at home.”)
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Facilitate the initiation and inclusion of children in play
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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Understands that they are a separate person
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Refer to themselves as “me” (e.g., “Me big.”)
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Tests limits and strives for independence
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Communicates with phrases such as “I doing this,” “I don’t do this, “I can do this,” or “I did this”
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Identifies objects as belonging to them, such as a lunchbox or a stuffed animal (e.g., “That’s mine!”)
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Makes choices (e.g., what toys to play with or what clothes to wear)
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Communicates their gender identity (e.g.,“I’m a girl!”) and categorizes others by gender
Ways educators might support the child's development
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Use songs and tell stories that are rooted in children’s home languages and cultures
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Provide the child with a variety of materials and experiences to help them discover preference and abilities; add materials based on child’s interests
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When appropriate, provide choices and respect children’s preferences (“Would you like to brush your teeth first or go to the bathroom first?”)
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Proactively deepen your knowledge of children’s families, communities, and cultures so that you can provide culturally responsive care
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I nclude books in the learning environment that promote a positive sense of self
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My Heart Fills With Happiness , by Monique Gray Smith
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I Can, Can You? by Marjorie W Pitzer
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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Understands that people have beliefs that are not true
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Understands that just as they have thoughts, feelings, and goals, other people have thoughts, feelings, and goals too
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Begins to understand that not everyone likes the same things
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Assigns feelings to dolls or toys and cares for them
Ways educators might support the child's development
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Provide pets for the children to observe and care for (“I wonder if our fish is feeling hungry?”)
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Empathize with the child (“I know it’s hard to wait for a turn.”)
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Rethink the use of ‘I’m sorry,” as children may not know what this means; instead describe children’s feelings (“Look at Sheila. She’s sad. She’s crying. She’s holding her arm where you pushed her. Let’s see if she’s ok.”)
Child navigates friendships with peers through cooperation and negotiation.
What educators might observe
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Responds physically when another child takes a toy (e.g., pushing, hitting, or biting)
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Recognizes there is conflict and seeks out educator’s assistance
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Understands concept of “mine” and is starting to develop the concept of “his/hers/theirs”
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Seeks out, initiates, and responds to other children for social interactions for short periods of time
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Plays side by side with another child, making comments to them
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Participates in loosely structured group games (e.g., chase, dramatic play, or ring-a-rounda-rosie)
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Sometimes accepts and imitates other children’s ideas for play with adult prompts as needed (e.g., takes a shovel that is offered and briefly digs in sandbox beside another child)
Ways educators might support the child's development
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Respond to conflicts objectively, using simple language to describe the conflict and phrases such as, “We have a problem, so what can we do to solve it?”
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Stay with children until the conflict is resolved
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Notice and verbalize children’s feelings (“I see you really want to play with that toy and it is hard to have to wait for it.”)
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Provide alternate objects and activities while children wait for a turn
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Show respect for the child’s choices and attempts at problem solving (“Hmm, I see you want that toy and you said, ‘Turn please.’ I wonder if we could find another toy to trade with Diana?”)
Child expresses and manages their feelings and impulses.
What educators might observe
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Continues to do an action, such as climbing over the top of a table, after an educator has asked them to stop
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Protests loudly, and may have tantrums, in response to limits
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Names some emotions (e.g., happy, sad, excited, mad, tired, or scared)
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Begins to use pretend play to express/act out emotions
Ways educators might support the child's development
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Invite the family to provide a comfort object from home, such as a blanket or a stuffed animal that a child may use to calm down
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Use words to teach children to associate feelings with proper names (e.g., “She’s smiling. Do you think she’s happy, excited, or silly?”)
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Talk with children about the feelings characters are having in books
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Support the child by reflecting back their responses and reactions (“I see you. You are hitting and kicking. I am here to help you.”)
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Stay with children while they are having strong feelings, and let them know they are safe
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Notice and acknowledge the child’s preferred strategies for managing their feelings
Child follows the rhythms, rules, and routines of the learning environment.
What educators might observe
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Follows some consistently set rules and routines (e.g., chooses a book after lunch for quiet time)
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Challenges boundaries and rules while striving for independence
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Experiences difficulty transitioning from one activity to the next
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Can verbally start to tell what comes next in the routines, and helps guide others in different transitions and activities
Ways educators might support the child's development
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Meet with families to discuss the rules in their home. Identify which of these rules families consider cultural values; establish rules in the classroom that provide continuity with the children’s experience at home.
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Agree on a simple set of rules with your team of educators
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Provide time for children to learn and practice rules
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Create a picture schedule and post at the children’s level to help children anticipate transitions; review the picture schedule at the start of the day
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Encourage children to feel ownership of the learning environment; for example, provide access to a small sponge so they can wipe up their own spills
