6 CHAPTER 1 Every child should feel appreciated every day. Greet children upon arrival, get on children’s eye level to talk with them, and say children’s names when you respond to them. Maintain an attitude of guidance and feedback when a child exhibits in- appropriate behavior. Let children know that it is the action or behavior that is unacceptable, not them. Additionally, assist the child in finding a more appro- priate means of expression. Responding in this way allows children to continue feeling accepted and secure enough to try new things and develop new skills. VOCABULARY abilities cheerful kind skills accept creative leader style alike different like talents appreciate favorite performance weight athletic height proficient awaits turns helpful respect capable interests shares CREATING THE ENVIRONMENT Hang unbreakable mirrors and photographs of children at their eye level. Display children’s artwork and projects. Label children’s cubbies with their names and/or photographs. Include both quiet and busy interest areas and a variety of activities that al- low children with a range of abilities and interests to succeed. Allow children to choose the interest area they wish to visit, and be sure to include materials that reflect each child’s race, ethnicity, and cultural background. As time passes, add materials based on the interests children show and materials that will provide different challenges and allow success as children develop. EVALUATION Do children seem to like themselves? Do children talk about what they can do? Do children try new things? Do children talk about clothing preferences (for example, a favorite shirt or color preference)? During pretend play, do children demonstrate self-help skills when dressing dolls (for example, with a zipper or buttons)?