WV Core Competencies
1. Child Growth and Development
1.3 Encourages children’s development of Social Emotional Learning
a. Understands and accepts children’s age-appropriate emotional responses (i.e., crying, tantrums)
b. Considers temperament and individual differences when interacting with children and planning experiences
d. Creates an environment and daily schedule that encourages trust and social interaction with other children
and adults
f. Uses tone, words, and gestures to let children know they are respected
g. Provides opportunities for children to help, to make choices, and to do things for themselves
h. Recognizes children’s efforts rather than their accomplishments, intelligence, or personality
i. Recognizes when children show self-discipline and self-control
j. Finds ways to help children feel successful, identify and pursue interests, and develop a sense of personal
identity
k. Uses empathy to help children recognize and understand their emotions
l. Helps children value their ethnic and cultural traditions, while respecting the views and experiences of
others
m. Encourages children to value and appreciate each other’s strengths
n. Helps children build upon their strengths and work on their challenges
o. Models cooperative work and critical thinking skills to help children problem-solve and resolve conflict
p. Encourages cooperative work or play
1.4 Helps children achieve self-regulation and develop coping skills
a. Responds promptly to child’s immediate signals and needs
b. Provides opportunities for children to make meaningful choices
c. Understands the parent’s/caregiver’s role in supporting the child’s development of self-regulation
d. Encourages children to increase independence with self-help skills (i.e., eating, toileting, dressing)
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
f. Provides appropriate guidance to assist children in understanding the results of their actions
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
i. Provides an adequate level of stimulation for children, keeping them interested without overwhelming them
4. Environment and Curriculum
4.1 Develops and models genuine and supportive relationships
a. Knows and honors the beliefs, values, and traditions of all children and their families
c. Shows genuine interest in children’s experiences, ideas, and work
d. Uses a variety of strategies for building relationships such as engaging in meaningful and extended
conversations, respecting each child’s uniqueness, using children’s names, being at children’s eye level,
and smiling at children
e. Creates opportunities for children of different races, cultures, languages, abilities, and genders to work and
play together
f. Practices and models responsive, consistent, encouraging, and nurturing interactions that build positive
relationships
h. Recognizes strengths in every child and family and is able to communicate those strengths
i. Accepts and responds appropriately to feedback from families
j. Responds and adapts to each child, accommodating his/her temperament, personality, strengths, interests,
and development pattern
k. Encourages children’s independence
l. Respects children’s choices and supports them in the decision-making process
4.3 Works to effectively promote social and emotional development and prevent challenging behaviors.
a. Provides diverse and developmentally appropriate materials to promote social interaction
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”)
d. Assesses the child and family’s status during each time together in order to address their needs
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
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
