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PDFWAC 110-300-0325

Creating a climate for healthy child development.

(1) When communicating or interacting with children, an early learning provider must maintain a climate for healthy, culturally responsive child development such as:
(a) Using a calm and respectful tone of voice;
(b) Using positive language to explain what children can do and give descriptive feedback;
(c) Having relaxed conversations with children by listening and responding to what they say. Adult conversations must not dominate the overall sound of the group;
(d) Greeting children upon arrival and departure at the early learning program;
(e) Using facial expressions such as smiling, laughing, and enthusiasm to match a child's mood;
(f) Using physical proximity in a culturally responsive way to speak to children at their eye level and with warm physical contact including, but not limited to, gently touching a hand or shoulder, sitting next to a child, appropriately holding younger children close while communicating;
(g) Validating children's feelings and show tolerance for mistakes;
(h) Being responsive and listening to children's requests and questions, encouraging children to share experiences, ideas, and feelings;
(i) Observing children in order to learn about their families, cultures, individual interests, ideas, questions, and theories;
(j) Modeling and teaching emotional skills such as recognizing feelings, expressing them appropriately, accepting others' feelings, and controlling impulses to act out feelings;
(k) Representing the diversity found in the early learning program and society, including gender, age, language, and abilities, while being respectful of cultural traditions, values, religion and beliefs of enrolled families; and
(l) Interacting with staff and other adults in a positive, respectful manner.
(2) An early learning provider must encourage positive interactions between and among children with techniques such as:
(a) Giving children several chances a day to interact with each other while playing or completing routine tasks;
(b) Modeling social skills;
(c) Encouraging socially isolated children to find friends;
(d) Helping children understand feelings of others; and
(e) Including children with special needs to play with others.
[WSR 18-15-001, recodified as § 110-300-0325, filed 7/5/18, effective 7/5/18. Statutory Authority: RCW 43.215.070, 43.215.201 and chapter 42.56 RCW. WSR 18-14-079, § 170-300-0325, filed 6/30/18, effective 8/1/19.]
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