b k standards-social_emotional_dev 5-11-2012 final
TRANSCRIPT
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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
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
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.”
SocialandEmotionalDevelopment
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STRAND TOPIC
Self Self-Comforting
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
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.
Notapplicable.
SocialandEmotionalDevelopment
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STRAND TOPIC
Self Self-Regulation
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
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
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
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.
SocialandEmotionalDevelopment
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STRAND TOPIC
Relationships AttachmentContinued
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
(StandardStatementscontinuedfrompageX.)
STANDARDSTATEMENT Show interest in unfamiliar adults with support from familiar adults. EXAMPLES
• Hidesbehindteacherandpeeksouttoobservevisitorintheclassroom.
• Staysclosetofamiliaradultwhenanewadultenterstheroom.
• Lookstofamiliaradultforreassurancewhenapproachedbyanunfamiliaradult.
SocialandEmotionalDevelopment
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STRAND TOPIC
Relationships InteractionswithAdults
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
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.
SocialandEmotionalDevelopment
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STRAND TOPIC
Relationships PeerInteractionsandRelationships
SocialandEmotionalDevelopment
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
SocialandEmotionalDevelopment
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
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
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.
SocialandEmotionalDevelopment
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