In talking about the environment of emotional safety and giving children ownership and a sense of responsibility, the essence of good early education practice is that the ‘work’ MUST be developmentally appropriate. Here are some developmentally appropriate ways to assign ownership at each age level.

Infants and Babies – Although their single biggest responsibility for growth is simply to learn to trust in the knowledge that they are loved, infants and babies can be encouraged and assisted, to develop responsibilities and take ownership of their learning in each area of growth. To do this we need to:

Body – Provide continuous opportunities for movement and use of the senses so they will develop responsibility for gross motor movement and sensory exploration; Offer choices in toys and assure that toys are at baby level so they can reach them by themselves so they will develop responsibility for fine motor movement,

Mind – Provide opportunities for them to express themselves verbally before over-correcting, editing, and jumping in with translations of their attempts at language so they will develop responsibility for expressing thoughts and language; When possible, wait for them to express need for diaper change or food and then meet that need immediately so they develop responsibility for expressing need; Patiently wait for responses from older Babies when you ask questions so they can develop responsibility for responding in a developmentally appropriate amount of time; Ask older Babies to say words for objects (in verbal or sign language) before giving objects to them so they become responsible for using words as expression

Spirit – Have conversations and give them toys to hold while diaper changing so they develop responsibility for self-soothing; Assure that families are involved in the program so all learners take responsibility for bonding and separating appropriately

Toddlers – The basic developmental responsibilities of children from one to two years of age are to begin to talk and walk, to begin to listen with some understanding, and to begin to take part in LIMITED group play. We need to:

Body – Offer continuous opportunities for Toddlers to move their bodies and use their senses so they become responsible for active learning: Ask Toddler if he needs a change before scooping him up on a class schedule so he begins to take responsibility for awareness of his own toilet training; Encourage Toddlers to feed and try to dress themselves so they begin to be responsible for nutrition and fine motor development

Mind – Have an organized storage system and show Toddlers where the toys belong so they can be responsible for attempting to put them back after use; Ask Toddlers to help you do things so they develop responsibility for understanding the processes, concepts, materials, and words needed

Spirit – Use fair, age-appropriate consequences for harmful behaviors so Toddlers begin to take responsibility for those behaviors by connecting action and consequence; Ask Toddlers to assist in daily classroom routines like clean up and table setting so they begin to take responsibility for the learning environment; Encourage and appropriately praise attempts made to move, choose, and achieve skills so all learners become responsible for continuing to try; Assure that families are involved in all aspects of the program so all learners take responsibility for bonding and separating appropriately

Twos, Threes, Fours, and Fives – Each age group, from Two through Five years has basic general developmental responsibilities that accompany the vast amount of specific skills and concepts that will be acquired.

Twos need to separate from the oneness of parent/child or caregiver/child to become their own individual and unique persons.                                                                                                      

Threes need to express themselves through art, music, dance, and drama and to try to learn self-coping methods when they are upset.                                                                                                                                                                    

Fours need to gain self-control and to hone their listening skills.                                        

Fives need to relax, use humor, and build their self-esteem in preparation for kindergarten.

All of the children in these age groups can benefit from teaching techniques that grant them ownership and assign them responsibility for their learning in these ways:

Body – Require, urge, coax, encourage, or lure them into moving their bodies and using their senses on a daily basis; Move from gentle encouragement to firmer requirement to perform or try to perform hygiene and self-help skills on their own – provide time and patience here

Mind – Assure that there are many appropriate attractive and interesting experiences to choose from and encourage them to work in a variety of interest centers; Require that they select, act, complete, and reflect on learning; Require that they use words rather than gestures or actions; Do not answer every question they ask, but require them to think and research first; Wait a developmentally appropriate amount of time for them to think, recall, and answer questions you may ask so they take responsibility for individual rates of response

Spirit – Use fair, age-appropriate consequences for harmful behaviors; Require that all learners take part in daily classroom routines and assure that each learner has a specific daily task to accomplish in the community; Encourage and appropriately praise attempts made to move, choose, and achieve skills ; Assure that families are involved in all aspects of the program so all learners take responsibility for bonding and separating appropriately

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