1. • May • DRAFT 4:13 PM 2012
11, 2012 May 11,
The standards for Social and Emotional development involve behaviors that reflect children’s
emotional growth and their growing ability to successfully navigate their social worlds
through interactions with teachers and peers. These standards include a focus on children’s
developing abilities to regulate attention, emotions, and behavior, and to establish positive
relationships with familiar adults and with peers. Research indicates that early skills of social
competence and self-regulation are foundational to children’s long-term academic and social
success (National Research Council, 2008).
The Social and Emotional development domain consists of these strands and topics.
Strand: Self
Topics: Awareness and Expression of Emotion
Self-Awareness
1
Self-Comforting
Self-Regulation
Strand: Relationships
Topics: Attachment
Interactions with Adults
Peer Interactions and Relationships
Empathy
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Social and Emotional Development here

2. • May • DRAFT 4:13 PM 2012
11, 2012 May 11,
STRAND TOPIC
Self Awareness and Expression of Emotion
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here
Infants Younger Toddlers Older Toddlers Pre-Kindergarten
STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT
Express a variety of emotions Communicate emotions Show awareness of own Recognize and identify own
Social and Emotional Development
(contentment, distress, joy, purposefully, including emotion and uses nonverbal emotions and the emotions of
sadness, surprise, dislike, emotions such as joy, sadness, and/or verbal ways to express others.
anger and fear) through surprise, dislike, anger, and fear emotions such as pride, EXAMPLES
facial expressions, gestures, nonverbally and possibly with a embarrassment, shame
• Tells teacher, “Juanita was sad
movement and sounds. few familiar words. and guilt. because she thought her mom
EXAMPLES EXAMPLES EXAMPLES wasn’t coming.”
• Expresses sadness, fear or • Shows affection for caregiver by • Hides her face in her hands when • Identifies the emotion a character
distress by crying, kicking legs and hugging her. feeling embarrassed. is feeling in a story.
stiffening body. • Expresses fear of unfamiliar people • Expresses frustration through
• Coos when feeling comfortable. by moving near caregiver. tantrums.
STANDARD STATEMENT
• Expresses joy by waving arms and • Shows anger by grabbing a toy • Expresses pride by clapping or Express a range of emotions in
kicking legs. that was taken from her out of the saying “I did it.”
socially acceptable ways.
• Spits out things or turns head to other child’s hands. • Uses words to express how he is
EXAMPLES
show dislike. • Expresses sadness by clinging to feeling, such as, “sad.”
• Smiles or laughs when interacting caregiver as he leaves. • Acts out different emotions during • Expresses feelings through words, 2
with caregiver. • Expresses fear by crying. play by pretending to cry or coo play or artistic representation.
• Turns away from interactions that like a baby. • Uses props, such as posters,
she finds to be too intense, then puppets and dolls to assist
turn back to continue interacting in identifying and expressing
when ready. emotions.
• Expresses jealousy when caregiver • Manages negative emotions by
holds another child by trying to telling peer “I am mad because
squish onto her lap too. you took my book.”
• Tells teacher, “I don’t like it when
Angelica hits me.”

3. • May • DRAFT 4:13 PM 2012
11, 2012 May 11,
STRAND TOPIC
Self Self-Awareness
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here Infants Younger Toddlers Older Toddlers Pre-Kindergarten
STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT
Begin to understand self as a Recognize self as a separate Show awareness of themselves Identify the diversity in human
Social and Emotional Development
separate person from others. person with distinct as belonging to one or more characteristics and how people
EXAMPLES characteristics. groups. are similar and different.
• Experiments with moving own EXAMPLES EXAMPLES EXAMPLES
body. • Identifies a few parts of the body. • Points to and names self • Tells his teacher, “I’m a boy and
• Watches her own hands with • Recognizes self in mirrors and in and members of family in a my sister is a girl.”
fascination. photos. photograph. • Notices a child with a physical
• Uses hands to explore different • Points to different body parts when disability and responds with
parts of own body. caregiver names them, and names questions or curiosity.
a few body parts by self.
• Smiles at mirror image, even
though she doesn’t recognize it as • Says, “big girl,” when referring to
STANDARD STATEMENT
an image of herself. herself.
Compare own characteristics
• Reacts to hearing her name. • Refers to self by name, or with the
with those of others.
pronouns “me” and “I.”
• Cries when caregiver leaves the EXAMPLES
room.
• Communicates, “I have straight 3
STANDARD STATEMENT
hair and she has curly hair.”
Identify own feelings, needs and
• Says, “I have a mommy and daddy
interests.
but Angie has a mommy and a
EXAMPLES grandma.”
• Make simple, obvious comparisons • While using her wheelchair,
between self and others. communicates, “I can go faster
• Claims everything he wants as than you!”
“mine.”
• Says, “No!” to assert self. STANDARD STATEMENT
Display awareness of own
thoughts and feelings.
EXAMPLES
• Tells a friend, “I like blue and
Joseph likes red.”
• Communicates, “Sometimes I just
want to be by myself.”
• Occasionally describes simple
feelings in relation to events, “I’m
excited about going to King’s
Island.”

