0–9 months – See this age across all domains Infants

What educators might observe

• Quiets when comforted by familiar adult, most of the time
• Shows preference for familiar educator through facial expressions and gestures (e.g., smiles or laughs)
• Initiates and maintains interactions with educators (e.g., smiles, gestures, or verbal expression)
• Cries, makes sounds, or uses body movements to signal caregiver for assistance, attention, or need for comfort
• Looks for educators’ response in uncertain situations (e.g., when stranger enters the room)

Ways educators might support the child's development

• If possible, visit families in their home, and talk to them about their values, culture, strengths and needs
• Identify a primary caregiver for each child who carries out most of the daily routines and gets to know the child and the family well. The primary caregiver is responsible for the child’s records, for monitoring the child’s development and maintaining close ties with the family.
• When making primary caregiving assignments, consider:
  • Home language of the child
  • Cultural continuity with the child’s family
  • Educator and child schedules
  • Educator and child dispositions
• Create a learning environment that is a welcoming and predictable place for all children and families—one that feels safe, relaxed, and comfortable for all members of the community
• Create a comfortable place for breastfeeding within the classroom, and use images and signs to let families know that breastfeeding is welcome in your program

8–16 months – See this age across all domains Infants

What educators might observe

• Explores environment with guidance from trusting adults
• Seeks security and support from primary educator
• Exhibits separation anxiety by staying close to familiar adults in presence of strangers
• When in a new situation, will make eye contact with trusted adult to “check in” with them
• 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

• 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
• 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
• Interact with individual children during routines and activities (e.g., singing during feeding and diaper changing and using their name)

15–24 months – See this age across all domains Toddlers

What educators might observe

• 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)
• 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)
• Initiates interactions and plays with adults (e.g., brings book for adult to read)
• 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

• Openly share observations and information with families at drop-off and pick-up
• Nurture child with kind words and positive engagement (e.g., hug, cuddle, sing, read, dance, play, etc.)
• 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)
• 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.”)

24–36 months – See this age across all domains Toddlers

What educators might observe

• Imitates adult activities (e.g., pretends to cook or “reads” next to adult who is reading)
• Communicates with adults about recent activities (e.g., “Mama and I went to the store.”)
• May show discomfort with separation or new situations when familiar caregiver is not present (e.g., by protesting loudly, crying, or withdrawing)
• 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

• Connect families to community supports such as parenting programs, book groups, and peer learning communities
• 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
• 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.”)
• 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.”)
• Thank the child when they follow directions or help another child

3-year-olds – See this age across all domains Preschool

What educators might observe

• Separates with assistance from significant adults and transitions to educator
• Asks for educator’s assistance with an activity they want to do (e.g., asks educator to hold their hand as they balance along a curb)
• Brings simple problem to adults attention (e.g., informing them a tricycle has gotten stuck)

Ways educators might support the child's development

• Build relationships with individual children throughout the day (e.g., during small groups, one on one play with child, conversation at meal times, etc.)
• Create predictable separation routines at drop-off
• Meet children’s caregiving needs promptly and empathetically (e.g., when a child has a toileting accident, shows compassion and respect)
• Listen to children and show you value what they are saying by acknowledging them and expanding upon their ideas
• When a child is talking with you, get down at their level, either by sitting in a chair or on the floor; allow the child to talk and explain as much as possible
• Thank child for coming to get you in times of need

4-year-olds – See this age across all domains Preschool

What educators might observe

• Asks for help in completing projects that they are interested in but that are beyond their physical capabilities (e.g., asks caregiver to tape corners of cardboard construction together)
• Carries out actions to please adults at times (e.g., cleans up at clean-up time)
• Expresses feelings about adults (e.g., “I love Auntie because she always plays with me.”)
• Follows educators’ guidelines for appropriate behavior in different environments

Ways educators might support the child's development

• Talk to the family about their hopes and dreams for the child, and hold that image in your mind
• Notice when the child may need comfort and reassurance and provide support, even when they do not ask for it
• Promote the idea that everyone shares the responsibility for the well-being of children
• Use observation, recording, and reflection to notice the areas in which children are struggling and plan to offer them extra support in those areas
• Ask open-ended questions to sustain conversations with children

5-year-olds – See this age across all domains Preschool

What educators might observe

• Interacts with significant adults outside of the family and classroom (e.g., speaks with the bus driver and cook)
• Seeks guidance from family members, educators, and other familiar adults
• Transitions into unfamiliar settings with the assistance of a familiar adult

Ways educators might support the child's development

• Assist children in sustaining interactions in play by modeling, cooperating, helping, and suggesting new ideas for play
• Help the child identify community members they can trust and ask for assistance (e.g., home visitors, mentors, older extended family members, or caring individuals within the community at large)
• Show interest in the child’s other interpersonal relationships (e.g., “What do you and Gus the bus driver talk about when he takes you home?”)
• Take time to do something that you know is special for the child (e.g., ask them to teach you some words in their home language)

6-year-olds – See this age across all domains Early elementary

What educators might observe

• Greets educators or other adults when arriving in the learning environment
• Engages in informal conversations with adults (e.g., talks with educator every day about what their new kitten is doing)
• Seeks educator’s assistance when a group of children cannot agree on the rules for a game
• Seeks educator’s advice on how to deal with a conflict with a friend

Ways educators might support the child's development

• Help children and families identify and develop supportive relationships with family, friends, neighbors, co-workers, community members, and service providers
• Model language of assistance and support (“How can we work together to figure this out?”)

7-year-olds – See this age across all domains Early elementary

What educators might observe

• Discusses a problem with classroom teacher, resource teacher, or volunteer
• Talks to educators and staff about what they do at home with their family
• Seeks assistance from an educator when a task is too difficult to accomplish by themselves
• Initiates conversation with adult to “be together”

Ways educators might support the child's development

• Establish lines of help with children (“You can come to me or the assistant if you need support.”)
• Take a request for support as a true need (Respond, for example, “I can help you with that. What have you tried so far?”)
• Chart or map grownups with whom kids have special relationships, both in the school community and outside

8-year-olds – See this age across all domains Early elementary

What educators might observe

• Respectfully engages adult with a different viewpoint and considers adult’s alternative suggestions in conversation (e.g., listens to adult share views about a movie and offers a different viewpoint)
• Volunteers to help educator with tasks (e.g., staple or hand out papers)
• Identifies family, school, and community strengths and supports

Ways educators might support the child's development

• Foster the family’s positive regard for their child by taking a strength-based stance when sharing observations
• When addressing sensitive issues with a child and/or their family, be sure to do so in privacy. Convey respect and compassion.
• Thank the child for coming to you when they have a problem, and affirm your desire to be a resource for them