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The first strategy is listen to what the child is saying and repeat it. This ensures that you and the child are on the same page. For example, you observe a child who is crying and you approach them and ask, "are you sad about something?" The child nods, or maybe the child shakes their head. Doing this allows the child to feel trusted as they will trust someone who takes the time to understand how they are feeling.

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Second strategy is to always have a bunch of wonder questions ready to ask. For example, I observe some children playing with the blocks. I ask, "I wonder if we can make a bridge?" Doing so acknowledges the fact that children are capable of learning and discovering on their own and I don't need to be there to just give out the answer. Rather I am there to guide their learning based on their interest.

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The third strategy is organization because that is one of the ways we can ensure the safety and well-beings of children. For example, our emergency binder and any medication is put away right where it should be. When a fire drill happens, we know exactly where to get it, no questions asked. Not being organized means wasting time trying to find our binder or medication, putting children's lives at risk.

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1. Engage in meaningful conversations: In order to build caring and responsive realtionships I believe it is important to really pay attention to what children ahve to say and respond in a caring way. For example, If a child is telling me about what he/she did during the weekend, I need to look him/her in the eyes, ask questions, respond and also remember what they have told me and use it anytime I have the opportunity.
2. Child lead activities: An important aspect to keep in mind is that the activities I plan have to be child center and directed. Therefore, it is important to pay attention to children's cues and interests so I can implement learning opportunities that are based on children's development and interests. For exmaple, if I notice children talking about cars and see they really enjoy playing with them, I can create an activitity that will depen their interest and knowledge about a topic.
3. Knowing about allergies and food restrictions. It is important to identify from the very beggining children that may have any allergy or food restriction and be attentive all the time that those kinds are safe.

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Strategy 1: When communicating with children and families it is important to be equitable, inclusive and respectful. The needs and interests of the children are our utmost priority therefore having those meaningful conversations, supporting their inquiry and learning is key to their overall development. Once we learn and understand various family structures that children belong to, we can them implement materials and activities that are culturally diverse and create an inclusive environment. E.g. If a child belongs to a family that has two moms, it is necessary to make the child feel that they are within the normal and accepted both socially and emotionally within and outside of the classroom. We can have stories read to children with a similar family structure. This way the child feels a sense of belonging and respected by others.

Strategy 2: The learning environment, both indoor and outdoor should be supported with adequate materials so that it promotes exploration and inquiry. It is essential to involve children in the planning of a child centred and play-based curriculum. E.g. when we observe that children have an interest for nature, we can modify the aesthetics in such a way that there are natural products within the classroom, in a specific area, such as grass, leaves, twigs and small branches, stones of different sizes, plants and shells etc. This will allow the child to further explore, inquire and accordingly learning opportunities can be planned.

Strategy 3:
When children are registered into a childcare it is important to collect all relevant information concerning medical conditions, special needs, disabilities, allergies and emergency contacts. All this information allows the caregivers to keep children well, healthy and safe throughout the time they are at the centre. Families need to be reassured that their children are in good hands and cared for in the best way possible, keeping in mind their accommodations. E.g. If a child has a food allergy, it will be posted on the display board of the classroom so that all RECEs, ECAs, Placement students and volunteers are made aware of the allergy and provide the meals and snacks accordingly.

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Strategy 1: Interacting and responding children's feelings, interests, and abilities in a positive manner. It is important to understand children to build a positive relationship and respond them in positive and caring ways. For example, when a child feel angry about something, I will ask "I saw that you are angry, tell me what happened?". Ensure that I let the child know I am listening to her, repeat what she just said and make eye contact.

Strategy 2: Engage fully in teachable moments with children in daily experience. It is an opportunity for teacher to provide and discuss with children about the topic that they are interest in. For instance, if we are reading a book, we can ask about what was interesting to them or what they did not understand. Then we will see children's answer and questions and provide more information on the topic children are curious about. After that, I can create a learning opportunity based on children inquiries about the topic to assist them understand better.

Strategy 3: It is important to have an awareness of children's food allergies and restrictions. There are many information about food allergies of individual children that teacher need to remember to keep children healthy and safe. For example, the centre must have document about food allergies of each children and display in visible place. So that we can see and follow the note to provide meals and snacks for children appropriately.

