Attachments | “I have a grown-up who is absolutely crazy about me and keeps me safe.” |
Affiliation | “I can have a friend and be a friend.” |
Self-Regulations | “I can manage my strong emotions and am in control of my behavior.” |
Initiative | “I am constantly growing and changing and learning new things.” |
Problem Solving | “I can solve problems and resolve conflicts.” |
Respect | “I have unique gifts and challenges and so do others.” |
· | Guide them | |
· | Support them through their journey | |
· | Establish warm respectful relationships | |
· | Can be trusted | |
· | Can bring focus on positively guiding him | |
· | Model how to manage their world and their reaction to the world | |
· | Is adults giving love and affection | |
· | Is the ability to depend upon adults for safety and security | |
· | Means seeking out adults for conversation and play | |
· | Is accepting adult’s help and comfort | |
· | Is taking time to get to know people | |
· | Being seen and understood in daily interactions | |
· | Discovering the loveable uniqueness of your child | |
· | Modeling good relationships with your spouse, extended family and church family | |
· | Getting on their eye level | |
· | Helping your child feel comfortable when separating from him/her: establish a “goodbye” routine. | |
· | Giving your child opportunities to play with other adults and feel good about their adult friends (teachers at church) | |
· | Spending time one on one with your child. If you have more than one child, give each child some individual time each day. | |
· | Being consistent with words and actions. Develop a consistent routine that your child can expect with bedtime, mealtime, etc. | |
· | Modeling control and self regulation in all circumstances | |
· | Respecting your child’s emotions. Talk with him when he is angry or has a melt down. Help him know how to regulate himself. | |
· | Helping your child know when he does not live up to your expectations that you value him but do not like what he has done | |
· | Solo play | |
· | Adult-child play | |
· | Parallel play | |
· | Three friends play | |
· | Small group play | |
· | Large group play | |
1. | Adults modeling, coaching and assisting with instructions on play at the stage where adult-child play together | |
2. | Someone teaching - friend skills are learned not inborn | |
3. | Adults talking and modeling taking turns, sharing space, and entering and exiting play | |
4. | Language skills so that a child can express himself and navigate her day | |
5. | Notice and talk about friendly overtures of friends, siblings, and others as they are being a friend | |
6. | Help children know how to enter and exit play | |
· | beginning to take ownership for the consequences of actions | |
· | understanding limits | |
· | leaning to manage powerful emotions | |
· | figuring out time, space, and transitions | |
· | Organized time | |
· | Space | |
· | Routines | |
· | Rituals | |
· | Limits | |
· | Expectations |
· | Soothe themselves | |
· | Explore materials | |
· | Use relaxation techniques (take a breath, stretch in an exercise) | |
· | Redirect themselves (CD player, rocking chair, art materials) | |
· | Work with others | |
· | Can focus, persist and complete a task - even when frustrated | |
· | Are competent and confident about growing and learning new things | |
· | Look forward to the future | |
· | Recognizing their accomplishments - try giving them descriptive feedback by focusing on the process instead of the product | |
· | Encouraging them to remain and complete “one more thing” | |
· | Letting them do their own work rather than doing it for them | |
· | Help them think of more by saying, “I wonder if….” | |
· | Find out what is wanted and needed | |
· | Define the problem | |
· | Brainstorm and choose a solution to try | |
· | Check in to see if the solution worked | |
· | Leave younger children and siblings alone to work it out. Only step in when safety is an issue. | |
· | Remember children who are emotionally charged cannot engage in problem-solving | |
· | Help your child calm down and think what they need to solve the problem | |
· | Provide your child with support while he thinks and chooses solutions | |
· | Listen to your child | |
· | Acknowledge and reflect on their feelings. Identify helps for self-regulations and words to state their needs - |
· | Recognize and appreciate his/her own gifts and talents. | |
· | Recognize and appreciate others’ gifts. | |
· | See that two can work together to accomplish a task - |
o | Act out a story | |
o | Play a game | |
o | Make a class garden | |
o | Play a game where everyone wins |
· | Hear words that are encouraging and respectful |