1.1 f Understands parenting strengths that support a child's development
1.1 g. Recognizes signs of resilience in the child and family and works with the family to strengthen protective factors
1.1 h Understands the impact of stress and trauma on a child's development and supports families in reducing children's exposure to stress
1.1 i Applies relationship-based practices and family-centered practices to support the family in reducing risks that may negatively affect child health and development
1.3 a. Understands and accepts children’s age-appropriate emotional responses (i.e., crying, tantrums)
1.3 b. Considers temperament and individual differences when interacting with children and planning experiences
1.3 c. Encourages pre/postnatal bonding
1.3 d. Creates an environment and daily schedule that encourages trust and social interaction with other children and adults
1.3 e. Helps children cope with separation and transition
1.3 f. Uses tone, words, and gestures to let children know they are respected
1.3 g. Provides opportunities for children to help, to make choices, and to do things for themselves
1.3 h. Recognizes children’s efforts rather than their accomplishments, intelligence, or personality
1.3 i. Recognizes when children show self-discipline and self-control
1.3 k. Uses empathy to help children recognize and understand their emotions
1.3 m. Encourages children to value and appreciate each other’s strengths
1.3 n. Helps children build upon their strengths and work on their challenges
1.3 o. Models cooperative work and critical thinking skills to help children problem-solve and resolve conflict
1.3 p. Encourages cooperative work or play
1.3 q. Provides families with information and strategies to promote social and emotional development
1.4 a. Responds promptly to child’s immediate signals and needs
1.4 b. Provides opportunities for children to make meaningful choices
1.4 c. Understands the parent’s/caregiver’s role in supporting the child’s development of self-regulation
1.4 d. Encourages children to increase independence with self-help skills (i.e., eating, toileting, dressing)
1.4 e. Creates an environment and provides strategies that help children:
- Manage strong emotions and calm themselves
- Focus their attention to remain actively engaged with activities and materials
- Read the signals of the environment to learn how to respond appropriately
- Cope with fear, anger, and frustration
- Use language to share their needs
- Consider the needs of others
- Use problem-solving and conflict resolution strategies
1.4 f. Provides appropriate guidance to assist children in understanding the results of their actions
1.4 g. Recognizes that a child’s ability to exercise self-regulation and control over his/her body functions, emotions, and behavior emerges over time as a developmental process
2.3 h. Uses coaching or consultation strategies with parents and other primary caregivers to teach intentionally designed instruction and to promote positive adult-child interactions
4.1 Develops and models genuine, supportive relationships
f. Practices and models responsive, consistent, encouraging, and nurturing interactions that build positive relationships
4.2 Creates an environment that is predictable, promotes interaction and learning, and is responsive to the needs of all children
j. Uses positive guidance strategies to prevent challenging behavior from occurring and/or reoccurring
4.3 Works to effectively promote social and emotional development and prevent challenging behaviors
b. Supports environmental arrangements that promote social and emotional development (i.e., a quiet space for children to calm down)
c. Develops clear and developmentally appropriate expectations with children and states them in a positive form (i.e., “walk please” vs. “no running”)
e. Allows natural consequences to guide children’s behavior as much as possible, making sure the child understands the connection
f. Models positive social interactions, such as friendship skills, empathy, and respect
h. Provides children with time, space, trust, support, and guidance to assist them in finding their own solutions to social problems
i. Supports children in communicating their thoughts and emotions with peers and adults in ways that help them feel competent
j. Teaches children effective and socially appropriate ways to meet their wants and needs
k. Knows when to intervene to stop behavior that affects safety and/or ability to learn (i.e., bullying, rejecting others)
l. Remains calm and respectful toward the child exhibiting challenging behavior
m. Uses a consistent process of reflection and action to address challenging behavior
n. Allows time for the child to regain composure following challenging behavior
o. Addresses challenging behavior with the child, privately, with sensitivity and respect, following the incident
p. Applies logical consequences, when appropriate, that are related to the challenging behavior and its function, that are respectful to the child, and are reasonable West Virginia’s Core Knowledge and Competencies for Early Childhood Professionals 46Environment and Curriculum
q. Understands children’s temperaments (i.e., activity level, adaptability, persistence) and responds to challenging behavior in ways that match the child’s temperament