1.2.d. Discusses development with parents/caregivers to help them with recognizing their child’s individuality and emerging milestones.
1.2.e. Works with families and related professionals to create goals for individual children and for groups
1.2.i. Tracks and documents children's development using a variety of formal and/or informal assessment tools (i.e., screening tools, photography, video, anecdotal records, work samples, dictation, transcription)
1.2.j. Applies knowledge of typical child development, including social and emotional development, to identify early indicators of possible developmental delays or risks to development.
1.2.l. Finds the professional support children need to be successful, including educational and community supports and resources.
1.2.m. Works with other community agencies and services to help children meet developmental learning goals.
1.3.a. Understands and accepts children’s age-appropriate emotional responses (i.e., crying, tantrums)
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 transitions.
1.3.q. Provides families with information and strategies to promote social and emotional development.
1.4.c. Understands the parent’s/caregiver’s role in supporting the child’s development of self-regulation.
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.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.
1.6.b. Creates opportunities for children to practice skills supporting the age-appropriate development of coordination, balance, movement, and strength: *Locomotor skills: rolling, crawling, walking, running, jumping, climbing, hopping, galloping, skipping *Stability skills: turning, twisting, sitting, bending, stretching, reaching, lifting, balancing *Object control: grasp and release, bilateral use of body, midline, construction, ball play.
1.10.d. Teaches children how to enter a play group, how to invite other children to play, and how to organize play with their peers.
4.2.b. Designs schedules that are predictable but flexible
4.2.c. Establishes clear, consistent, and realistic boundaries based on developmentally appropriate expectations.
4.3.b. Supports environmental arrangements that promote social and emotional development (i.e., a quiet space for children to calm down).
4.3.h. Provides children with time, space, trust, support, and guidance to assist them in finding their own solutions to social problems.
4.3.i. Supports children in communicating their thoughts and emotions with peers and adults in ways that help them feel competent.
6.2.b. Develops appropriate and positive relationships by engaging and responding to children, families, professionals, and community.
6.2.d. Involves and works with others in planning, problem-solving, and implementing effective practices e. Places the needs of the learner and/or learning task above self.
6.2.j. Links current research and best practices in education, family health, and/or disability services to own work by keeping abreast of new information and reflecting on its relevance.