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Strategy 1:
Caring and Responsive Relationships: It is imperative to speak and listen to families and understand each child's unique family background. By doing this, marginalized children in our care will have a voice and feel like they belong. An example is creating an environment where children see themselves in the materials they use. This will involve providing skin-toned crayons for colouring and proving dolls that are of different skin colors.
Strategy 2:
Curriculum and Pedagogy: Create an environment where learning is both child centred and child led. This involves identifying the interests of the children and providing them with materials and opportunities to develop their knowledge. An example is a child is interested in learning about cars, as an ECE I can provide toys that show different types of cars, read stories about cars, ask the child to draw pictures of cars they may have seen or like. These activities will stimulate the child's interest and the child will enjoy the subject because it is an interest to him/her.
Strategy 3:
Safety and Health: The ECE is to ensure that the environment is safe for children to engage in play and learning. This can range from checking all toys and getting rid of broken ones, checking play equipment daily and also includes knowing each child's food allergies and medications if required. These all ensure children are in a safe and healthy environment. Example is knowing the food allergy of a child in the room. Once the allergy is known, this information should be passed on to the lunch supervisors as well as kept on file in the room. The lunch supervisors will know to take special care when preparing a meal for this particular child and the ECE will also be aware and ensure the child is not exposed them to the food they have an allergy for.

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Strategy 1
Caring and Responsive Relationships, Standard I Practice 4:  This standard of practice suggests supporting children develop coping skills, regulating behaviour and interacting positively with others. As ECEs we need to recognize what a child is feeling and assist them into recognizing and regulating that. For example, I observe a child building blocks but the blocks keep toppling over. The child becomes frustrated and throws away all the pieces. I kneel down to the child's level, ask him "are you mad the blocks are not staying up?" depending on the child's response we can use soothing techniques to calm him down by saying "It is okay to feel frustrated, but if you throw the blocks like that it can hurt someone. Let's take a deep breath, and let's try again. Maybe this time let's try putting the heavier blocks at the bottom". This way the child recognizes his feeling of frustration, learns how to cope with it and regulates it to avoid affecting others and tries again.

Strategy 2
Curriculum and Pedagogy, Standard II Practice 2: This suggests that we collaboratively engage with the children to plan and implement a child-centered, play-based curriculum. For example, while playing outdoors, I observe a few children run behind a butterfly and try to catch it. They ask wonder questions like "where do butterflies come from? or how do they fly?"  I take that opportunity to ask them provoking questions like "Have you seen a butterfly up close before?" or "did you ever touch a butterfly?" later that day I can observe if the children are still interested in butterflies and we can sit down and I ask them "What can we do to touch a butterfly?" children can come up with many ideas which I can note and make an Anticipatory web of ideas. This will allow me to notice what the children want to learn about and how they want to learn about it. This way children feel that their ideas are valued, they have the autonomy to choose how the curriculum is planned out and their interests are full-heartedly attended to.

Strategy 3
Safety, Health and Well-being in the learning environment, Standard III Practice 3: This practice suggests that we  obtain and familiarize with available information concerning children’s relevant medical conditions, special needs, disabilities, allergies, medication requirements and emergency contact information. For example, when a new group of children enrolls in the classroom, while we take the time to know about their cultures, backgrounds and family we should also spare some time to discuss about their medical and emergency information. We can ask the parents if their child is allergic to anything or if the child has any conditions like asthma, if the child comes from an environment where they are exposed to any kind of infestation, or if the child belongs to a spectrum of special needs. We can observe the children accordingly and prepare our learning environment to ensure their safety, health and well-being, like avoid including foods that one child is allergic to or keep medical first-aid kits handy with the child's inhaler, EpiPen or any medication they require. Ensure that we are in contact with the child's emergency contact in any situation of need; accommodate children of all different abilities and ensure inclusion is promoted to satisfy each child developmentally at a holistic level.

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Caring responsive relationships
strategy 1-Addressing every child's needs and providing comforting support if the child seems upset. For example, if a child seems upset get down to their level and communicate showing empathy through your tone of voice and gestures.
Curriculum and pedagogy

Strategy 1- effectively plan curriculum-based learning based on children's cues they present during play. For example to plan and implementing learning opportunities ensure you observe children's during play and conduct anecdotal observations,running record etc.

