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Getting on the child's eye level, use calm tones and gestures. Facial expressions also should also be communicating positivity.

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Expectations are appropriate and based on child’s individual development

*This means you have to get to know your children well (Temperament/likes/dislikes/personality/etc.)

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The caregiver sets developmentally appropriate expectations and communicates them using positive language during routines and activities. Expectations are modeled through actions, and children’s appropriate behaviors are reinforced with positive and descriptive comments. Simple explanations for natural consequences or providing feedback when behavior does not meet expectations is done in a positive manner.

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Simple explanations:

"Our feet stay on the floor to stay safe."

"Crayons are for paper. Would you like a different color paper?"

"Sara is sad when you knocked her blocks over, we will help her fix it. I'll come with you."

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Responsive communication is how you respond to the children throughout the day opening doors for teachable moments and development opportunities. 

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Responsive communication is how you respond to the children throughout the day opening doors for teachable moments and development opportunities. 

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Examples:

1. Teacher on the floor with infants using stacking rings. Teacher adds one and waits for infant to mock her.

2. Teacher talks with infant waiting for child to babble for responding.

3. Teacher sees a child looking at a toy and teacher dictates to the child what he/she is doing.

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Talk about feelings during everyday activities. I see you’re excited to play with blocks! Help children recognize, understand, and manage their feelings while modeling healthy emotional responses. We use emotion words, show empathy, and match our reactions to children’s feelings. Through problem-solving and support, such as rebuilding fallen blocks together or taking deep breaths with a child, we turn daily routines and challenges into opportunities to build self and social-emotional skills.

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When a child is upset or misbehaving, remain calm and supportive. Notice and praise them when they behave well, especially after they have calmed down. Help them solve the problem, redirect them if needed, and prevent issues by setting up the space or removing triggers. Let natural consequences happen, like taking away a toy they threw, and give them chances to practice better skills like using words, calming down safely, or being gentle with others.

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Responsive interaction is responding to children in a positive manner encouraging development throughout the day. 

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Responsive interaction is responding to children in a positive manner encouraging development throughout the day. 

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Example:

1. Teacher sitting on the floor with the children on his/her eye level.

2. Teacher bends down and smiles at child as she tells the child what a good job he/she did.

3. Teacher speaks with a calm and soothing tone when child cries.

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SED 2.0A

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1. consistent review of schedule with a picture schedule posted set timer for transitions

2. ensure that materials are DAP and varied

3. help children engage in conversations by asking the children open ended questions, model language when working with materials, use the correct facial expressions and tone of voice

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Supporting Positive Social Interaction is showing children that there positive interactions with others are celebrated

1. praise child for playing well with others

2. Help child/model how to clean up or build a tower of blocks with another child

3. be close with children during their time interacting with peers to offer support with play for the first time

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SED1.2B