B k standards-social_emotional_dev 5-11-2012 final

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SocialandEmotionalDevelopmenticonhere

ThestandardsforSocialandEmotionaldevelopmentinvolvebehaviorsthatreflectchildren’semotionalgrowthandtheirgrowingabilitytosuccessfullynavigatetheirsocialworldsthroughinteractionswithteachersandpeers.Thesestandardsincludeafocusonchildren’sdevelopingabilitiestoregulateattention,emotions,andbehavior,andtoestablishpositiverelationshipswithfamiliaradultsandwithpeers.Researchindicatesthatearlyskillsofsocialcompetenceandself-regulationarefoundationaltochildren’slong-termacademicandsocialsuccess(NationalResearchCouncil,2008).TheSocialandEmotionaldevelopmentdomainconsistsofthesestrandsandtopics.

Strand: Self

Topics:AwarenessandExpressionofEmotionSelf-AwarenessSelf-ComfortingSelf-Regulation

Strand:Relationships

Topics:Attachment InteractionswithAdultsPeerInteractionsandRelationships Empathy

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Infants YoungerToddlers OlderToddlers Pre-Kindergarten

STANDARDSTATEMENTExpress a variety of emotions (contentment, distress, joy, sadness, surprise, dislike, anger and fear) through facial expressions, gestures, movement and sounds. EXAMPLES

• Expressessadness,fearordistressbycrying,kickinglegsandstiffeningbody.

• Cooswhenfeelingcomfortable.

• Expressesjoybywavingarmsandkickinglegs.

• Spitsoutthingsorturnsheadtoshowdislike.

• Smilesorlaughswheninteractingwithcaregiver.

STANDARDSTATEMENT Communicate emotions purposefully, including emotions such as joy, sadness, surprise, dislike, anger, and fear nonverbally and possibly with a few familiar words. EXAMPLES

• Showsaffectionforcaregiverbyhuggingher.

• Expressesfearofunfamiliarpeoplebymovingnearcaregiver.

• Showsangerbygrabbingatoythatwastakenfromheroutoftheotherchild’shands.

• Expressessadnessbyclingingtocaregiverasheleaves.

• Expressesfearbycrying.

• Turnsawayfrominteractionsthatshefindstobetoointense,thenturnbacktocontinueinteractingwhenready.

• Expressesjealousywhencaregiverholdsanotherchildbytryingtosquishontoherlaptoo.

STANDARDSTATEMENT Show awareness of own emotion and uses nonverbal and/or verbal ways to express emotions such as pride, embarrassment, shame and guilt. EXAMPLES

• Hidesherfaceinherhandswhenfeelingembarrassed.

• Expressesfrustrationthroughtantrums.

• Expressespridebyclappingorsaying“Ididit.”

• Useswordstoexpresshowheisfeeling,suchas,“sad.”

• Actsoutdifferentemotionsduringplaybypretendingtocryorcoolikeababy.

STANDARDSTATEMENT Recognize and identify own emotions and the emotions of others. EXAMPLES

• Tellsteacher,“Juanitawassadbecauseshethoughthermomwasn’tcoming.”

• Identifiestheemotionacharacterisfeelinginastory.

STANDARDSTATEMENT Express a range of emotions in socially acceptable ways. EXAMPLES

• Expressesfeelingsthroughwords,playorartisticrepresentation.

• Usesprops,suchasposters,puppetsanddollstoassistinidentifyingandexpressingemotions.

• Managesnegativeemotionsbytellingpeer“Iammadbecauseyoutookmybook.”

• Tellsteacher,“Idon’tlikeitwhenAngelicahitsme.”

SocialandEmotionalDevelopment

STRAND TOPIC

Self AwarenessandExpressionofEmotioniconhere

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STRAND TOPIC

Self Self-Awareness


STANDARDSTATEMENT Begin to understand self as a separate person from others. EXAMPLES

• Experimentswithmovingownbody.