Safety, health, and well being
Strategy 1- Ensure the childcare setting is designed age-appropriate to support all areas of child development. for example developmentally appropriate toys, chairs and tables are the right height so children can sit and work on literacy or simply sit at the table comfortably for lunchtime.

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Standard 1: Caring and Responsive Relationships
The first strategy that I have based on this standard of practice would be to be at the child's level and speak with them or even listen to them. I would listen to what the child has to say and respond in such a way that allows the child to understand that I was paying attention to what the child had to say.

Standard 2: Curriculum and Pedagogy
The second strategy that I have based on this standard of practice would be observant and pick up on cues and interests of the children and plan a learning opportunity based on this observation. This would allow me to expand the children's interests and also their knowledge about the topic or activity they are interested in.

Standard 3: Safety, Health, and Well-being in the Learning Environment
The third strategy that I have based on this standard of practice would be making sure that every single child in my care felt belonged. I would make sure that each child is participating in a learning opportunity, a group discussion, a group activity, anything that requires a group interaction, I would involve every single child so that they have the opportunity to expand their knowledge and add to their experiences.

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Strategy 1:
Educators understand that a critical component of caring and responsive relationships is understanding each child's family. Every family has unique social identities in terms of culture, language, family structure, race, ethnicity, religion, etc. When an ECE puts in the effort to understand each family, they can cater the environment to establish a sense of belonging and identity. For example, the learning environment can consist of materials such as photographs, music, and books that reflect a child and their families social identities.

Strategy 2:
An educators pedagogy should be centred around a curriculum that is play-based and child-led. ECEs are to shift from the traditional method in which learning was teacher directed to learning which is child-led with the educator to as a co-planner. They use observation methods to determine children's interest so that they can construct learning opportunities for them that is based on their interests. For example, during a neighbourhood walk a child is showing an interest in worms. The educator can then create learning opportunities based on the child's questions about the worms.

Strategy 3:
To support children's safety, health and well-being, educators obtain important information regarding children's allergies, special needs, medical requirements, and emergency contacts. This ensures that educators engage in safe practices that keep children away from harmful situations. For example, the emergency contact information ensures that children are only released to the authorized individuals that are on file. Even if a child recognizes an individual during pick up time, the educators can not permit an unauthorized individual to take the child. This protects children from abductions.

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Standard 1: The first strategy is to give enough support to children and interact respectfully, so they feel secure and belong. For example, if a child is learning how to put their shoes on, Give them enough time and practice the skill. When they succeed,  praise their effort. For example, when the child puts their boots on and says, I did it. The RECE says I saw you trying, and you got it.

Standard 2: The second strategy is to observe children carefully and closely to see their interests and needs. For example, If a child is looking for a book and learning material. Then, the RECE assists the child and provides the book of the child’s interest to support learning.

Standard 3: The third strategy is to have all the information of children’s medical condition, special needs, disabilities, allergies, medication requirements and emergency contact information. For example, if a child gets a fever, the RECE will check the emergency contact information from the list and call the family to pick up the child for medical care.

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[Timi K Thomas] For the caring and responsive relationships strategy, I will make sure to interact positively with the children. These interactions with children help to ensure that the children feel a sense of security and belonging. For example, I will greet every child in my classroom and ask, “How are you feeling today? Are you excited to come and meet us and your friends?”. For the Curriculum and Pedagogy strategy, I will observe the children to identify the interests and inquiries of the children. Based on my observation, I will add a variety of materials intentionally in the learning environment that supports children’s exploration and learning. I will draw the attention of children into the activity or environment by instilling interest in them, such as “Today we have many new items to play with. Let us see what we have got.”. For the Safety, Health and Well-being strategy, I will observe and monitor the learning environment – both indoor and outdoor space. Based on my observation, I will ensure the environment is safe and free of harmful materials. For example, I will assist the RECE to complete the observation checklist during my field placement before and after children entering the play area to ensure only safe and age-appropriate materials are placed in the area for their use. In addition, I will ensure my supervision throughout the duration of the activity.

