Creates Environment Responsive to Children

The professional working with young children creates an environment that is predictable, promotes interaction and learning, and is responsive to children's needs

Resources & Media for Understanding Competency 4.2

Behaviors & Skills

• a
  Designs schedules that are predictable but flexible and reflect children's right to fresh air, physical activity, rest, and nourishment
  
  
• b
  Uses a steady, calm tone when providing direction and redirection to children
  
  
• c
  Develops group rules with children and states the rules in a positive form and not in a negative form ("Walk, please" vs. "No running")
  
  
• d
  Implements classroom rules with consistency
  
  
• e
  Consistently uses a predictable signal to gain the attention of the group and regularly models the expected response
  
  
• f
  Uses a variety of strategies to engage children's attention and active participation
  
  
• g
  Engages and maintains children's attention before and during communication (i.e., giving directions, speaking, beginning an activity, requesting information)
  
  
• h
  Speaks slowly, briefly and concisely clearly when giving directions
  
  
• i
  Makes sure expectations for routines and tasks are clear and purposeful for all children before asking them to follow through
  
  
• j
  Teaches the steps involved in routines and tasks: repeats directions; provides visual support while giving directions; and uses visual and/or verbal prompts to help children follow through when necessary
  
  
• k
  Observes and guides the whole group during transitions, rather than focusing on individual children or preparing materials
  
  
• l
  Uses clear visual and auditory cues to support children during transitions
  
  
• m
  Keeps transitions to a minimum, and makes them short, meaningful, and consistent
  
  
• n
  Uses positive guidance strategies to prevent challenging behavior from occurring
  
  
• o
  Establishes clear, consistent, and realistic boundaries based on developmentally appropriate expectations