• Watchesherownhandswithfascination.

• Useshandstoexploredifferentpartsofownbody.

• Smilesatmirrorimage,eventhoughshedoesn’trecognizeitasanimageofherself.

• Reactstohearinghername.

• Crieswhencaregiverleavestheroom.

STANDARDSTATEMENT Recognize self as a separate person with distinct characteristics. EXAMPLES

• Identifiesafewpartsofthebody.

• Recognizesselfinmirrorsandinphotos.

STANDARDSTATEMENT Show awareness of themselves as belonging to one or more groups. EXAMPLES

• Pointstoandnamesselfandmembersoffamilyinaphotograph.

• Pointstodifferentbodypartswhencaregivernamesthem,andnamesafewbodypartsbyself.

• Says,“biggirl,”whenreferringtoherself.

• Referstoselfbyname,orwiththepronouns“me”and“I.”

STANDARDSTATEMENT Identify own feelings, needs and interests. EXAMPLES

• Makesimple,obviouscomparisonsbetweenselfandothers.

• Claimseverythinghewantsas“mine.”

• Says,“No!”toassertself.

STANDARDSTATEMENT Identify the diversity in human characteristics and how people are similar and different. EXAMPLES • Tellshisteacher,“I’maboyandmysisterisagirl.”

• Noticesachildwithaphysicaldisabilityandrespondswithquestionsorcuriosity.

STANDARDSTATEMENT Compare own characteristics with those of others. EXAMPLES

• Communicates,“Ihavestraighthairandshehascurlyhair.”

• Says,“IhaveamommyanddaddybutAngiehasamommyandagrandma.”

• Whileusingherwheelchair,communicates,“Icangofasterthanyou!”

STANDARDSTATEMENT Display awareness of own thoughts and feelings. EXAMPLES

• Tellsafriend,“IlikeblueandJosephlikesred.”

• Communicates,“SometimesIjustwanttobebymyself.”

• Occasionallydescribessimplefeelingsinrelationtoevents,“I’mexcitedaboutgoingtoKing’sIsland.”


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STRAND TOPIC

Self Self-Comforting


STANDARDSTATEMENT Comfort self in simple ways and communicates needs for help through vocalizations and gestures. EXAMPLES

• Crieswhenhungry,tired,wet,overwhelmed,orscared.

• Calmsselfwhenupsetbysuckingonfingersorhand.

• Turnsawayoryawnswhenfeelingover-stimulated.

• Focusesonanearbyobjectwhenfeelingoverwhelmed.

• Movestowardsacaregiverwhoprovidescomfort.

STANDARDSTATEMENT Comfort self in a variety of ways.EXAMPLES

• Usescomfortobjects,suchasaspecialblanketorastuffedanimal,tohelpcalmdown.

• Triestocontroldistressbyhuggingself,rockingand/orsuckingthumb.

• Usesgesturesorsimplewordstoexpressdistressandseeksspecifickindsofassistancefromcaregiversinordertocalmself.

STANDARDSTATEMENT Anticipate the need for comfort and try to prepare for changes in routine. EXAMPLES

• Continuestorelyonadultsforreassuranceandhelpincontrollingfeelingsandbehavior.

• Reenactsemotionaleventsthroughplay.

• Asksforfoodwhenhungry.

• Getsblanketandliesdowninthequietcornerwhensleepy.

• Says,“Canyourubmyback?”whenhavingtroublesettlingdownforanap.

• Activelyparticipatesinnaptimeroutinessuchasretrievingablanket.

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STRAND TOPIC

Self Self-Regulation


STANDARDSTATEMENT Act on their impulses. EXAMPLES

• Crieswhenhungryuntilcaregiverfeedshim.

• Sleepswhentired.

• Exploreshowsomeone’shairfeelsbypullingit.

STANDARDSTATEMENT Show emerging signs of responding positively to limits and choices offered by adults to help guide behavior. EXAMPLES • Complieswithlimitsthataresetbycaregiversuchaswalkingintheroom,althoughinconsistently.

