#** U I T P K
CriterionNotes of Evidence; Why Met or NotMet
1B.05X X X X X
Teaching staff function as secure bases forchildren. They respond promptly indevelopmentally appropriate ways to children’s
negative emotions, and
feelings of hurt and fear
by providingcomfort, support, and assistance.
1B.06X X X X X
Teaching staff encourage children’s appropriateexpression of emotions, both positive (e.g., joy,pleasure, excitement) and negative (e.g., anger,frustration, sadness).
1B.07X X X X X
Teaching staff evaluate and change theirresponses based on individual needs. Teachersvary their interactions to be sensitive andresponsive to
activity levels, and
1B.08X X X X X
Teaching staff support children’s competent andself-reliant exploration and use of classroommaterials.
1B.09X X X X X
Teaching staff never use physical punishmentsuch as shaking or hitting and do not engage inpsychological abuse or coercion. (
This is arequired criterion.
1B.10X X X X X
Teaching staff never use threats or derogatoryremarks, and do not withhold nor threaten towithhold food as a form of discipline.
Teaching staff engage infants in frequent face-to-face social interactions each day. Theseinclude both
verbal behaviors (e.g., talking,cooing, repeating infant sounds, singing) and
nonverbal behaviors (e.g., smiling, touching,and holding).
Teaching staff give one-to-one attention toinfants when engaging in caregiving routines.
Teaching staff adjust their interactions toinfants’ and toddlers’/twos’ various states andlevels of arousal.
Teaching staff quickly respond to infants’ andtoddlers’/twos’ cries or other signs of distress by
providing physical comfort and
Teaching staff are sensitive to infants’and toddlers’/twos’ various signals and learn toread their individual cries.