40 Developmental Assets for Early Childhood - Ages 3-5

• Family Support | Parents and/or primary caregivers provide the child with high levels of consistent and predictable love, physical care, and positive attention in ways that are responsive to the child’s individuality.
  
• Positive Family Communication | Parents and/or primary caregivers express themselves positively and respectfully, engaging young children in conversations that invite their input.
  
• Other Adult Relationships | With the family’s support, the child experiences consistent, caring relationships with adults outside the family.
  
• Caring Neighborhood | The child’s network of relationships includes neighbors who provide emotional support and a sense of belonging.
  
• Caring Climate in Child Care and Educational Settings | Caregivers and teachers create environments that are nurturing, accepting, encouraging, and secure.
  
• Parent Involvement in Child Care and Education | Parents, caregivers, and teachers together create a consistent and supportive approach to fostering the child’s successful growth.
  

EMPOWERMENT

• Community Cherishes and Values Young Children | Children are welcomed and included throughout community life.
  
• Children Seen as Resources | The community demonstrates that children are valuable resources by investing in a child-rearing system
  of family support and high-quality activities and resources to meet children’s physical, social, and emotional needs.
  
• Service to Others | The child has opportunities to perform simple but meaningful and caring actions for others.
  
• Safety | Parents, caregivers, teachers, neighbors, and the community take action to ensure children’s health and safety.
  

BOUNDARIES & EXPECTATIONS

• Family Boundaries | The family provides consistent supervision for the child and maintains reasonable guidelines for behavior
  that the child can understand and achieve.
  
• Boundaries in Child Care and Educational Settings | Caregivers and educators use positive approaches to discipline and natural
  consequences to encourage self-regulation and acceptable behaviors.
  
• Neighborhood Boundaries | Neighbors encourage the child in positive, acceptable behavior, as well as intervene in negative behavior,
  in a supportive, non-threatening way.
  
• Adult Role Models | Parents and other adults model self-control, social skills, engagement in learning, and healthy lifestyles.
  
• Positive Peer Relationships | Parents and caregivers seek to provide opportunities for the child to interact positively with other children.
  
• Positive Expectations | Parent(s), caregivers, and teachers encourage and support the child in behaving appropriately, undertaking
  challenging tasks, and performing activities to the best of her or his abilities.
  

CONSTRUCTIVE USE OF TIME

• Play and Creative Activities | The child has daily opportunities to play in ways that allow self-expression, physical activity, and
  interaction with others.
  
• Out-of-Home and Community Programs | The child experiences well-designed programs led by competent, caring adults in well-maintained settings.
  Religious Community | The child participates in age-appropriate religious activities and caring relationships that nurture her or his
  spiritual development.
  
• Time at Home | The child spends most of her or his time at home participating in family activities and playing constructively,
  with parents guiding TV and electronic game use.