• Makesachoicewhenofferedbycaregiversuchas“Youmayholdmyhandorwalkbymyside.”

• Recoversquicklyandabletoplaysoonafteratantrum.

STANDARDSTATEMENT Demonstrate increasing capacity to manage actions and emotional expressions with guidance from adults. EXAMPLES

• Usesafewsimplewordsandsimpledramaticplaytodescribeandcontrolimpulsesandfeelings.

• Requireslessadultassistancetoturntantrumbehavioronandoff.

• Throwsatantrumwhenreallyfrustrated.

• Pushesorhitanotherchildwhotakeshistoyandstopswhenanadulttellsthechildtostop.

• Beginstoremembertofollowsimplerulesasameansofcontrollingbehaviorbutmayfrequentlybreakrulesortestboundaries.

• Followsone-stepdirections.

• Takesturnsandshares,althoughinconsistently.

STANDARDSTATEMENT Manage the expression of feelings, thoughts, impulses and behaviors with minimal guidance from adults. EXAMPLES

• Describesapersonalaccomplishmentwithdelight.

• Acceptsreminderaboutplayendingandcleansup.

• Asksforteachertohelpwithcomputergameandwaitsuntilteacherfinishesbooktohelphim.

• Turnsawayinsteadofhittinganotherchild.

• Movesfromoneactivitytoanotherwithminimaladultsupport.

• Withdrawsselftoaquietsafeplaceonhisowntocalmdownafteranaltercationwithanotherchild.

• Followstherulesandroutinesinclassroomandothersettingswithreminders.S

ocialandEmotionalDevelopment

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STRAND TOPIC

Relationships Attachment


STANDARDSTATEMENT Initiate interaction and seeks close proximity to familiar adults who provide consistent nurturing. EXAMPLES

• Turnstowardthesight,smellorsoundofmomoverthatofanunfamiliaradult.

• Stopscryinguponseeingafaceorhearingavoice.

• Makeseyecontactandliftsarmstobepickedup.

• Smileswhenapproachedbyacaregivermoreoftenthanwhenapproachedbyanunfamiliaradult.

• Babblesbackandforthwithacaregiver.

• Seekscomfortfromafamiliaradultwhencrying.

STANDARDSTATEMENT Explore environment in the presence of familiar adults with whom they have developed a relationship over an extended period of time. EXAMPLES

• Displaysanxietywhenanunfamiliaradultgetsclose.

• Looksforcuesfromthepersonsheisattachedtowhenunsureifsomethingissafe.

• Playsconfidentlywhenthepersonsheisattachedtoisintheroom,butcrawlsorrunstoherwhenfrightened.

STANDARDSTATEMENT Seek close proximity to familiar adults for security and support, especially when distressed. EXAMPLES

• Criesoutorlookssadwhenfamiliaradultleavesroomorfollowsafterthefamiliaradult.

• Staysclosetocaregiverafterherparentlefttheroom.

STANDARDSTATEMENT Display signs of comfort during play when familiar adults are nearby but not in the immediate area. EXAMPLES

• Calls“Papa!”fromacrosstheroomwhileplayingwithblockstomakesurethatherPapaispayingattentiontoher.

STANDARDSTATEMENTSeek close proximity to familiar adults for security and support, especially when distressed. EXAMPLES

• Feelscomfortableplayingontheothersideoftheyardfromthepersonsheisattachedto,butcriestobepickedupwhenfallingdownandhurtingherself.

• Gesturesforonemorehugasherdaddyisleavingforwork.

• Says,“YoudooneandIdoone”whenaskedtoputbooksawaybeforeseparatingfromhermominthemorning,inordertogethertostayabitlonger.

(StandardStatementscontinueonpageX.)

STANDARDSTATEMENT Express affection for familiar adults. EXAMPLES

• Greetsteacheruponarrivalwithhug.

