Models and Supports Self-Help Skills (E2.2.13)

In this video the teacher reminds a child about his classroom job and encourages him to sing a song to transition the class to the next activity.

In this exemplar video, a teacher is sitting with infant children enjoying a snack. Notice how the teacher demonstrates how to ask for more food and encourages children to use non-verbal signals –an example of modeling and supporting children as they learn self-help skills.

In this exemplar video, a teacher is modeling how to tie a child’s shoes. Notice how the teacher uses clear, step-by-step demonstration and verbal guidance—an example of modeling and supporting children as they learn self-help skills.

In this exemplar video, a teacher models and supports a child as they learn a self-help skill. Notice how the teacher first models handwashing by saying, “Can I wash my hands first to make my hands nice and clean, and then you copy me?” and then supports the child by saying, “Soap, soap other hand” and “Got to rub your other one too, please.”

In this exemplar video, a teacher models and supports children as they learn to clean up their toys. Notice how the teacher first demonstrates placing a toy in the bin and then encourages the children to continue cleaning up independently, an example of supporting children as they learn self-help skills.

In this exemplar video, a teacher models and supports a child as they learn a self-help skill, putting on shoes. Notice how the teacher verbalized and explicitly showed the child how to do each step: “When we first put on our shoes, we have to see which one is left and which one is right,” “Next, we have to pull this out and push our foot in” and “Then we are going to velcro the straps.” After modeling, she encouraged the child to try putting on her own right shoe, narrating what the child was doing and supporting as necessary. Explicitly teaching self-help skills and allowing children to practice is important because it builds independence and confidence.