Ask them to identify their emotion on a feelings chart, or direct them to the chart. Illustrate the rise and fall of emotions with a toy. Have the child do a “body check” and learn to self-soothe. Positively reinforce this behavior.

I take a step back and take some space or a moment for myself, or I discuss with my fellow providers. My therapist also helps the offloading and dealing of these feelings greatly

A supportive community and positive interactions can give the child more bendability/resilience. You can play with them, talk with them, and pay attention to their needs and interests.

It helps to be present, focus on my senses, take a deep breath, and take in my surroundings

Use serve and return to really give the child your attention. Use special time or ask them to help you. Affirm the child’s emotions. Invite them to participate in group activities and make sure their input is included.

The guidance policy could be referred to in special or unique situations, and to remind the teacher of the protocols. For example, a teacher could consult the written policy when a child is biting and be reminded of the “redirect” option.

Use a crib with a snug-fitting sheet, no bumpers, and no space between the mattress and bars.

Observe children and their needs. Play developmentally appropriate games, allow active play time, and have outdoor time.

Sing songs to encourage habits, do it as a group or do it alongside a child, combine each habit with a form of play

I would highlight the safety protocols teachers learn, such as CPR and staying near playground equipment. I would also point out the sanitization bins/bottles we use in 3 steps for toys and tables.

I would ask the child further questions, then report it right away to the front office of my school. Then we would report it to the authorities right away.

1. That something will happen and I will not know what to do right away

2. I’m interested in learning about sanitary practices.

Really listen to families’ concerns, and be the professional. Connect families with resources. Come up with ways to assess and solve problems together.

1. I would want their understanding, support, and observations about my child

2. I would fear that my child might be excluded or mistreated.

Ask questions that will get children thinking, and share information to get them engaged with the topic.

Alternate different types of activities, like active vs. quiet, group vs. individual, etc. Create routines that help children remember and notice the order of events, so they know what to expect.

I think the sensory/science area is important, as well as the art area. Both allow students to explore and express themselves in safe environments. The play acting area also allows children to “occupy” the “real world” in a safe space.

It can be helpful to come up with a script and run it by a coworker. Use your objective observations about the child when sharing with the adult – you’re often the first to share these with them. Keep all referrals confidential and don’t discuss around parents or other students.

Observing and documenting a child’s development helps us see which milestones they’re hitting and when, and whether those behaviors are appropriate for their age. Then, educators can create programs and activities that meet their children’s wide variety of stages.

Children do not need screens to learn, at least not until they’re older. They can use their imaginations, experiences, and visual observations to learn.

Teachers can “share the focus” and watch for when a child is serving. Look at the nature of the child’s action and respond/name the action, take turns, or ask questions.

Strongly agree:

A multicultural education curriculum should be in place in every school.

The United States should discontinue relations with countries that engage in human rights violations.

Agree:

All learning programs should accommodate <em style=”font-family: inherit; font-size: inherit; -webkit-text-size-adjust: 100%;”>all children with…

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1. I learned that there are rigorous protocols for even little things in early childhood centers. I also learned about the different time frames in which employees should get certain certifications.

2. WAC 110-300-0140 surprised me, where children must have their own storage (and families’ belongings can no longer be stored together). I’m…

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