Child develops trusting relationships with nurturing adults.
What educators might observe
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Respectfully engages adult with a different viewpoint and considers adult’s alternative suggestions in conversation (e.g., listens to adult share views about a movie and offers a different viewpoint)
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Volunteers to help educator with tasks (e.g., staple or hand out papers)
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Identifies family, school, and community strengths and supports
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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Exhibits understanding of larger concepts related to self and belonging (e.g., safety, respect, kindness, and care for objects, self, and others)
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Identifies gender and racial stereotypes in books and media
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Knows some historical facts about their family, community, and culture
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May disengage from learning if they feel like they do not belong at school
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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Reflects on and evaluates their own thinking and learning
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Takes pride in individual accomplishments and respects accomplishment of others (e.g., “Your story was so detailed. I really liked it!”)
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Plans for learning and physical needs ahead of time (e.g., brings their own stress ball to circle time)
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Identifies role models who share some of their interests and marginalized group identities
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 previous experiences when interpreting another person’s feelings (e.g., notices a child playing alone on the playground and invites them to play)
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Observes and determines reactions of others when responding (e.g., The child remembers that their friend likes to be alone when they are frustrated and waits for them to calm down before approaching)
Child navigates friendships with peers through cooperation and negotiation.
What educators might observe
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Values group membership and peer acceptance
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Understands that friendships can remain even when disagreements occur
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Balances needs and rights of others and their role in group work
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Contemplates other viewpoints when resolving conflict
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Independently follows the rules of a game to ensure fair play
Child expresses and manages their feelings and impulses.
What educators might observe
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Demonstrates patience with personal circumstances (e.g., When doing math says, “I need to add slowly when working with big numbers so I don’t make a mistake and get frustrated.”)
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Identifies their strengths and challenges
Child follows the rhythms, rules, and routines of the learning environment.
What educators might observe
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Understands and follows large concepts or rules regarding safety, kindness, respect, and care within different environments
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Understands the purpose of laws
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Follows rules alone or within a group (e.g., quietly enters or exits building, gym, or library alone or in a group)