4. • May • DRAFT 4:13 PM 2012
11, 2012 May 11,
STRAND TOPIC
Self Self-Comforting
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here Infants Younger Toddlers Older Toddlers Pre-Kindergarten
STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT Not applicable.
Comfort self in simple ways Comfort self in a variety of ways. Anticipate the need for comfort
Social and Emotional Development
and communicates needs for EXAMPLES and try to prepare for changes in
help through vocalizations and routine.
• Uses comfort objects, such as a
gestures. special blanket or a stuffed animal, EXAMPLES
EXAMPLES to help calm down. • Continues to rely on adults for
• Cries when hungry, tired, wet, • Tries to control distress by reassurance and help in controlling
overwhelmed, or scared. hugging self, rocking and/or feelings and behavior.
• Calms self when upset by sucking sucking thumb. • Reenacts emotional events
on fingers or hand. • Uses gestures or simple words to through play.
• Turns away or yawns when feeling express distress and seeks specific • Asks for food when hungry.
over-stimulated. kinds of assistance from caregivers
• Gets blanket and lies down in the
in order to calm self.
• Focuses on a nearby object when quiet corner when sleepy.
feeling overwhelmed. • Says, “Can you rub my back?”
• Moves towards a caregiver who when having trouble settling down
provides comfort. for a nap.
• Actively participates in naptime 4
routines such as retrieving a
blanket.

5. • May • DRAFT 4:13 PM 2012
11, 2012 May 11,
STRAND TOPIC
Self Self-Regulation
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here Infants Younger Toddlers Older Toddlers Pre-Kindergarten
STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT
Act on their impulses. Show emerging signs of Demonstrate increasing Manage the expression of
Social and Emotional Development
EXAMPLES responding positively to limits capacity to manage actions and feelings, thoughts, impulses and
and choices offered by adults to emotional expressions with behaviors with minimal guidance
• Cries when hungry until caregiver
feeds him.
help guide behavior. guidance from adults. from adults.
EXAMPLES EXAMPLES EXAMPLES
• Sleeps when tired.
• Explores how someone’s hair feels • Complies with limits that are set • Uses a few simple words and • Describes a personal
by pulling it. by caregiver such as walking in the simple dramatic play to describe accomplishment with delight.
room, although inconsistently. and control impulses and feelings. • Accepts reminder about play
• Makes a choice when offered by • Requires less adult assistance to ending and cleans up.
caregiver such as “You may hold turn tantrum behavior on and off. • Asks for teacher to help with
my hand or walk by my side.” • Throws a tantrum when really computer game and waits until
• Recovers quickly and able to play frustrated. teacher finishes book to help him.
soon after a tantrum. • Pushes or hit another child who • Turns away instead of hitting
takes his toy and stops when an another child.
adult tells the child to stop. • Moves from one activity to another
• Begins to remember to follow with minimal adult support. 5
simple rules as a means of • Withdraws self to a quiet safe
controlling behavior but may place on his own to calm down
frequently break rules or test after an altercation with another
boundaries. child.
• Follows one-step directions. • Follows the rules and routines in
• Takes turns and shares, although classroom and other settings with
inconsistently. reminders.