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The first strategy I prefer   "engage in supportive and respectful interactions with children to ensure they feel a sense of security and belonging".
For instance to demonstrate this standard of practice, I will make spaces for children by modeling inclusive behavior and attitude , incorporate home like environment, such as pleasing wall color, comfortable furniture, soft lighting. I will foster interactions by inviting families to participate in special days by set up spaces and materials that encourage exchanges.

For the second I would like use "appropriate and effective communication methods and strategies to share information with families regarding the development and learning of children" For this practice I will communicate with families according to their age, race, background and ethnicity. For an example, I will be positive, warm and foster a sense of trust by taking their concern carefully, giving them any kind of support such as language, communication, solution as much as possible ways.

The third strategy I would like "provide safe and appropriate supervision of children based on age, development and environment". I will be aware of scanning room in proper ways for potential safety hazards, standing strategic position, teaching children the safe use of equipment and scanning play materials in daily basis.

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The first strategy is to understand the children’s behaviour and make a good relationship with the families by demonstrating good and positive behaviour. For example, if I see any child is upset to build a relationship with that child and support and I will get down to their level and ask questions about what happened? What is making you sad and listen to the child's response and help him self-regulate?
The second strategy is to observe the child if he/she is curious about anything or wondering about something. I need to identify the cues and interests of the children to incorporate them into the learning opportunity. For example, if any child is wondering about the honey bees, or asking questions about honey bees, I could create an environment that can give the child the opportunity to explore and engage himself/herself in meaningful conversation.
The third strategy is to keep the children safe and healthy by taking necessary steps when children stay in the daycare center or in the school. For example, when children are playing outdoor, I need to check the weather and eventually, I need to take precautions about clothing and places to keep them safe. At the same time, I need to ensure that the playing site is hazard-free and there are no harmful things. At the same time, I need to support their learning while staying with them.

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Strategy 1: I will be equitable, inclusive, and respectful of diversity while communicating
with children and their families. Attentive listeners give children and their
families encouragement and support by reacting to their ideas, concerns, and
needs. For example, I will build a caring and responsive relationship with
children and their families by respecting their cultures, values, and beliefs.

Strategy 2: I will observe the kids see their individual and group needs and interests. For example, I can give spontaneous learning opportunities to learn about their cues and curiosity to understand children's needs.

Strategy 3: I will take the necessary steps to ensure that the environment conforms with applicable safety, health, and accessibility laws. They examine and oversee the learning environment and take responsibility for ensuring that children are not exposed to potentially hazardous conditions. For example, I will show children how to wash their hands properly and why it is necessary to keep our hands' germs free.

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Standard 1:

Caring and Responsive Relationships Standard refers to best practices from RECE. These practices include making the child feel safe and accepted. One strategy that RECE can use to support the regulation of behavior and positive interaction with others is by helping children to regulate themselves. Therefore, this standard also refers to having good communication with parents and respecting diversity in families. For example, if there are families who wish not to celebrate any activity for religious or personal reasons, they should respect their decision. One common event that a lot of parents might not wish to participate in is Halloween because it may not align with the religious beliefs of the family and thus this must be respected.

Standard 2:

Curriculum and Pedagogy Standard refers to the individual observation of children to obtain their needs and interests. A good strategy from the RECE should be in collaboration with children to implement new learning opportunities that support those needs. In addition, the RECE will document all the experiences during the activities to reflect and assess the children in their evaluation. For example, if the children are interested in learning about snakes. They can ask questions about snakes such as what do the snakes eat?  Where do snakes live? etc. The RECE will take notes and plan an activity according to the children's inquiries, interests, and cues that will help to expand their knowledge and help them to learn and understand more about the reptile. After the learning opportunity is implemented, the RECE will document with photos, video, or an observation about what the children have learned after their inquiry.

Standard 3:

Safety, health, and well-being refer to the necessary care that the RECE must take to reflect best practices. These practices are done by working collaboratively with children, family, and colleagues to ensure that the environment feels safe and inclusive. It is important to understand the needs of the children so you can take the necessary steps to make sure that they feel safe and comfortable. Some children may require more accommodation because they might have disabilities or sickness. For all this information the RECE should be used as a strategy to find information about the health and safety of the child. The second strategy will be to ensure that the environment for both inside and outside the daycare is safe. For example, before taking children outside to play, the RECE should always be checked minutes in advance to make sure the area is clear of dangerous objects. It is also important to make sure that children are following their routines, nutrition, and physical activity to promote a healthy child. The RECE can also work in partnership with parents to ensure best practices are used to assist in the development of the child at school and home.

