Child develops trusting relationships with nurturing adults.
What educators might observe
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Explores environment with guidance from trusting adults
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Seeks security and support from primary educator
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Exhibits separation anxiety by staying close to familiar adults in presence of strangers
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When in a new situation, will make eye contact with trusted adult to “check in” with them
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Tests and confirms educators’ responses to own behavior (e.g., reaches for a forbidden object and looks at educator to check response)
Ways educators might support the child's development
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Schedule regular meetings with the child’s family during which you invite families to raise issues openly, collaboratively discuss the child’s development, and identify ways in which you can work together
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Meet children at their level; sit or lie down on the floor with them, and use a low stool so that you may sit at the table at their level
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Interact with individual children during routines and activities (e.g., singing during feeding and diaper changing and using their name)
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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Plays beside other children
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Demonstrates ease and comfort when spoken to in their home language
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Cries when family member leaves
Ways educators might support the child's development
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Affirm the baby’s choice to seek comfort and care from an educator who shares their racial, linguistic, or cultural background
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Show empathy and acceptance of children’s feelings, and be emotionally close
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Be open to close physical contact with the child; allow children to hold your hand and sit in your lap
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Encourage a sense of belonging within the classroom by having homelike touches, including pillows, pictures of the children’s families (at eye level), comfort items, and a place to hold the child’s belongings
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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Smiles at self in mirror
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Makes choices about what toys to play with
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Plays with one object more often than others
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Has favorite foods, comfort objects, people, etc
Ways educators might support the child's development
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Hang photographs of children and families at child’s level; talk to children about these pictures, especially when they are missing their caregivers
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Hang a mirror on the wall at eye level; comment lovingly on similarities between the educator’s image and the child’s
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Acknowledge the child’s choices and preferences (“You really liked that applesauce.”)
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Intentionally reflect and affirm marginalized aspects of children’s social identities; for example, use books like I See Me , by Margaret Manuel, to highlight the beauty of Okanagan culture and language
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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Looks to educator to gauge their response to a new person or situation
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Pats and strokes others who are distressed
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Shows guilt when they harm someone or do something forbidden
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Distinguishes between kind and cruel actions
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Stays nearby and quietly watches a child who is upset
Ways educators might support the child's development
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Talk to families about how empathy is expressed in their culture and community
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Suggest how children can show empathy; encourage the child to offer a tissue, comfort item, or pat on the back to family members or friends who may be feeling hurt or sad
Child navigates friendships with peers through cooperation and negotiation.
What educators might observe
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Passes a toy or a ball back and forth with an adult or another child, at least once or twice
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Imitates the simple actions of a peer (e.g., banging blocks together)
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Helps educator with caregiving tasks (e.g., holds out their foot so their caregiver can put on their shoe)
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Indicates preferences and intentions by answering yes/no questions (e.g., child nods head yes and hands a doll to teacher when asked if they are finished playing with it)
Ways educators might support the child's development
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Play back-and-forth games; for example, hand an object to a baby, wait for them to grasp it, and then reach out your hand so they may hand it back to you if they like
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Invite the baby to roll a ball to another child who rolls it back
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Provide duplicate or similar toys to avoid conflicts from arising
Child expresses and manages their feelings and impulses.
What educators might observe
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Seeks educator support and attention when encountering a challenge
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Imitates adults’ facial expressions and moods
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Uses physical contact to express emotions (e.g., kissing, biting, hugging, or patting)
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Rubs comfort object or sucks thumb when upset or tired
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Repeats sounds or words to draw educator’s attention to their needs and begins to cry if educator does not respond quickly enough
Ways educators might support the child's development
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Ask families what helps their child to feel better when they are upset
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Respond to child’s displays of pleasure by matching child’s emotions with facial expressions, tone, and words
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Model facial expressions to express emotions and label emotion (e.g., happy face-smile, sad face-frown, or angry face-scowl)
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Identify which behaviors are upsetting for you, and develop a new response to those behaviors (e.g., “When children hurt each other, I used to yell at them to stop. Now, I teach them about “gentle touches,” and when they are rough, I say, “Remember, gentle touches.”)
Child follows the rhythms, rules, and routines of the learning environment.
What educators might observe
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Recognizes that certain adult actions are associated with expected behavior (e.g., waits to be buckled into stroller)
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Anticipates familiar routines or activities (e.g., watches for a family member when it is time to go home)
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Recognizes that different behaviors will elicit different reactions from adults
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Makes eye contact with educator when doing something that is off-limits
Ways educators might support the child's development
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Offer individualized schedules for those children who may need to nap longer or eat earlier than the rest of the group
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Have a consistent routine throughout the day, and prompt child with verbal cues about what may come next (e.g.,“We’re going to change your diaper and then give you a bottle.”)
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Use a positive approach with children; tell the child what they can do, rather than what they can’t do