6. • May • DRAFT 4:13 PM 2012
11, 2012 May 11,
STRAND TOPIC
Relationships Attachment
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here Infants Younger Toddlers Older Toddlers Pre-Kindergarten
STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT
Initiate interaction and seeks Explore environment in the Display signs of comfort during Express affection for familiar
Social and Emotional Development
close proximity to familiar presence of familiar adults with play when familiar adults are adults.
adults who provide consistent whom they have developed a nearby but not in the immediate EXAMPLES
nurturing. relationship over an extended area.
• Greets teacher upon arrival
EXAMPLES period of time. EXAMPLES with hug.
• Turns toward the sight, smell or EXAMPLES • Calls “Papa!” from across the • Asks to sit at Mr. Steve’s table.
sound of mom over that of an • Displays anxiety when an room while playing with blocks to • Asks to hold teacher’s hand
unfamiliar adult. unfamiliar adult gets close. make sure that her Papa is paying during walk.
• Stops crying upon seeing a face or • Looks for cues from the person attention to her.
• Makes gifts for parent
hearing a voice. she is attached to when unsure if
• Smiles when saying to another
• Makes eye contact and lifts arms to something is safe.
STANDARD STATEMENT child, “I like my teacher.”
be picked up. • Plays confidently when the person Seek close proximity to familiar • Asks Ms. Amy to help build a road
• Smiles when approached by a she is attached to is in the room,
adults for security and support, in the sand box.
caregiver more often than when but crawls or runs to her when
especially when distressed.
approached by an unfamiliar adult. frightened.
EXAMPLES
• Babbles back and forth with a STANDARD STATEMENT 6
caregiver. • Feels comfortable playing on the Seek security and support from
STANDARD STATEMENT
other side of the yard from the familiar adults.
• Seeks comfort from a familiar S
eek close proximity to familiar person she is attached to, but cries
adult when crying. adults for security and support, EXAMPLES
to be picked up when falling down
especially when distressed. and hurting herself. • Interacts cooperatively with one
EXAMPLES • Gestures for one more hug as her teacher for sustained period of
daddy is leaving for work. time.
• Cries out or looks sad when
familiar adult leaves room or • Says, “You do one and I do one”
follows after the familiar adult. when asked to put books away STANDARD STATEMENT
• Stays close to caregiver after her before separating from her mom
Separate from familiar adults in
parent left the room. in the morning, in order to get her
to stay a bit longer. a familiar setting with minimal
distress.
EXAMPLES
(Standard Statements continue on
page X.) • Says goodbye to parent upon
arriving at school and become
involved in the life of the
classroom with peers and/or
activities.
• Smiles and greets Abuela
(grandma) when picked up from
classroom.

7. • May • DRAFT 4:13 PM 2012
11, 2012 May 11,
STRAND TOPIC
Relationships Attachment Continued
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here Infants Younger Toddlers Older Toddlers Pre-Kindergarten
(Standard Statements continued from
page X.)
Social and Emotional Development
STANDARD STATEMENT
Show interest in unfamiliar
adults with support from
familiar adults.
EXAMPLES
• Hides behind teacher and peeks
out to observe visitor in the
classroom.
• Stays close to familiar adult when
a new adult enters the room.
• Looks to familiar adult for
reassurance when approached by
an unfamiliar adult.
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8. • May • DRAFT 4:13 PM 2012
11, 2012 May 11,
STRAND TOPIC
Relationships Interactions with Adults
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here Infants Younger Toddlers Older Toddlers Pre-Kindergarten
STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT
Initiate and engage in reciprocal Participate in routines and Interact with familiar adults to Engage in extended
Social and Emotional Development
(mutual give and take) experiences that involve back communicate about experiences, conversations with familiar
interactions with familiar adults. and forth interaction with ideas or to solve problems. adults.
EXAMPLES familiar adults. EXAMPLES EXAMPLES
• Matches the facial expressions of EXAMPLES • Brings her shoes to caregiver after • At mealtime, tells teacher about
an adult. • Takes caregiver’s hands and rock naptime. a personal experience such as a
• Turns toward the sight, smell or forward and backward, saying • Participates in storytelling. birthday party.
sound of a familiar caregiver over “Row, row,” as a way of asking • In respond to the teacher’s
• Asks for help when putting a
that of an unfamiliar adult. her to sing “Row, Row, Row Your questions, “what do you like to
puzzle together.
Boat” to me. do in the snow “answers, “I like to
• Coos or babbles in response to
caregiver’s vocalizations. • Cooperates during a diaper change build a snowman.”
by lifting his bottom.
• Follows her caregiver’s gaze to
look at a toy. • Shows a toy to her caregiver, and
STANDARD STATEMENT
later gives a toy to her caregiver
• Exhibits wariness, cries or turns Request and accepts guidance
when asked.
away when approached by an from familiar adults.
unfamiliar adult. • Initiates an interaction with 8
caregiver by pointing to an EXAMPLES
unfamiliar object. • Asks for help when zipping coat or
• Becomes wary or anxious of tying shoes.
unfamiliar adults. • Asks teacher how to make clay
stand up like a tree and responds
to teacher’s suggestions.
• Asks teacher for help with
completing a challenging task.

