Social Emotional Development (SED)

Self-Awareness

Child shows increasing awareness of own identity and preferences as distinct from and in relation to others

Social Awareness

Child shows a developing awareness and acceptance of others' thoughts, perspectives, and individual characteristics

Relationships and Reciprocal Interactions with Familiar Adults

Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults

Relationships and Interactions with Peers

Child develops and maintains close relationships with one or more peers and becomes increasingly competent and cooperative in peer interactions

Emotional Knowledge and Regulation

Child develops an increasing ability to identify and process emotions

Responding

Exploring

Building

Integrating

Extending

Responding

Exploring

Building

Integrating

Extending

Responding

Exploring

Building

Integrating

Extending

Responding

Exploring

Building

Integrating

Extending

Responding

Exploring

Building

Integrating

Extending

Responds toothers

Uses senses and movement to explore self and others

Responds to their own name or nickname

Communicates own needs and wants

Expresses simple ideas about self and connection to others

Describes self, based on aspects of their physical appearance related to specific identities (e.g., race, ethnicity,gender, height, clothing)

Describes several of own preferences

Compares own preferences, feelings, or cultural practices to those of others

Describes self, based on perceived personal qualities related to specific situations or contexts (e.g., "I'm shyat school")

Identifies strengths and weaknesses by comparing self with others

Demonstrates one ofthe following:

Demonstrates two ofthe following:

Demonstrates all three of the following:

Responds to faces, voices, or actions of other people

Anticipates what familiar people will do in repeated experiences such as care routines

Shares a common focus with another person

Acts in response to what they think another person wants

Communicates about others' feelings, behaviors,or preferences

Communicates that others' behaviors are related to their thoughts or feelings

Communicates that others' behaviors are related to their consistent preferences or past experiences

Acknowledges that the thoughts or feelings of others can be different from child's own

Demonstrates understanding that others' nonverbal cues (e.g., body language, tone of voice) communicate how they feel

Celebrates others' success and offers peers solutions to problems, sometimes with adult encouragement

Demonstrates one of the following:

Demonstrates two of the following:

Demonstrates all three of the following:

Responds to faces, voices, or actions of people nearby

Shows interest in familiar adults

Shows a preference for interacting with familiar adults over unfamiliar adults

Participates in familiar routines and activities with familiar adults

Interacts for extended periods with familiar adults in a variety of situations

Engages with familiar adults in ways that indicate an emerging understanding ofthe adult's feelings or preferences

Engages in back-and-forth interactions with a familiar adult to agree on activities they may want to do together in the short term

Works cooperatively withfamiliar adults, over sustained periods, to plan and carry out mutually enjoyable activities

Acknowledges or accepts the communicated interests, preferences, or goals offamiliar adults even when different from own

Initiates cooperative interactions that follow the intentions or goals of familiar adults even when in conflict with own

Demonstrates one of the following:

Demonstrates two ofthe following:

Demonstrates all three of the following:

Shows awareness of other people, including children

Shows interest in nearby children

Indicates interest in being near peers and orients own activity to a peer's activity

Engages with peers in brief back-and-forth of objects, actions, or words

Plays together with various peers for brief amounts of time, when initiated or supported by an adult

Initiates or joins cooperative play with peers or preferred peers

Maintains cooperative play with peers or preferred peers for extended amounts of time

Co-creates games or tasks with peers that involve clear, simple rules (e.g., turn-taking) and roles

Chooses preferred peers or peers to play or work with and compromises with them to achieve goals

Works with preferred peers or peers to achieve shared goals, including using concepts of fairness or justice to resolve conflict with them

Demonstrates one of the following:

Demonstrates two of the following:

Demonstrates all of the following:

Calms in response to care from a familiar adult

Orients to a familiar adult when distressed and responds when comforted by them

Shows preference for certain familiar adults for comfort and care

Comforts self or seeks comfort from familiar adults

Seeks out familiar adults for support when experiencing an emotion

Recognizes basic emotions (e.g., happy, mad) in self

Makes connections for reasons behind basic emotions, sometimes with adult support

Uses a few strategies to process their emotions, sometimes with adult support

Makes connections between some of their emotional experiences and sensory experiences

Uses numerous or varied strategies to process their emotions in different situations

Demonstrates one of the following:

Demonstrates one of the following:

Demonstrates one of the following:

Identifies what they know and don't know and seeks help when needed

Describes self, based on subtle or abstract (i.e., not superficial) characteristics that are consistent across various situations or contexts

Describes, with detail, different ways their identities connect

Identifies what they know and don't know and seeks help when needed

Describes self, based on subtle or abstract (i.e., not superficial) characteristics that are consistent across various situations or contexts

Describes, with detail, different ways their identities connect

Identifies what they know and don't know and seeks help when needed

Describes self, based on subtle or abstract (i.e.,not superficial) characteristics that are consistent across various situations or contexts

Describes, with detail, different ways their identities connect

Anticipates others' wants or needs based on their individual characteristics, consistent preferences, or past experiences

Encourages and helps others, without prompting

Identifies instances of injustice or unfairness in their social environments or in how people treat one another

Anticipates others' wants or needs based on their individual characteristics, preferences, or experiences

Encourages and helps others, without prompting

Identifies instancesof injustice or unfairness in their social environments or in how people treat one another

Anticipates others' wants or needs based on their individual characteristics, preferences, or experiences

Encourages and helps others, without prompting

Identifies instances of injustice or unfairness in their social environments or in how people treat one another

Communicates to familiar adults what they want or need in ways that reflect an understanding of the adult's expectations or perspectives

Extends communications with familiar adults to find alternative solutions when the first solution is not accepted

Makes use of support from familiar adults when needed, while managing challenges increasingly on own

Communicates to familiar adults what they want or need in ways that reflect an understanding ofthe adult's expectations or perspectives

Extends communications with familiar adults to find alternative solutions when the first solution is not accepted

Makes use of support from familiar adults when needed, while managing challenges increasingly on own

Communicates to familiar adults what they want or need in ways that reflect an understanding ofthe adult's expectations or perspectives

Extends communications with familiar adults to find alternative solutions when the first solution is not accepted

Makes use of support from familiar adults when needed, while managing challenges increasingly on own

Cultivates a close relationship with at least one peer

Initiates entry into a variety of social situations with peers successfully

Works to correct unfairness and repair ruptures in social situations with peers

Cultivates a close relationship with at least one peer

Initiates entry into a variety of social situations with peers successfully

Works to correct unfairness and repair ruptures in social situations with peers

ultivates a close relationship with at least one peer

Initiates entry into a variety ofsocial situations with peers successfully

orks to correct unfairness and repair ruptures in social situations with peers

Uses words, pictures, or objects to communicate about their varied emotional experiences in different situations

Describes anticipated emotional responses to upcoming situations

Uses different strategies, tailored to different situations, to process their emotions

Uses words, pictures, or objects to communicate about their varied emotional experiences in different situations

Describes anticipated emotional responses to upcoming situations

Uses different strategies, tailored to different situations, to process their emotions

Uses words, pictures, or objects to communicate about their varied emotional experiences in different situations

Describes anticipated emotional responses to upcoming situations

Uses different strategies, tailored to different situations, to process their emotions