Child develops trusting relationships with nurturing adults.
What educators might observe
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Indicates need for assistance from a trusted adult (e.g., looks to adult and points to ball to indicate they need help when a ball rolls under shelves)
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Periodically checks with caregiver for help or reassurance when playing alone or with peers (e.g., moves body to caregiver to get a hug then goes back to playing)
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Initiates interactions and plays with adults (e.g., brings book for adult to read)
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Responds to adults’ verbal greetings either verbally or nonverbally by, for example, waving or blowing a kiss
Child experiences a sense of belonging in environments that link, extend, and affirm the child’s family and community. Child expresses comfort and joy with human diversity.
What educators might observe
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Displays ease and comfort in a variety of places when with familiar adults
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Follows familiar routines (e.g., knows what chair is theirs when meal time occurs)
Child develops a sense of self through noticing and developing their own interests, preferences, and abilities. Child increasingly develops self-awareness, confidence, family pride, and positive social identities.
What educators might observe
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Expresses thoughts and feelings by saying “no!”
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Uses name or other family label (e.g., nickname or birth order such as “little sister”) when referring to self
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Shows pride in accomplishments/achievements (e.g., smiles after making hand print)
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Expresses comfort with and preference for foods and songs that are culturally familiar
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Recognizes and calls attention to self, by pointing, when looking in the mirror or at photographs
Child forms deep, caring, human connections by imagining what someone else may be thinking or feeling and responding with care. Child recognizes unfairness and understands that unfairness hurts.
What educators might observe
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Uses known strategies to try to help other children who are upset or sad (e.g., brings a crying friend to the educator)
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Notices and disapproves of unfair (unequal) distribution of desired objects
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Attempts to help with a perceived need, (e.g., opens a cabinet for someone whose hands are full)
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Wants to see good actions rewarded and bad actions punished
Child navigates friendships with peers through cooperation and negotiation.
What educators might observe
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Physically removes toys from another child’s grasp that they would like to play with
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Refuses to give peer a turn
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Accepts adult help to negotiate disputes over toys
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Expresses interest in playing with a certain child
Child expresses and manages their feelings and impulses.
What educators might observe
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Uses a variety of strategies to manage their feelings, such as withdrawing from the group, seeking a hug from the educator, or holding on to a special object
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Tells educator “I’m ok!” after they fall down
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Says phrases like “Mommy bye-bye” and points to the door to communicate that they miss their family
Child follows the rhythms, rules, and routines of the learning environment.
What educators might observe
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Begins to assert self by resisting educator requests
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Reaches to take a toy from a peer, but then pulls back their hand in response to the educator’s look