9. • May • DRAFT 4:13 PM 2012
11, 2012 May 11,
STRAND TOPIC
Relationships Peer Interactions and Relationships
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here Infants Younger Toddlers Older Toddlers Pre-Kindergarten
STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT
Show interest in other children. Participate in simple back and Engage in play with peers. Interact with peers in shared
Social and Emotional Development
EXAMPLES forth interactions with peers for EXAMPLES activities, pretend play and
short periods of time. cooperation of roles.
• Makes eye contact with • Names one or two friends within
another child. EXAMPLES her class. EXAMPLES
• Touches mouth or hair of • Stands beside another toddler • Stands at the play dough table, • Chooses to play with one or two
another child. at the water table, filling her rolling balls of dough, while her special peers with whom they
• Looks at another child that is water pail, while the other toddler peers play beside her. identify as friends.
lying on a blanket nearby. fills hers. • Pretends to cook food on a toy • Holds bubble wand for another
• Rolls a ball with another toddler. stove with another child. child so she can blow bubbles.
• Pushes, hits or bites when another • Seeks to play with one or more
STANDARD STATEMENT child takes his toy. friends, even to the extent of
Repeat actions that elicit social excluding other children from the
• Pretends to cook on the stove or
responses from others bathe the baby using props such play group.
EXAMPLES as pots, pans, baby dolls and wash
• Imitates facial expressions such cloths.
STANDARD STATEMENT
as a smile in response to a Display socially competent 9
toddler’s smile.
behavior with peers such as
• Reacts to another child with a helping, sharing and taking
playful response such as babbling. turns.
EXAMPLES
• Child with a speech delay shows
younger child how to ride a
tricycle.
• Invites several other children to
play by saying “do you want to
dress up with me?”
• Waits until another child is done
playing on a swing and then uses
the swing.
(Standard Statements continue on
page X.)

10. • May • DRAFT 4:13 PM 2012
11, 2012 May 11,
STRAND TOPIC
Relationships Peer Interactions and Relationships Continued
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here Infants Younger Toddlers Older Toddlers Pre-Kindergarten
Standard Statements continued from
page X.)
Social and Emotional Development
STANDARD STATEMENT
Resolve conflicts with peers,
seeking adult assistance when
necessary.
EXAMPLES
• Uses classroom conflict resolution
strategy to solve a problem with
a peer such as “peace table”
or “time machine.” (conscious
discipline)
• Seeks assistance from a teacher
when a disagreement starts to
escalate into physical aggression.
• Suggests to child that they build a
house together to resolve struggle 10
to control some highly desirable
blocks.
• At the block area, tells the teacher
“she won’t share” when another
child takes all of the blocks and
refuses to share.

11. • May • DRAFT 4:13 PM 2012
11, 2012 May 11,
STRAND TOPIC
Relationships Empathy
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here Infants Younger Toddlers Older Toddlers Pre-Kindergarten
STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT
React to emotional expressions Demonstrate awareness Show awareness that others Express concern for the needs of
Social and Emotional Development
of others. and concern for the feelings have feelings. others and people in distress.
EXAMPLES expressed by others. EXAMPLES EXAMPLES
• Matches the facial expressions of EXAMPLES • Says, “Olivia’s mama is happy” • Express sympathy to a friend who
her caregiver. • Comforts a crying child by offering and points to the illustration in the is feeling sad.
• Smiles responsively. her own blanket. picture book. • Says “oops” when bumping into
• Cries or grimaces at the discomfort • Becomes upset when another child • Says, “Alexandra’s crying because another child’s block tower and
of others. throws a tantrum. she misses her mommy.” then helps to pick up the blocks.
• Gently pats a crying peer on his • Offers to help another child who is
back. upset after spilling milk.
STANDARD STATEMENT
• Says, “Hug?” in an attempt to help Respond in caring ways to
a crying peer.
another’s distress in some
• Notices band-aid on teacher’s situations.
finger and comforts with a kiss.
EXAMPLES
• Comforts a crying child by offering 11
her favorite toy.
• Uses the ASL sign for sad when
observing a child crying.