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

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ELE: Social and Emotional Development2. Begin to develop and practice the use of problem-solving and conflictresolution skills.3. Recognize similarities and differences in people (gender, family, race,culture, language).4. Increase their capacity to take another’s perspective.5. Show increasing respect for the rights of others.6. Show progress in developing and keeping friendships.7. Participate successfully as a group member.8. Demonstrate an increasing sense of belonging and awareness of theirrole as a member of a family, classroom, and community.Examples of Experiences and Strategies• Adults model expanding ideas for social skills; e.g., suggesting a new wayto play.• Children are given opportunities to be helpful. Adults offer specific positivecomments when children are observed being helpful.• Children observe adults showing empathy to both adults and children.• Children learn that it is OK to ask for help from an adult.• Children learn how friends act toward each other through books, stories,intentional activities and role models.• Children observe teachers treating living things with care; e.g. plants andanimals.• Children are acknowledged as members of a group, a family, a team, or aclass. Adults use new vocabulary to describe these relationships.• Adults establish routines and time for children to work, play, and talktogether.• Adults respond verbally, visually, and physically to all children.• Adults role model and encourage giving an apology when appropriate.• Adults teach and encourage problem solving and conflict resolution skills,when conflicts arise.• Adults model and plan opportunities that help children learn to share; e.g.,puppets, stories, task assignments.• Children learn to verbalize appropriate comments; e.g., “I don’t like itwhen you hit me.”72 Michigan Department of Education
ELE: Social and Emotional DevelopmentQuestions for Reflection1. How do adults guide positive behavior or redirect negative behaviors?2. How does the classroom make children and adults feel when they enterit? Are children engaged? Are the staff members engaged with children?Does it feel like a place children and adults would like to spend time?3. Are classroom rules visible, minimal, appropriate, and used by adults andchildren consistently?4. What is the tone of voices heard in the room? What do children say?Some examples are:• give compliments• talk to peers• laugh5. Is there a sense of caring in the room?6. To what degree are children connected to the land and space around theirown school or center? How are they involved in caring for this space?7. To what extent are cultural misperceptions or expectations consideredand solved, explained or explored with families?Early Childhood Standards of Quality for Prekindergarten 73
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Becky HarrisonParent ParticipantSan
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eyond minimum child care licensing
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Quality ProgramStandards for Prekin
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These quality standards are meant t
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Program’s Statement of Philosophy
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Community Collaboration and Financi
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ELE: EARLY Learning IN SCIENCE• C
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ELE: EARLY LEARNING IN THE SOCIAL S
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ELE: EARLY SKILLS IN USING TECHNOLO
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ELE: EARLY SKILLS IN USING TECHNOLO
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Glossary [LRCCC-R400.5101]Administr
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with the child and/or is a signific
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needs of the children; and theestab
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for the Education of Young Children
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Hohmann, M., Educating Young Childr
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National Association for the Educat
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U.S. Department of Education, Conti
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Early Childhood Standards of Qualit
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Early Childhood Standards of Quality for ... - State of Michigan

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