Children experience meaningful, responsive, and stable relationships with teaching staff and peers.
Currently viewing: EARLY CHILDHOOD EDUCATION (CYD-ECE)
VIEW THE STANDARDS
|Self-Study Evidence||On-Site Evidence||On-Site Activities|
Each child has a meaningful, ongoing relationship with a primary caregiver.
The research shows that maintaining the same primary caregiver aids in the development of secure child-caregiver attachments, as well as improved relationships between the caregiver and the family, and between the child and his or her peers.
Teaching staff facilitate the development of secure attachments by providing each child with care that is:
Interpretation Responsive care includes:
Interpretation Teaching staff should be flexible in meeting each child’s eating, toileting, and sleeping needs.
Research presents strong evidence that children who receive predictable, positive, and responsive care feel safe and supported, allowing them to explore confidently and without fear. Long-term studies have shown that these secure attachments are a strong predictor of future academic achievement including higher test scores, stronger cognitive and social skills, and fewer behavioral problems.
Teaching staff establish meaningful relationships with each child by:
Interpretation Positive interactions are demonstrated through:
Interpretation Conversations should be both child and teacher initiated. Teaching staff should demonstrate interest when children ask questions or discuss something of interest to them.
The literature identifies positive interactions with teaching staff as a primary indicator of child care quality and a strong predictor of positive outcomes such as cognitive development, language skills, social development, and the healthy development of trust, confidence, and identity.
Each infant receives individualized, ongoing care from one person, or a consistent team, who:
NA The organization does not provide infant care.
Teaching staff promote the development of positive self-identity by:
Teaching staff act as role models and promote the development of positive peer relationships by:
Interpretation Pro-social behaviors include:
To encourage socialization and promote relationship building, the literature on child development encourages serving meals “family style,” with several children and adults sitting around a table, serving themselves, and engaging in conversations.
Teaching staff support positive behavior by:
Interpretation Re-directing children can involve engaging the child in an individual activity away from the group and having a developmentally-appropriate discussion about emotional self-regulation techniques and conflict resolution skills.
Negative approaches to behavior management are prohibited including, but not limited to:
Interpretation Physical restraint should never be used as punishment or a means of controlling unwanted behavior unless that behavior poses an immediate threat of harm to the child or someone else. Examples of emergency situations that may require physical restraint include when a child runs towards a street or when a child attempts to cause physical harm to him or herself or another child in the classroom.
When children with persistent behavioral issues are enrolled in the program, teachers work with parents to:
Program changes are made with sensitivity to each child’s need for stability and consistent relationships.
Interpretation Program changes include decisions around grouping, staffing, and scheduling, which could impact a child’s day-to-day routines and established relationships. Programs can demonstrate that the needs of children in the program have been considered by instituting changes slowly, over-time; notifying children and their families of upcoming changes in advance; and taking the time to answer questions regarding the purpose of the change.