Looking directly at another person in many cultures is a sign of respect and acknowledgment. Young children early on equate eye contact with attention. Think of how babies will pull your face during feeding to prompt you to see them., SE-1g Make eye contact with children when culturally appropriate, and talk with them at eye level, SE-1b Frequently engage in nonverbal positive affirmations with children while respecting and expressing variations in affirmations across cultures, SE-1i Use a tone of voice, facial expression, and level of enthusiasm that is in sync with each child, Babies are predisposed to respond well to touch, and educators should use caring physical contact, including skin-to-skin touch, as appropriate (e.g., hand to face, hand to hand), as a tool for helping infants and toddlers feel supported., SE-1f Sit in close proximity to children depending on age, SE-1c Use gentle and nurturing touch to provide emotional support and communicate affection, SE-1a Convey warmth and affection toward children by smiling, laughing, and also showing empathy when a child is sad or upset, Part of nurturing relationships is supporting developing independence and self-confidence in children. Children’s innate need for exploration is nurtured by adults who allow and encourage them to investigate the environment and are readily available to help when needed., SE-1j Support children’s attempts at autonomy by promoting self-initiated exploration while remaining available to provide help when a child indicates a need for it, SE-1f Sit in close proximity to children depending on age, SE-1h Demonstrate interest in children’s activities by joining play or commenting about children’s actions when culturally appropriate, Our nonverbal actions convey a powerful message, especially to infants and toddlers who rely on these nonverbal cues as a base for trusting relationships. Showing caring responses attuned to individual children’s emotional state through these nonverbal messages is an important aspect of creating a positive connection., SE-1b Frequently engage in nonverbal positive affirmations with children while respecting and expressing variations in affirmations across cultures, SE-1i Use a tone of voice, facial expression, and level of enthusiasm that is in sync with each child, SE-1a Convey warmth and affection toward children by smiling, laughing, and also showing empathy when a child is sad or upset, When educators engage a child during play, it signals to the child that their actions are appropriate and worthwhile. Shared interests and experiences also strengthen the bonds between the child and the educator., SE-1e Make positive comments about children and their activities, SE-1j Support children’s attempts at autonomy by promoting self-initiated exploration while remaining available to provide help when a child indicates a need for it, SE-1h Demonstrate interest in children’s activities by joining play or commenting about children’s actions when culturally appropriate, Acknowledging young children’s identity and value, and crediting them for their actions, contributes to their sense of worth and accomplishment., SE-1h Demonstrate interest in children’s activities by joining play or commenting about children’s actions when culturally appropriate, SE-1e Make positive comments about children and their activities, SE-1dUse children’s names during communication, A gesture goes a long way—nonverbal cues not only create a foundation for trust but also sustain relationships by building familiarity between the children and their educators. However, it’s important to remember that different social groups can vary in the way that they express warmth, encouragement, and affection., SE-1g Make eye contact with children when culturally appropriate, and talk with them at eye level, SE-1b Frequently engage in nonverbal positive affirmations with children while respecting and expressing variations in affirmations across cultures, SE-1a Convey warmth and affection toward children by smiling, laughing, and also showing empathy when a child is sad or upset, When an educator’s demeanor is responsive to a child’s emotional state, it helps validate his feelings and shows that his educator is empathetic to what he is feeling., SE-1a Convey warmth and affection toward children by smiling, laughing, and also showing empathy when a child is sad or upset, SE-1c Use gentle and nurturing touch to provide emotional support and communicate affection, SE-1i Use a tone of voice, facial expression, and level of enthusiasm that is in sync with each child, When educators make their messages personal in this way, even very young children feel respected and affirmed, creating a greater sense of connection., SE-1e Make positive comments about children and their activities, SE-1g Make eye contact with children when culturally appropriate, and talk with them at eye level, SE-1d Use children’s names during communication, As children grow older, they venture out in the environment more and more. But young children look to adults, to their educators, as anchors as they explore the space around them. When educators stay near to children, it sends the message to the children that that they want to be near them, are interested in what they are doing, and are readily available to help—again adding positive layers to the nurturing relationship., SE-1j Support children’s attempts at autonomy by promoting self-initiated exploration while remaining available to provide help when a child indicates a need for it, SE-1f Sit in close proximity to children depending on age, SE-1h Demonstrate interest in children’s activities by joining play or commenting about children’s actions when culturally appropriate

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