WV CKC
1. Child Growth and Development
1.3 Encourages children's development of social and emotional skills
a. Understands and accepts children’s age-appropriate emotional responses (i.e., crying, tantrums)
b. Considers temperament and individual differences when interacting with children and planning experiences
d. Creates an environment and daily schedule that encourages trust and social interaction with other children and adults
f. Uses tone, words, and gestures to let children know they are respected
g. Provides opportunities for children to help, to make choices, and to do things for themselves
h. Recognizes children’s efforts rather than their accomplishments, intelligence, or personality
i. Recognizes when children show self-discipline and self-control
j. Finds ways to help children feel successful, identify and pursue interests, and develop a sense of personal identity
k. Uses empathy to help children recognize and understand their emotions
m. Encourages children to value and appreciate each other’s strengths
n. Helps children build upon their strengths and work on their challenges
o. Models cooperative work and critical thinking skills to help children problem-solve and resolve conflict
p. Encourages cooperative work or play
1.4 Helps children achieve self-regulation and develop coping skills
a. Responds promptly to child’s immediate signals and needs
b. Provides opportunities for children to make meaningful choices
c. Understands the parent’s/caregiver’s role in supporting the child’s development of self-regulation
e. Creates an environment and provides strategies that help children:
Manage strong emotions and calm themselves
Focus their attention to remain actively engaged with activities and materials
Read the signals of the environment to learn how to respond appropriately
Cope with fear, anger, and frustration
Use language to share their needs
Consider the needs of others
Use problem-solving and conflict resolution strategies
f. Provides appropriate guidance to assist children in understanding the results of their actions
g. Recognizes that a child’s ability to exercise self-regulation and control over his/her body functions, emotions, and behavior emerges over time as a developmental process
h. Analyzes and adjusts expectations and activities based on the child’s ongoing needs and energy levels
4. Environment and Curriculum
4.1 Develops and models genuine, supportive relationships
c. Shows genuine interest in children’s experiences, ideas, and work
d. Uses a variety of strategies for building relationships such as engaging in meaningful and extended
conversations, respecting each child’s uniqueness, using children’s names, being at children’s eye level, and smiling at children
e. Creates opportunities for children of different races, cultures, languages, abilities, and genders to work and play together
f. Practices and models responsive, consistent, encouraging, and nurturing interactions that build positive relationships
h. Recognizes strengths in every child and family and is able to communicate those strengths
j. Responds and adapts to each child, accommodating his/her temperament, personality, strengths, interests, and development pattern
k. Encourages children’s independence
l. Respects children’s choices and supports them in the decision-making process
4.3 Works to effectively promote social and emotional development and prevent challenging behavior
a. Provides diverse and developmentally appropriate materials to promote social interaction
b. Supports environmental arrangements that promote social and emotional development (i.e., a quiet space for children to calm down)
c. Develops clear and developmentally appropriate expectations with children and states them in a positive form(i.e., “walk please” vs. “no running”)
e. Allows natural consequences to guide children’s behavior as much as possible, making sure the child understands the connection
f. Models positive social interactions, such as friendship skills, empathy, and respect
h. Provides children with time, space, trust, support, and guidance to assist them in finding their own solutions to social problems
i. Supports children in communicating their thoughts and emotions with peers and adults in ways that help them feel competent
j. Teaches children effective and socially appropriate ways to meet their wants and needs
k. Knows when to intervene to stop behavior that affects safety and/or ability to learn (i.e., bullying, rejecting others)
l. Remains calm and respectful toward the child exhibiting challenging behavior
m. Uses a consistent process of reflection and action to address challenging behavior
n. Allows time for the child to regain composure following challenging behavior
o. Addresses challenging behavior with the child, privately, with sensitivity and respect, following the incident
p. Applies logical consequences, when appropriate, that are related to the challenging behavior and its function, that are respectful to the child, and are
reasonable
Training Objectives
Upon completion of course, participants will be able to:
1. Describe the relationship between school age development and behavior.
2. Explain boundaries and expectations and why they are important tools in promoting positive behavior
3. Develop techniques for managing and guiding behavior in the school age learning environment.
