Models and Supports Self-Help Skills (E2.2.13)
Sub Category: Developmentally Appropriate Guidance: Supporting Social and Emotional Development
Credential Level: Level 1 •
Age Group: Infant, Toddler, Pre-K
COMPETENCY STATEMENT
Models and supports children as they learn self-help skills
DEFINITIONS
Teachers model and support self-help skills, like dressing, feeding, and cleaning up, to build children's confidence in completing tasks independently. They encourage children to assist with routines and procedures, fostering autonomy and self-reliance in the classroom.
EXAMPLES
Models and Supports Self-Help Skills
Age Group: Toddler
Age Group: Toddler
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.
Models and Supports Self-Help Skills
Age Group: Infant
Age Group: Infant
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.
Models and Supports Self-Help Skills
Age Group: Toddler
Age Group: Toddler
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.
Models and Supports Self-Help Skills
Age Group: Infant
Age Group: Infant
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.”