Core value: All kids want to do well

If a kid is having a hard time (screaming, crying, throwing things, hitting themself or others), this tells us there is a need that is not being met

Our kids can and do have trauma -- lead with trauma-informed care

If you are having trouble supporting, pull in a teacher

Be mindful about language

Do not assume pronouns or gender

Do not assume family structure (number of parents/guardians, caretaker titles ie mom, zaza, etc)

Non-verbal kiddos hear you, pickup on nonverbal cues, and understand what’s going on

Be proactive when able -- anticipate needs

Ask teachers about specific needs/current social context of kids

Examples:

If you see a kid wandering away, go get them

Support with wagons 

Help kids wash hands for lunch

Laying out nap mats  

Introduce yourself and speak kindly to parents 

If you have a game, art project, activity, etc. that you would like to share with the kids, ask a teacher when might be a good time/space.

Ask questions -- it fosters an environment of open communication and collaborative learning! Please let us know if there is something you would like to learn more about.

It is okay to touch kids (holding hands, sitting on laps, picking them up, patting backs at nap time)

Ask teachers if you are unsure. Some kids are learning to sit on their own at circle time and might be more distracted in an adult’s lap. Other children may be more focused and calm on an adult lap.

Ask for consent from child, encourage kids to ask each other for consent as well

Communicate as you go

i.e. wiping a child’s nose - “I am going to wipe your nose now, the wipe is a little cold right?” 

Active listening (verbal + nonverbal) throughout any physical contact

Best Practices

Sharing our own consent or lack of (when a kid climbs on you, check in “Hey friend! Can you ask me for consent first?” even if you don’t mind)

Supporting kids in learning to ask for help

If a kid seems to need help with closing their backpack, walk over and wait for them to ask for help or say “If you would like help with that, you can ask me”

Use green light, red light, yellow light, to support kids in staying together (purple light = dance) 

I.e. If a little one is running away, you can use “Red Light!” 

No thank you as STOP

Catch a bubble! (model catching bubble) to help with kiddos who are chatting while someone else is talking during circle time

Instead of you’re being mean to ___,  say “I am noticing your friend is looking sad”, “I’m noticing you’re throwing sticks in my direction and I don’t consent to that”, etc

Bring yourself down to eye level with kiddos when checking in

Being soft and intentional around transitions -- some kiddos need more cushioning, support– encourage them in that

If a kiddo isn’t into what they’re doing: “I hear that you’d like to be doing something else, would you like to make a plan together?”

Giving kiddos agency! 

Supportive language tools to help kiddos move through the day:

“If you leave your lunchbox out, the squirrels will eat your food! Then what will you eat?”

Kids know they are supposed to be in a teacher’s visual field at all times. If they go further, call them back and remind them that if they can’t see you, you can’t see them! Tell them if they want to go further, they need to check-in with a teacher and get consent first. “If you want to go to a new place come ask a teacher.”

Setting boundaries with kiddos on day one! Kiddos will respect your boundaries. 

Conflict:

Between two kids: ask about a check-in. We’re there to listen and facilitate if necessary but ideally the kids in conflict will lead the check-in themselves

3 check in questions: 

Are you Ok? Y/N

Do you need anything? Y/N, possible response

What do you need?

Not shaming anyone, we are not asking for apologies (unless a kid asks for it)

Kiddos need to ask and receive consent for pushing and wrestling type games 

Must have a teacher actively supervising 

Both parties give consent

One on one only

Enough space away from other people 

Face each other, bring hands together at heart, say “This is for fun, I don’t want to hurt you….”

Red lights mean stop, hands up, step back 

They check-in after “stop” is called

Make sure kiddos are clear in consenting to games and play. Ask kiddos what the game is that they are playing. Ask about the rules etc. make sure there can be consent about games and play. 

Asking helps us make sure the kiddos are interacting with each other in ways that are ok at school. 

Kiddos will be excited to explain rules and let you know what the deal is! 

We don’t play hide and seek at school (it is not safe if adults cannot see all the kids).

We don’t play games with guns at school (if a kid needs to talk about guns they can do so with a teacher away from other kids).

Tell a teacher before you leave (bathroom, quick break to ground, etc) and make sure you have been heard/acknowledged

Communicate how long -- sometimes that exact moment isn’t ideal for you to take a breather and in 20 minutes when nappers are down would be better

Please indicate that you have read and agree to these best practices