• AskstositatMr.Steve’stable.

• Askstoholdteacher’shandduringwalk.

• Makesgiftsforparent

• Smileswhensayingtoanotherchild,“Ilikemyteacher.”

• AsksMs.Amytohelpbuildaroadinthesandbox.

STANDARDSTATEMENT Seek security and support from familiar adults. EXAMPLES

• Interactscooperativelywithoneteacherforsustainedperiodoftime.

STANDARDSTATEMENT Separate from familiar adults in a familiar setting with minimal distress. EXAMPLES

• Saysgoodbyetoparentuponarrivingatschoolandbecomeinvolvedinthelifeoftheclassroomwithpeersand/oractivities.

• SmilesandgreetsAbuela(grandma)whenpickedupfromclassroom.


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STRAND TOPIC

Relationships AttachmentContinued


(StandardStatementscontinuedfrompageX.)

STANDARDSTATEMENT Show interest in unfamiliar adults with support from familiar adults. EXAMPLES

• Hidesbehindteacherandpeeksouttoobservevisitorintheclassroom.

• Staysclosetofamiliaradultwhenanewadultenterstheroom.

• Lookstofamiliaradultforreassurancewhenapproachedbyanunfamiliaradult.


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STRAND TOPIC

Relationships InteractionswithAdults


STANDARDSTATEMENT Initiate and engage in reciprocal (mutual give and take) interactions with familiar adults. EXAMPLES

• Matchesthefacialexpressionsofanadult.

• Turnstowardthesight,smellorsoundofafamiliarcaregiveroverthatofanunfamiliaradult.

• Coosorbabblesinresponsetocaregiver’svocalizations.

• Followshercaregiver’sgazetolookatatoy.

• Exhibitswariness,criesorturnsawaywhenapproachedbyanunfamiliaradult.

STANDARDSTATEMENT Participate in routines and experiences that involve back and forth interaction with familiar adults. EXAMPLES

• Takescaregiver’shandsandrockforwardandbackward,saying“Row,row,”asawayofaskinghertosing“Row,Row,RowYourBoat”tome.

• Cooperatesduringadiaperchangebyliftinghisbottom.

• Showsatoytohercaregiver,andlatergivesatoytohercaregiverwhenasked.

• Initiatesaninteractionwithcaregiverbypointingtoanunfamiliarobject.

• Becomeswaryoranxiousofunfamiliaradults.

STANDARDSTATEMENT Interact with familiar adults to communicate about experiences, ideas or to solve problems.EXAMPLES

• Bringshershoestocaregiverafternaptime.

• Participatesinstorytelling.

• Asksforhelpwhenputtingapuzzletogether.

STANDARDSTATEMENT Engage in extended conversations with familiar adults. EXAMPLES

• Atmealtime,tellsteacheraboutapersonalexperiencesuchasabirthdayparty.

• Inrespondtotheteacher’squestions,“whatdoyouliketodointhesnow“answers,“Iliketobuildasnowman.”

STANDARDSTATEMENT Request and accepts guidance from familiar adults. EXAMPLES

• Asksforhelpwhenzippingcoatortyingshoes.

• Asksteacherhowtomakeclaystanduplikeatreeandrespondstoteacher’ssuggestions.

• Asksteacherforhelpwithcompletingachallengingtask.


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STRAND TOPIC

Relationships PeerInteractionsandRelationships


iconhere Infants YoungerToddlers OlderToddlers Pre-Kindergarten

STANDARDSTATEMENT Show interest in other children. EXAMPLES

• Makeseyecontactwithanotherchild.

• Touchesmouthorhairofanotherchild.

• Looksatanotherchildthatislyingonablanketnearby.

STANDARDSTATEMENT Repeat actions that elicit social responses from others EXAMPLES

• Imitatesfacialexpressionssuchasasmileinresponsetoatoddler’ssmile.

• Reactstoanotherchildwithaplayfulresponsesuchasbabbling.

