Early Childhood Standards of Quality for ... - State of Michigan

ELE: Social and Emotional Development5. Manage transitions and follow routines most of the time.6. Can adapt to different environments.Examples of Experiences and Strategies• While reading to children, adults discuss the feelings and emotionmanagement skills of characters.• Adults recognize when children appropriately manage strong feelings.• Children learn multiple verbal and nonverbal strategies to appropriatelyexpress their emotions.• Children learn ways to be physically and emotionally calm.• Adults help children learn socially appropriate ways to express theirwants and needs and to respond to others; e.g., through talking, role play,songs, finger plays. This guidance is repeated and practiced regularly.• Children and adults jointly develop rules for the classroom and outside.The rules are posted with labels, visuals, and photographs.• Children develop confidence by choosing repeated, positive, and safenew experiences.• Adults provide clues to help children learn the classroom schedule andprepare for changes.Questions for Reflection1. What opportunities are available to learn regulation and taking turns;e.g. games, board games, routines, role playing?2. Do adults thoughtfully observe children responding to each other andmake intentional proactive responses?3. Do teachers reinforce positive actions (compliments, play, apologies)?4. What is the balance between positive and negative adult responses orconversation?5. How do adults engage children in conversations about emotionmanagement? For example, “I was so frustrated that we couldn’t playoutside today.” Or “I need to take a deep breath.”3. Early Learning Expectation: Children develop healthyrelationships with other children and adults. [HSCOF-SED 6.2.1,6.2.2, 6.3.1, 6.3.2, 6.3.3, 6.4.1, 6.4.2, 6.4.3]Children typically:1. Increase their ability to initiate and sustain age-appropriate interactionswith peers and adults.Early Childhood Standards of Quality for Prekindergarten 71