SOCIAL-EMOTIONAL TIPS

In the busy, beautiful world of early childhood classrooms, challenging behaviors are bound to happen. But when they do, try this simple mindset shift: Connect first, then correct.

Why? Because young children are still learning to manage big feelings. When they’re upset, their brains are in a state of stress - they can’t process logic or direction until they feel safe and understood.

Connection Before Correction Means:

• Kneeling to their level and offering eye contact

• Using a calm, gentle voice

• Naming their feelings: “You’re really made right now. That’s okay.”

• Offering comfort before giving direction

Only once a child is calm can they truly hear and learn from what we say. This approach builds trust, teaches emotional skills, and turns behavior challenges into teachable moments - without power struggles.

Next time things go sideways, pause and connect. The correction can wait. The connection is where real growth begins.

STAFF-CHILD INTERACTIONS: HOW WE CONNECT SHAPES HOW WE SCORE

Every moment - circle time, snack, block play - sends children a message about how we see and value them. These moments also directly impact our ITERS-3, ECERS-3, and FCCERS-3 scores.

These tools look at three main types of interactions:

• Positive: Warm, responsive, and engaging (“Tell me more!” at eye level). These interactions help children feel safe, seen, and supported - and place scores in the 5-7 range.

• Neutral: Meets needs but lacks warmth (handing crayons without conversation). Scores stay in the 3-4 range, keeping us from the top.

• Negative: Harsh, dismissive, or unsafe (ignoring, shaming, yelling). Even one can drop scores to 1-2 and cause lasting harm.

Quality isn’t just about materials or routines - it’s about the small, consistent connections we build. Every diaper change, story time, and clean-up is a chance to show warmth, celebrate effort, and spark curiosity. Those moments grow relationships, children’s confidence, and our program's quality rating.

LINK TO NAEYC CODE OF ETHICS

SECTION I: ETHICAL RESPONSIBILITIES TO CHILDREN

I-1.2- To base program practices upon current knowledge and research in the field of early childhood education, child development, and related disciplines, as well as on particular knowledge of each child.

ELDG CONNECTION

Emotional Development -  1. Relationships with Adults: The development of close relationships with certain adults who provide consistent nurturance.

Infants (4-8 months): 1. Seek a special relationship with one (or a few) familiar adult(s) by initiating interactions and seeking proximity, especially when distressed.

Toddlers (19-36 months): 2. When distressed, may still seek to be physically close to these adults.

Social & Emotional Development - 1. Relationships with Adults and Peers: The healthy relationships and interactions with adults and peers.

Preschool (3-5 years): 1. Engage in and maintains positive relationships and interactions with adults.