Competency Statement: CS-III Your Name

Competency Statement: CS-III Your name

Writing a Competency Statement will demonstrate awareness of best behavior guidance practice through research and assessment, providing a reference for the educator's understanding and application. This written reflective competency statement aligns with the Council for Professional Recognition's Standard III: To support social and emotional development and to provide positive guidance, and is a required element in the CDA Professional Portfolio. Course Competency: Identify fundamental child development and learning theories.

As an early childhood educator, I am committed to fostering a nurturing environment that promotes the social and emotional growth of children. My practices are grounded in an understanding of child development theories such as Erik Erikson’s psychosocial stages and Lev Vygotsky’s social development theory, which emphasize the importance of positive interactions and self-concept formation. I prioritize creating a safe, inclusive, and engaging atmosphere where children feel valued, respected, and confident. Through intentional modeling of positive behaviors, encouraging self-expression, and promoting peer interactions, I support children in developing a strong sense of identity and emotional resilience. My approach involves active listening, validating children’s feelings, and guiding them to understand and manage their emotions appropriately, thus meeting the standard of supporting social-emotional development and positive guidance.

CS-III-a: Supporting Children's Positive Self-Concepts and Social-Emotional Skills

I support the development of children’s positive self-concepts and social/emotional skills by creating an environment that emphasizes their strengths and individuality. I use age-appropriate activities that encourage self-awareness, like mirror exercises and sharing circles, where children can express their feelings and preferences. I also facilitate cooperative play and group activities that promote collaboration, turn-taking, and empathy, helping children understand others’ perspectives. For example, I reinforce positive behaviors through specific praise, highlighting children’s efforts and accomplishments rather than just outcomes, which builds their confidence and self-esteem. Additionally, I implement classroom routines that foster predictability and security, reducing anxiety and promoting emotional regulation. By modeling respectful communication and conflict resolution strategies, I teach children how to navigate social interactions positively, reinforcing their ability to develop healthy relationships with peers and adults.

CS-III-b: Reflecting on My Philosophy of Guiding Positive Behaviors

My philosophy of guiding young children's positive behaviors is based on respect, understanding, and proactive strategies. I believe that children learn best when they feel supported and understood, rather than punished. This philosophy differs from some traditional approaches I experienced as a child, where discipline was often punitive. Instead, I embrace a developmental approach that views challenging behaviors as opportunities for learning. I respond to challenging behaviors with calmness and consistency, providing clear explanations and offering choices that empower children to make positive decisions. I use redirection, modeling appropriate behavior, and engaging children in problem-solving to address difficult situations constructively. This approach aligns with my belief that fostering intrinsic motivation and social-emotional competence leads to more sustainable behavioral changes. I also consider each child's unique needs and temperament, adjusting my guidance strategies accordingly, to promote a positive and respectful learning environment.

In conclusion, my practices as an early childhood educator continuously evolve through reflection and ongoing professional development. I am dedicated to supporting children’s social and emotional development by nurturing their self-esteem, understanding their behaviors, and guiding them positively. My philosophy emphasizes respect, patience, and empowerment, aligning with best practices for fostering healthy, well-rounded individuals capable of developing positive relationships and behaviors throughout their lives.

References

  • Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.
  • Dafer, C., & Snell, M. (2010). Child Guidance and Behavior Management. Pearson Higher Ed.
  • Gilligan, R. (1997). In a Different Voice: Psychological Theory and Women’s Development. Harvard University Press.
  • Hart, S. (2007). Children’s Social and Emotional Development. Routledge.
  • McLaughlin, T. F. (2019). Behavior Management: Principles and Practices of Positive Behavior Support. Pearson.
  • Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
  • Zahn-Waxler, C., & Radke-Yen, N. (1990). The Origins of Empathy. In G. A. K. S. R. B. (Eds.), Empathy and Related Receptive Skills. Academic Press.
  • Denham, S. A., & Burton, R. (2003). Social and Emotional Prevention and Intervention Programming for Preschoolers. Springer.
  • National Association for the Education of Young Children (NAEYC). (2020). Developmentally Appropriate Practice in Early Childhood Programs. NAEYC.

Related Assignments