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1. Caring and Responsive Relationship
Observe carefully on individual child's needs and development, while also maintaining daily communication with children and families
By careful observation and consistent communication, we can get to know the actual need of children as well as their families and respond to their needs. While communicating with children and their families, we have to remain respectful and aware of our wording and gesture.
2. Curriculum and Pedagogy
Objectively observe and use different forms of documentation to record children's learning experiences to reflect children's development and to plan on further learning based on children's new ideas and inquiries.
3. Safety, Health, and Well-Being in the Learning Environment
Frequently examine the environment and setting to assure it is appropriate for children's developmental stages and allow adults to supervise all of the classroom areas.

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Strategy 1

I can create a safe learning environment for children. And build a trustful and responsive relationship. When I value relationships in my classroom children feel active, communicative and secured.

Strategy 2

I will build a relationship with children and know about their interested areas, goals and beliefs and plan programs according to that. A holistic approach is applicable here. I can implement reflective enquiry-based learning in the classroom.

Strategy 3

I can practice a wellness approach for children. I will teach and help children to grow up with an attitude of wellness.

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Standard I: Caring and responsive Relationships.

The first strategy is building positive relationships with children and their family colleagues. When we as RECEs work together we become effective in the development of the child’s wellbeing. RECEs should be respectful of one’s culture and be open to diversity in the classroom.  RECEs should have open communication with each other be it through face to face or via emails. Giving feedback on the child’s developmental stages and not only discussing the positives but also the negatives.

Standard II: Curriculum and Pedagogy

The second strategy is to observe children and to identify their needs and interest. I would do this by various types of observational methods for example; anecdotal records, running record or by simply jotting down what I see the child is doing. I would also follow the child’s cues and set up developmentally appropriate activities based on the child’s interest and developmental stages.

Standard III: Safety, Health and Well- being in the Learning Environment.

The third strategy would be to promote healthy activities inside and outside the classroom. Speck with parents and get to know what the child eats at home and how we incorporate a healthy nutrition diet for the child. Respecting each individual families and their views on food and nutrition. I would try to implement both indoor and outdoor play with natural concrete materials for the children to play and interact with. At morning circles, we can have songs and dance to help with physical activities. An exercise or stretching routine can also be added for to enhance growth and development.

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Strategy 1
Understand that families are of primary importance in children’s development and well-being and that children are best understood in the context of their families, cultures and communities:
Positive relationships between teachers, children, and family are important because they influence a child's emotional, cognitive, and social development, help children develop safe relationships with other adults and peers, and develop positive self-esteem.

Strategy 2
Understand that children are capable and enthusiastic learners with unique personalities, skills, and interests:
Teachers and parents can enhance children's learning, attending to the signals and following the child's interests, introducing new concepts in the child's vocabulary, recognizing achievements, reinforcing attempts and playing.

Strategy 3

Are familiar with a variety of strategies to promote and support children’s well-being and safety in the learning environment including, but not limited to, nutrition and physical, mental and emotional health.
Healthy development influences a child's learning for the rest of life. It is necessary to take into account factors in the socio-economic and cultural environment of the child, the characteristics of the population from which she comes or lives and the perceptions and concerns of the family.

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Standard 1: the ways the teacher behaves is very curial for children's development. A healthy classroom is when children feel secure and loved by people around them. Given enough attention to children contributed to their development and well-being.  For instance, when a child is frustrated or tired, when the teacher approaches the child and goes to their level and helps them feel safe and comfortable, it helps them understand that people care about them.

Strategy2:  For the second strategy, the surrounding setup is a key for children learning. For example, children learn from their environment. They are curious and always willing to explore what they see, so if their environment is well set and organized, the teacher can easily observe and identify children's interests and cues. Strategy3: It is significant to collect all information regarding each child’s health and need to parent for their healthy well-being. For example, having all their medicals health concern and any other specific need they may  have will help meet that child's needs better.