Each person has something worthwhile to contribute to others.
Accept & approve child for being a child—not on what the child should or could be.
When giving a valid choice to a child—abide by it.
Ask child's opinion and listen carefully to their replies.
Explain the reason behind the rule (it says to the child that he is important enough to have an explanation).
Reward children more for low interest competency areas—less for high interest areas.
Provide ways for success with a variety of activities… value their collections (their 'personal treasures').
Help children achieve competence in what they do let them have opportunities to think of things to do, to do it and get their own satisfaction from the accomplishment.
Give children opportunity to do things more than once.
Teach children to praise each other.
Make your word dependable—keep promises.
Use consistent policies watch temperamental responses.
Be reasonable—expecting neither too much or too little appropriately according to the age of the child.
Meet the needs of the children as they arise.
See a child's outburst through.
Use surprise, incongruity and novelty to introduce new conconcepts—make it challenging use feedback here rather than reward.
Build empathy for others.
Constantly reinforce to the child that you like them, appreciate them, love them, and think well of them.
Reduce frustrations for a child whenever possible and reasonable.
Learn to identify & describe children's feelings with them—and help them express their feelings to relevant people (if a child is not allowed to express his feelings, he will act out his feelings).
Watch for signs of stress and emotional upset— indicators that help is needed—the child's self-esteem level is low.
Show interest in-children and their activities.
Express acceptance and support to a child by willingly engaging in joint activities.
Use inductive guidance with reasonable limits and reasonable explanations.
Remember that children in the middle years do not have a lot of past experiences to build upon