Child develops trusting relationships with nurturing adults.
What educators might observe
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Discusses a problem with classroom teacher, resource teacher, or volunteer
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Talks to educators and staff about what they do at home with their family
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Seeks assistance from an educator when a task is too difficult to accomplish by themselves
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Initiates conversation with adult to “be together”
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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Represents themselves as part of racial, cultural, linguistic, or national groups
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Forms groups of friends who share their gender, racial or cultural identities
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Describes how they adjust their behavior between home and the learning environment
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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Describes likes, dislikes, needs, wants, strengths, challenges, and personal opinions
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Asks for help from a educator or peer when a task is too difficult to accomplish alone (e.g., “Can you help me with this math problem? I don’t remember how to do it.”)
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Identifies goals for individual progress, accomplishment, or success
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Identifies strategies that help them to be successful as a learner (e.g., “It helps me stay focused if I clear off my desk.”)
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Internalizes societal messages related to gender and body image (e.g., girls may internalize a belief that they aren’t good at math or may express a desire to be thinner)
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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Stands up for others when they encounter unfairness
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Feels strongly about equality of outcome
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Understands that people think about what others are thinking or feeling (e.g., says, “He invited her to the party because he didn’t want her to feel left out.”)
Child navigates friendships with peers through cooperation and negotiation.
What educators might observe
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Is concerned about having friends and being liked
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Engages in competitive games with peers
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Works cooperatively on a group project (e.g., a mural or group collage)
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Lets others join a game that is already in progress (e.g., “We just started playing but you can join us and go after Alex.”)
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Listens to others’ points of views and considers ways to compromise
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Identifies strategies to successfully resolve conflicts (e.g., “Let’s read the rules so we all agree on how to play.”)
Child expresses and manages their feelings and impulses.
What educators might observe
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Demonstrates flexibility and socially appropriate behavior at school (e.g., “When we are in the hallway we keep our voices down so other classes can work.”)
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Manages strong emotions using known strategies (e.g., talks to a friend about being reprimanded by the educator)
Child follows the rhythms, rules, and routines of the learning environment.
What educators might observe
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Knows the daily and weekly schedule and routines and follows routines accordingly (e.g., time for art, physical education, recess, lunch, etc.)
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Adapts to the majority of a group even when the group’s ideas differ from their own (e.g., group plays a game with rules different from the actual rules)
