Child develops trusting relationships with nurturing adults.
What educators might observe
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Explores environment with guidance from trusting adults
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Seeks security and support from primary educator
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Exhibits separation anxiety by staying close to familiar adults in presence of strangers
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When in a new situation, will make eye contact with trusted adult to “check in” with them
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Tests and confirms educators’ responses to own behavior (e.g., reaches for a forbidden object and looks at educator to check response)
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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Plays beside other children
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Demonstrates ease and comfort when spoken to in their home language
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Cries when family member leaves
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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Smiles at self in mirror
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Makes choices about what toys to play with
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Plays with one object more often than others
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Has favorite foods, comfort objects, people, etc
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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Looks to educator to gauge their response to a new person or situation
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Pats and strokes others who are distressed
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Shows guilt when they harm someone or do something forbidden
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Distinguishes between kind and cruel actions
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Stays nearby and quietly watches a child who is upset
Child navigates friendships with peers through cooperation and negotiation.
What educators might observe
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Passes a toy or a ball back and forth with an adult or another child, at least once or twice
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Imitates the simple actions of a peer (e.g., banging blocks together)
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Helps educator with caregiving tasks (e.g., holds out their foot so their caregiver can put on their shoe)
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Indicates preferences and intentions by answering yes/no questions (e.g., child nods head yes and hands a doll to teacher when asked if they are finished playing with it)
Child expresses and manages their feelings and impulses.
What educators might observe
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Seeks educator support and attention when encountering a challenge
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Imitates adults’ facial expressions and moods
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Uses physical contact to express emotions (e.g., kissing, biting, hugging, or patting)
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Rubs comfort object or sucks thumb when upset or tired
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Repeats sounds or words to draw educator’s attention to their needs and begins to cry if educator does not respond quickly enough
Child follows the rhythms, rules, and routines of the learning environment.
What educators might observe
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Recognizes that certain adult actions are associated with expected behavior (e.g., waits to be buckled into stroller)
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Anticipates familiar routines or activities (e.g., watches for a family member when it is time to go home)
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Recognizes that different behaviors will elicit different reactions from adults
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Makes eye contact with educator when doing something that is off-limits
