Embedded Files
Rationale: Incorporating responsive interactions and strategies into an early childhood program helps establish secure, interpersonal relationships (peer-to-peer, adult-to-child, and adult-to-adult) and social-emotional health. Developmentally appropriate guidance strategies help children develop social-emotional health, and better understand themselves as individuals and as members of a group. A warm, caring, culturally and linguistically responsive environment, in which staff consistently use a variety of evidence-based guidance strategies, helps children and families feel respected, valued and accepted. Creating an inclusive and supportive culture requires both individual and group guidance strategies.
Level 1
Level 1
Category: Positive Interactions and Relationships with Individual Children
Category: Positive Interactions and Relationships with Individual Children
SEHD 1.1 Can identify examples of positive and culturally responsive interactions and the characteristics of those interactions between the early childhood professional and child (e.g., language, tone of voice, closeness, etc.) (Connects with CGDL 11.1, TP 5.1, and TP 7.1.)
SEHD 2.1 Can describe current best practices for creating culturally responsive routines and supportive environments and their role in supporting social emotional, cognitive and identity development.
SEHD 3.1 Can describe the importance of individualized attention for each child that is culturally responsive. Can identify strategies for providing these interactions using an anti-racist and anti-bias lens.
SEHD 4.1 Can describe the importance of maintaining close physical proximity to all children (every child regardless of culture, gender, age, race, ability, etc.) to foster a warm, emotional connection that is aligned with cultural practices.
Category: Child Guidance - Discipline/Promoting Social and Emotional Competence
Category: Child Guidance - Discipline/Promoting Social and Emotional Competence
SEHD 5.1 Can describe behavior that is typical for children at different developmental levels.
SEHD 6.1 Can explain models of developmentally appropriate anti-racist/anti-bias individual and group guidance approaches. These include culturally responsive practices, positive identity development, the intentional teaching of pro-social skills, as well as adjusting the learning environment, schedule, and curriculum to minimize potential challenging behaviors.
Category: Communication
Category: Communication
SEHD 7.1 Can describe best practices for communicating with co-workers and families about areas of concern with a child’s behavior. (Connects with COA 5.1, FCP 5.1, and SEHD 8.1.)
SEHD 8.1 Can describe how to document children’s positive behaviors and ways to frequently and appropriately share this information with the child’s family and program staff. (Connects with COA 5.1, FCP 5.1, and SEHD 7.1.)
Category: Role of Staff and Other Adults
Category: Role of Staff and Other Adults
SEHD 9.1 Can describe how children learn from the interactions and communication between adults that the child observes.
Level 2
Level 2
Category: Positive Interactions and Relationships with Individual Children
Category: Positive Interactions and Relationships with Individual Children
SEHD 1.2 Uses positive relationship techniques and supports to ensure that children have frequent opportunities to interact with early childhood professionals, other adults, and their peers in culturally responsive, respectful, and meaningful ways. (Connects with CGDL 11.2, TP 5.2, and TP 7.2.)
SEHD 2.2 Uses culturally responsive routines and supportive environments to promote and support the development of children’s social-emotional health, cognition and identity.
SEHD 3.2 Addresses the individual needs of children based on temperament, personality, language, culture, strengths, interests, and development.
SEHD 4.2 Uses social conversations, child’s home language, and proximity to engage children in positive interactions and peer connections. Uses eye contact, body orientation and enthusiasm to support positive interactions.
Category: Child Guidance - Discipline/Promoting Social and Emotional Competence
Category: Child Guidance - Discipline/Promoting Social and Emotional Competence
SEHD 5.2 Applies culturally and developmentally appropriate experiences, routines, and creates supportive environments that promote social skills and appropriate behaviors for all children regardless of culture, gender, age, race, ability, etc.
SEHD 6.2 Uses developmentally appropriate guidance, including anti-racist/anti-bias individual and group approaches, that promote and teach positive behaviors, problem-solving, pro-social skills, and self-regulation. Guidance is culturally responsive, aligned with family expectations, and minimizes challenging behaviors.
Category: Communication
Category: Communication
SEHD 7.2 Collaborates with families and other professionals to gather information regarding the family’s behavioral expectations and how to interpret the child’s behavior. Includes the development of individual and culturally appropriate expectations, teaching children replacement behaviors, and effectively and sensitively communicating progress with families and others. (Connects with COA 5.2, FCP 5.2, and SEHD 8.2.)
SEHD 8.2 Uses strategies to frequently and appropriately share each child’s positive behavior with the child’s family and program staff. (Connects with COA 5.2, FCP 5.2, and SEHD 7.2.)
Category: Role of Staff and Other Adults
Category: Role of Staff and Other Adults
SEHD 9.2 Demonstrates respectful adult relationships. Displays trust and cooperation with colleagues, families, and others, while respecting and embracing cultural and linguistic diversity.
Level 3
Level 3
Category: Positive Interactions and Relationships with Individual Children
Category: Positive Interactions and Relationships with Individual Children
SEHD 1.3 Reviews practices on a regular basis and makes changes to ensure positive and culturally responsive interactions between children, colleagues, and families using an anti-bias, anti-racist lens.(Connects with CGDL 11.3, TP 5.3, and TP 7.3.)
SEHD 2.3 Integrates best practices to create culturally responsive routines and supportive environments.
SEHD 3.3 Analyzes and integrates practices and procedures that support programming that is responsive to each child’s characteristics, language abilities, culture, strengths, interests, and needs.
SEHD 4.3 Plans for social-emotional health and development for children who may need extra support by identifying opportunities in the daily schedule when interactions, conversations and connections may occur to best support each child.
Category: Child Guidance - Discipline/Promoting Social and Emotional Competence
Category: Child Guidance - Discipline/Promoting Social and Emotional Competence
SEHD 5.3 Analyzes and modifies current practice for developmentally and culturally appropriate experiences with a focus on increasing promotion of positive social skills and appropriate behaviors.
SEHD 6.3 Engages in self-reflection, with a coach or director, if necessary, to analyze developmentally appropriate guidance strategies in practice. Considers the impact of implicit bias in the perception of undesired behaviors and seeks to ensure strategies are anti-racist/anti-bias, culturally responsive, aligned with family expectations, and effective in minimizing challenging behaviors.
Category: Communication
Category: Communication
SEHD 7.3 Reviews and modifies communication practices with families, co-workers, and other professionals related to concerns with child behavior and guidance plans. Ensures communication about guidance plans is sensitive and clear, that progress is noted, and that adjustments to the plan are made.(Connects with COA 5.3, FCP 5.3, and SEHD 8.3.)
SEHD 8.3 Shares procedures to help other early childhood professionals notice children when they are engaging in socially and emotionally competent behaviors. (Connects with COA 5.3, FCP 5.3, and SEHD 7.3.)
Category: Role of Staff and Other Adults
Category: Role of Staff and Other Adults
SEHD 9.3 Integrates teamwork and interpersonal interactions that are trusting, respectful, and anti-racist/anti-bias to honor the individuality and diversity of all people.
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