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.
4.1 Develops and models genuine, supportive relationships.
4.1 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.
4.1 f. Practices and models responsive, consistent, encouraging, and nurturing interactions that build positive relationships.
4.1 j. Responds and adapts to each child, accommodating his/her temperament, personality, strengths, interests, and development pattern.
4.2 Creates an environment that is predictable, promotes interaction and learning, and is responsive to the needs of all children.
4.2 a. Plans, implements, and adapts a supportive learning environment that promotes children’s safety, positive interactions, and behaviors.
4.2 d. Makes sure expectations for routines and tasks are clear and purposeful for all children.
4.2 f. Uses a steady, calm tone and consistent, predictable signals when providing direction and redirection to children.
4.2 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.
4.3 c. Develops clear and developmentally appropriate expectations with children and states them in a positive form (i.e., “walk please” vs. “no running”).
4.3 j. Teaches children effective and socially appropriate ways to meet their wants and needs.
4.3 l. Remains calm and respectful toward the child exhibiting challenging behavior.
4.3 m. Uses a consistent process of reflection and action to address challenging behavior.
4.3 n. Allows time for the child to regain composure following challenging behavior.
4.3 o. Addresses challenging behavior with the child, privately, with sensitivity and respect, following the incident.
4.3 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.
4.3 q. Understands children’s temperaments (i.e., activity level, adaptability, persistence) and responds to challenging behavior in ways that match the child’s temperament.