STANDARDSTATEMENT Participate in simple back and forth interactions with peers for short periods of time. EXAMPLES

• Standsbesideanothertoddleratthewatertable,fillingherwaterpail,whiletheothertoddlerfillshers.

• Rollsaballwithanothertoddler.

• Pushes,hitsorbiteswhenanotherchildtakeshistoy.

• Pretendstocookonthestoveorbathethebabyusingpropssuchaspots,pans,babydollsandwashcloths.

STANDARDSTATEMENT Engage in play with peers. EXAMPLES

• Namesoneortwofriendswithinherclass.

• Standsattheplaydoughtable,rollingballsofdough,whileherpeersplaybesideher.

• Pretendstocookfoodonatoystovewithanotherchild.

STANDARDSTATEMENT Interact with peers in shared activities, pretend play and cooperation of roles. EXAMPLES

• Choosestoplaywithoneortwospecialpeerswithwhomtheyidentifyasfriends.

• Holdsbubblewandforanotherchildsoshecanblowbubbles.

• Seekstoplaywithoneormorefriends,eventotheextentofexcludingotherchildrenfromtheplaygroup.

STANDARDSTATEMENT Display socially competent behavior with peers such as helping, sharing and taking turns. EXAMPLES

• Childwithaspeechdelayshowsyoungerchildhowtorideatricycle.

• Invitesseveralotherchildrentoplaybysaying“doyouwanttodressupwithme?”

• Waitsuntilanotherchildisdoneplayingonaswingandthenusestheswing.

(StandardStatementscontinueonpageX.)

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STRAND TOPIC

Relationships PeerInteractionsandRelationshipsContinued


iconhere Infants YoungerToddlers OlderToddlers Pre-Kindergarten

StandardStatementscontinuedfrompageX.)

STANDARDSTATEMENT Resolve conflicts with peers, seeking adult assistance when necessary. EXAMPLES

• Usesclassroomconflictresolutionstrategytosolveaproblemwithapeersuchas“peacetable”or“timemachine.”(consciousdiscipline)

• Seeksassistancefromateacherwhenadisagreementstartstoescalateintophysicalaggression.

• Suggeststochildthattheybuildahousetogethertoresolvestruggletocontrolsomehighlydesirableblocks.

• Attheblockarea,tellstheteacher“shewon’tshare”whenanotherchildtakesalloftheblocksandrefusestoshare.

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STRAND TOPIC

Relationships Empathy


STANDARDSTATEMENT React to emotional expressions of others. EXAMPLES • Matchesthefacialexpressionsofhercaregiver.

• Smilesresponsively.

• Criesorgrimacesatthediscomfortofothers.

STANDARDSTATEMENT Demonstrate awareness and concern for the feelings expressed by others. EXAMPLES

• Comfortsacryingchildbyofferingherownblanket.

• Becomesupsetwhenanotherchildthrowsatantrum.

• Gentlypatsacryingpeeronhisback.

• Says,“Hug?”inanattempttohelpacryingpeer.

• Noticesband-aidonteacher’sfingerandcomfortswithakiss.

STANDARDSTATEMENT Show awareness that others have feelings. EXAMPLES • Says,“Olivia’smamaishappy”andpointstotheillustrationinthepicturebook.

• Says,“Alexandra’scryingbecauseshemisseshermommy.”

STANDARDSTATEMENT Respond in caring ways to another’s distress in some situations. EXAMPLES

• Comfortsacryingchildbyofferingherfavoritetoy.

• UsestheASLsignforsadwhenobservingachildcrying.

STANDARDSTATEMENT Express concern for the needs of others and people in distress. EXAMPLES

• Expresssympathytoafriendwhoisfeelingsad.

• Says“oops”whenbumpingintoanotherchild’sblocktowerandthenhelpstopickuptheblocks.

• Offerstohelpanotherchildwhoisupsetafterspillingmilk.


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B k standards-social_emotional_dev 5-11-2012 final

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