Child develops trusting relationships with nurturing adults.
What educators might observe
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Separates with assistance from significant adults and transitions to educator
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Asks for educator’s assistance with an activity they want to do (e.g., asks educator to hold their hand as they balance along a curb)
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Brings simple problem to adults attention (e.g., informing them a tricycle has gotten stuck)
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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Uses pretend play to explore, practice, and understand social roles
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May assign roles to other children during dramatic play that reflect their lived experience (e.g., “You be the Mama, and I’ll be the Papa with the baby.”)
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Identifies gender and other similarities and differences between self and others; may draw conclusions based on stereotypes and personal experience
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Notices differences, and may ask why (e.g., “Why is he in a wheelchair?”)
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Children may begin using their home language in certain places and times or with certain people
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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May talk to self and/or engage in conversations with imaginary playmates
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Describes self by physical attributes and gender
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Uses personal pronouns (I, me) rather than referring to self in third person
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Chooses preferred activities (e.g., painting, doing puzzles)
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Expresses self in different roles during pretend play
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Exerts will and preferences with actions and language
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Acts as though they are capable of doing new tasks and activities (e.g., copies use of adult tools, tries to sweep the floor with adult sized broom)
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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Tells an adult when another child does something unkind or unfair
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Is more likely to help someone who has previously helped someone else and is less likely to help someone who has been unkind to someone else
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Adopts a variety of roles and feelings during pretend play
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Identifies and responds to the feelings and experiences of the characters in stories
Child navigates friendships with peers through cooperation and negotiation.
What educators might observe
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Negotiates with peers (e.g., takes turns, plans play) and communicates disagreement to other children
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Understands the concept of “mine” and “theirs”
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Chases other children and then turns and allows themselves to be chased
Child expresses and manages their feelings and impulses.
What educators might observe
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Expresses strong feelings physically (e.g., kicks, hits, or throws items)
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May feel overwhelmed by emotions such as excitement or disappointment
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Talks to an imaginary friend about their thoughts and feelings
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Assigns certain inanimate objects their own feelings (e.g., the stuffed dog is said to be mad because it can’t have a cookie before bed)
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Talks about their emotions when someone notices they are sad and asks them about it
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Asks “why” questions to show effort at understanding effects of behavior
Child follows the rhythms, rules, and routines of the learning environment.
What educators might observe
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Participates in routine activities such as meal time, snack time, and nap time
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Follows simple rules with few reminders (e.g., handles toys with care, clears plate after lunch, cleans up before moving to another center)
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Begins to follow basic safety guidelines and requirements, such as walking rather than running inside, but may not do so consistently
