I can keep my hands, feet, and objects to myself.

I. SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN


I can keep my hands, feet, and objects to myself.

I can describe myself to others.

Self Concept SkillsI.A.1. Child is aware of where own body is in space, respects personal boundaries.

Self Concept SkillsI.A.2. Child shows awareness of areas of competence and describes self positively in what he is able to do.

I have a red shirt



I can ask adults for help when I need it.

I can try to complete tasks or solve problems on my own.

Self Concept SkillsI.A.3. Child shows reasonable opinion of his own abilities and limitations.

Self Concept SkillsI.A.4. Child shows initiative in independent situations and persists in attempting to solve problems.



I can follow the classroom rules and routines.

I can take care of all classroom materials.

Self Control Skills – Behavior ControlI.B.1. Child follows classroom rules and routines with occasional reminders from teacher.

Self Concept SkillsI.B.1.b. Child takes care of and manages classroom materials.



I can wait until it is my turn.

I can communicate how I am feeling.

Self Control Skills – Behavior ControlI.B.1.c. Child regulates his own behavior with occasional reminders or assistance from teacher.

Self Concept Skills – Emotional ControlI.B.2.a. Child begins to understand difference and connection between feelings and behaviors.



I can use feeling words to tell how I am feeling.

I can use strategies to calm down.

Self Control Skills – Emotional ControlI.B.2.b. Child is aware of own feelings most of the time.

Self Concept Skills – Emotional ControlI.B.2.c. Child is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary.

I’m sad..



I can complete a task before I move onto a new task.

I can listen attentively during lessons.

Self Control Skills –Control of AttentionI.B.3.a. Child sustains attention to personally chosen or routine tasks until they are complete.

Self Concept Skills – Control of AttentionI.B.3.b. Child remains focused on engaging group activities for about 20 minutes at a time.



I can use appropriate social skills during a conversation.

I can be a part of the classroom community.

Social Competence SkillsI.C.1. Child uses positive relationships as modeled by his teacher for her own pro-social behaviors.

Social Competence SkillsI.C.2. Child assumes various roles and responsibilities as part of a classroom community.



I can participate in group activities.

I can cooperate with my friends during centers and

work stations.

Social Competence SkillsI.C.3. Child shows competence in initiating social interactions.

Social Competence SkillsI.C.4. Child increasingly interacts and communicates with peers to initiate pretend play scenarios that share a common plan and goal.



I can try to work out a problem with a friend before ask for help from my teacher.

I can help my friends when they need help.

Social Competence SkillsI.C.5. Child initiates problem-solving strategies and seeks adult help when necessary.

Social Competence SkillsI.C.6. Child demonstrates empathy and caring for others.



I can make friends in my classroom.

I can describe my friends.

Social Competence SkillsI.C.7. Child begins to have meaningful friends.

Social Awareness SkillsI.D.1. Child demonstrates an understanding that others have specific characteristics.

You have on a pink

shirt.



I can communicate how my friends are feeling.

Social Awareness SkillsI.D.2. Child demonstrates an understanding that others have perspectives and feelings that are different from her own.

Caleb is

happy.

I can keep my hands, feet, and objects to myself.

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