Because early childhood education settings are often among children’s first communities outside the home, the character of these communities is very influential in children’s development. Through their interactions, children learn how to treat others and how they can expect to be treated. In developmentally appropriate practice, educators create and foster a community of learners. The role of the community is to provide a physical, emotional, and cognitive environment conducive to development and learning for each child. The foundation for the community is consistent, positive, caring relationships between educators and other adults and children, among children, among educators and colleagues, and between educators and families. Each member of the learning community is valued for what they bring to the community; all members are supported to consider and contribute to one another’s well-being and learning. To create a caring, equitable community of learners, educators make sure that the following occur for children from birth through the primary grades. A. Each member of the community is valued by the others and is recognized for the strengths they bring. By observing and participating in the community, children learn about themselves, their world, and how to develop positive, constructive relationships with other people. Each child has unique strengths, interests, and perspectives to contribute. Children learn to acknowledge and respect differences of all kinds and to value each person. Children with and without disabilities can learn from each other and respect each other using this strengths-based approach. Educators demonstrate their valuing and respect for each child in different ways:
B. Relationships are nurtured with each child, and educators facilitate the development of positive relationships among children. Children construct their understandings about the world around them through interactions with other members of the community (both adults and peers). Thus, early childhood educators actively work to build their own relationships with each child as well as foster the development of relationships among the children. Educators regularly seek out opportunities for extended conversations with each child, including those with whom they do not share a language, through verbal and nonverbal interactions. Opportunities to play together, collaborate on investigations and projects, and talk with peers and adults enhance children’s development and learning and should be available to all children, with support as needed. Interacting in small groups provides a context for children to extend their thinking, practice emerging language skills, build on one another’s ideas, and cooperate to solve problems. (Also see guideline 2, “Engaging in reciprocal partnerships with families and fostering community connections.”) C. Each member of the community respects and is accountable to the others to behave in a way that is conducive to the learning and well-being of all.
D. The physical environment protects the health and safety of the learning community members, and it specifically supports young children’s physiological needs for play, activity, sensory stimulation, fresh air, rest, and nourishment. The daily schedule provides frequent opportunities for self-directed play and active, physical movement, regardless of the length of the program day or the ages of the children. Children are provided opportunities for rest as needed. Outdoor experiences, including opportunities to interact with the natural world, are provided daily for children of all ages. This includes daily periods of recess for children through the primary grades. Recess is never withheld as a punishment. Mealtimes are unhurried, and conversation among children is encouraged during meals. E. Every effort is made to help each and every member of the community feel psychologically safe and able to focus on being and learning. The overall social and emotional climate is welcoming and positive.
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