Child develops trusting relationships with nurturing adults.
What educators might observe
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Discusses a problem with classroom teacher, resource teacher, or volunteer
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Talks to educators and staff about what they do at home with their family
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Seeks assistance from an educator when a task is too difficult to accomplish by themselves
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Initiates conversation with adult to “be together”
Ways educators might support the child's development
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Establish lines of help with children (“You can come to me or the assistant if you need support.”)
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Take a request for support as a true need (Respond, for example, “I can help you with that. What have you tried so far?”)
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Chart or map grownups with whom kids have special relationships, both in the school community and 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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Represents themselves as part of racial, cultural, linguistic, or national groups
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Forms groups of friends who share their gender, racial or cultural identities
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Describes how they adjust their behavior between home and the learning environment
Ways educators might support the child's development
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Support a strong classroom community by allowing children to learn about one another informally and formally
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Read stories and books to the class that reflect the diversities represented therein
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Use maps to allow children to locate their homes in the community and their national origins
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Connect families to work together on volunteering in the classroom, on fundraising projects, and chaperoning field trips, etc
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Include community-building games in the daily routine at morning meeting and closing meeting
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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Describes likes, dislikes, needs, wants, strengths, challenges, and personal opinions
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Asks for help from a educator or peer when a task is too difficult to accomplish alone (e.g., “Can you help me with this math problem? I don’t remember how to do it.”)
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Identifies goals for individual progress, accomplishment, or success
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Identifies strategies that help them to be successful as a learner (e.g., “It helps me stay focused if I clear off my desk.”)
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Internalizes societal messages related to gender and body image (e.g., girls may internalize a belief that they aren’t good at math or may express a desire to be thinner)
Ways educators might support the child's development
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Engage in reflective writing as a routine and at key points, such as after finishing a project or before a conference with families; ask such questions as “What is hard for you in our classroom?” and “How have you been working to improve?”
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Record children telling stories in their home languages, and share those stories with the community
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Invite family members to come to school to be interviewed by the children
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Use books to support direct conversations about questions related to gender stereotypes, and bullying when they arise
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King & King , by Linda De Haan
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One of a Kind Like Me , by Laurin Mayeno
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Allie ’s Basketball Dream, by Barbara E. Barber
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The Gender Fairy , by Jo Hirst
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Princess Hair , by Sharee Miller
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My Princess Boy , by Cheryl Kilodavis
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A mazing Grace , by Mary Hoffman
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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Stands up for others when they encounter unfairness
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Feels strongly about equality of outcome
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Understands that people think about what others are thinking or feeling (e.g., says, “He invited her to the party because he didn’t want her to feel left out.”)
Ways educators might support the child's development
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Read books about kindness:
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Each Kindness , by Jacqueline Woodson
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Under the Lemon Moon , by Edith Hope Fine
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The Quiltmaker’s Gift , by Jeff Brumbeau
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Those Shoes , by Maribeth Boelts
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One Green Apple , by Eve Bunting
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The Invisible Boy , by Trudy Ludwig
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Use empathic group problem solving (“Our friend is having a hard time. Can anyone think of a way to help?”)
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Work on perspective-taking in interpersonal interaction (“If she did to you what you did to her, how would you feel? What would you want her to do?”)
Child navigates friendships with peers through cooperation and negotiation.
What educators might observe
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Is concerned about having friends and being liked
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Engages in competitive games with peers
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Works cooperatively on a group project (e.g., a mural or group collage)
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Lets others join a game that is already in progress (e.g., “We just started playing but you can join us and go after Alex.”)
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Listens to others’ points of views and considers ways to compromise
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Identifies strategies to successfully resolve conflicts (e.g., “Let’s read the rules so we all agree on how to play.”)
Ways educators might support the child's development
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Offer a variety of games
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Chutes and Ladders
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Go Fish, Uno, or other card games
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Jenga
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Connect Four
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Checkers
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Foster friendships; allow children to choose their own work partners at times
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Support children’s desire to spend time with peers who affirm their developing social, linguistic, and cultural identifies
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Help children generate nonviolent, assertive language to communicate; be a supportive witness as children practice these skills
Child expresses and manages their feelings and impulses.
What educators might observe
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Demonstrates flexibility and socially appropriate behavior at school (e.g., “When we are in the hallway we keep our voices down so other classes can work.”)
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Manages strong emotions using known strategies (e.g., talks to a friend about being reprimanded by the educator)
Ways educators might support the child's development
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Talk to families and past teachers about the development of the child’s ability to self-regulate
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Notice, recognize, and communicate when children take hard steps to achieve control (e.g., “I saw that you left the game when you were getting upset.”)
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Sing songs like “I Get Up In The Morning,” which contains the refrain, “Everything’s going to be all right,” to remind children that strong feelings pass; try “Here Comes the Sun,” to recall that feelings change
Child follows the rhythms, rules, and routines of the learning environment.
What educators might observe
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Knows the daily and weekly schedule and routines and follows routines accordingly (e.g., time for art, physical education, recess, lunch, etc.)
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Adapts to the majority of a group even when the group’s ideas differ from their own (e.g., group plays a game with rules different from the actual rules)
Ways educators might support the child's development
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Learn from families about rules and routines they have at home
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Create illustrated charts of complex routines, like cleaning up paint or packing up at dismissal
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Sing songs or chants to remind children of steps in a routine
