social-emotional development domain - wested · emotional development california preschool learning...
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Social-EmotionalSocial-EmotionalDevelopment DomainDevelopment Domain
California Preschool Learning FoundationsCalifornia Preschool Learning FoundationsVolume 1Volume 1
Published by theCalifornia Department of Education (2008)
Social-Social-EmotionalEmotionalDevelopmentDevelopment
California Preschool LearningCalifornia Preschool LearningFoundationsFoundations
1. Describe typical development, underconditions appropriate for healthydevelopment, rather than aspirationalexpectations for children's behavior.
2. Assume learning for all children occurs ineveryday environments through socialinteractions, relationships, activities, andplay.
3. Are guidelines and teaching tools, not a listof items to be taught or used forassessment.
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California Preschool LearningCalifornia Preschool LearningFoundationsFoundations Are intended to be representative of and
accessible to all learners, includingchildren with disabilities and thoselearning English as a second language.
Incorporate universal design for learningby encouraging multiple and variousmeans of:
• Representation• Engagement• Expression
Preschool Learning FoundationsPreschool Learning Foundationsin Social-Emotional Developmentin Social-Emotional Development
Describe behaviors in the domain of social-emotional development that are typical ofchildren who are making good progresstoward readiness for kindergarten.
Provide age-appropriate competencies orgoals for older 3 and older 4 year olds.
Are intended to be guidelines and tools forinstructional practice, not limits on the wayteachers support childrenʼs learning atdifferent levels.
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Children have different temperaments,personalities, family backgrounds,languages, cultures, values, and priorexperiences.
These variances affect how individualchildren may demonstrate the skills andbehaviors described in the foundations forsocial-emotional development.
Play is a central context forsocial and emotionaldevelopment in earlychildhood (p.1, PLF, V1).
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School ReadinessSchool Readiness Social-emotional competencies, as well
as other cognitive and motivationalcompetencies, required for success inschool (p. 1, PLF, V1).
Assumptions of the FoundationsAssumptions of the Foundations
1. Children haveaccess to socialinteractions,experiences, andenvironments thatsupport healthydevelopment.
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Assumptions of the FoundationsAssumptions of the Foundations2. The foundations describe typical
development, rather than aspirationalexpectations for children's behaviorunder the best possible conditions orbehaviors to be instilled in children.
3. The foundations are not a list ofitems to be taught or used forassessment items; they areguidelines and teaching tools.
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Foundations in Social-EmotionalFoundations in Social-EmotionalDevelopmentDevelopment
Self Social Interaction Relationships1.0 Self-Awareness2.0 Self-Regulation3.0 Social and Emotional Understanding4.0 Empathy and Caring5.0 Initiative and Learning
1.0 Interactions with Familiar Adults2.0 Interactions with Peers3.0 Group Participation4.0 Cooperation and Responsibility
1.0 Attachment to Parents2.0 Close Relationships with Teachers and Caregivers3.0 Friendships
SelfSelf Includes the
substrands of self-awareness and self-regulation, socialand emotionalunderstanding,empathy and caring,and initiative andlearning(p. xii, PLF, V1).
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SelfSelf1.0 Self-Awareness
SelfSelf2.0 Self-Regulation
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SelfSelf3.0 Socialand EmotionalUnderstanding
SelfSelf4.0 Empathy and Caring
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SelfSelf5.0 Initiative in Learning
Social InteractionSocial Interaction Includes the
substrands ofinteractions withfamiliar adults,interactions withpeers, groupparticipation, andcooperation andresponsibility(p. xii, PLF, V1).
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Social InteractionSocial Interaction1.0 Interactions with Familiar Adults
Social InteractionSocial Interaction
2.0 Interactionswith Peers
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Social InteractionSocial Interaction3.0 Group Participation
Social InteractionSocial Interaction4.0 Cooperation andResponsibility
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RelationshipsRelationships Includes the
substrands ofattachment toparents, closerelationshipswith teachersand caregivers,and friendships(p. xii, PLF, V1).
RelationshipsRelationships1.0 Attachmentto Parents
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RelationshipsRelationships2.0 CloseRelationshipswith Teachersand Caregivers
RelationshipsRelationships3.0 Friendships