DRAFT Proposed Revisions Prekindergarten Guidelines I. Social and Emotional Development Domain
Prepared by the Prekindergarten Review Committee
First Draft, November 2015
These draft proposed revisions reflect the changes to the Social and Emotional Development Domain in the Prekindergarten Guidelines that have been recommended by the Prekindergarten Guidelines review committee. Proposed additions are shown in green font with underlines (additions) and proposed deletions are shown in red font with strikethrough (deletions). Text proposed to be moved is shown in purple font with strikethrough (moved text). Text proposed to be moved is shown in purple font with underlines (new text location).
Comments in the far right-hand column shown in blue (comments) provide explanations for the proposed changes and future considerations. The following notations were used as part of the explanations: MV—multiple viewpoints from within the committee VA—information added, changed, or deleted to increase vertical alignment
Prekindergarten Guidelines: I. Social and Emotional Development Domain Guidelines with edits Committee Comments While a preschool education should include activities that strengthen cognitive skills, it must provide for the development of the social and emotional competencies required for school readiness. Some children will develop social and emotional skills The vast majority of social/emotional development occurs with little or no formal instruction, with but only appropriate teacher guidance surrounding social and emotional situations such as separating from families, sharing space and materials with peers, resolving conflicts, and developing empathy for others. However, the majority of children will need direct social skill instruction, explicit teaching and repeated opportunities to practice skills. The development of these personal and social skills enables children to build a sense of who they are and what they can do. Children establish positive relationships with teachers and peers which enable them to participate effectively in the classroom community, assert independence in appropriate ways, and accomplish tasks that are meaningful to them without infringing on the rights of others. . Students who can follow directions, communicate their wants and needs effectively and get along with other children, are more prepared to enter an academic environment as school-ready. A. Self Concept Skills Central to understanding emotional development is the idea of self concept–an increasing level of conscious awareness of one’s feelings, thoughts, abilities, likes, and dislikes, as well as awareness of one’s body in space. Preschool children’s emerging ability to perceive these aspects of themselves at a conscious level distinguishes them from toddlers, who lack such awareness. Children begin to generate multiple answers to the question “Who am I?” which is an essential aspect of becoming competent in related areas such as self control and social/friendship skills. By around 48 End of Examples of Child Behaviors Examples of Instructional months of age Prekindergarten Strategies Year Outcomes Child is building I.A.1. The child: The teacher: competence in Child is aware of is able to stay in designated arranges classroom furniture in controlling own body where own body is personal space without a manner that allows children to movements (such as in space, respects intruding upon others’ (stays in engage in class activities. balancing, sitting still, personal own seat at lunch table without conducts activities in spaces starting and stopping boundaries. kicking feet or leaning against that are adequate for children’s in response to neighboring children). space needs. requests). can move around the uses positive cues to remind classroom without stepping on children what to do with their materials or disrupting others’ bodies at certain times (“hands activities. in your lap;” “quiet feet”). Child can identify own I.A.2. The child: The teacher: physical Child shows self- describes self using basic acknowledges children’s efforts, characteristics and awareness and characteristics (hair color, eye providing support when needed. indicate some likes demonstrates pride color, gender). engages children in and dislikes when in age appropriate describes self using personal conversations about prompted. abilities and skills. Prekindergarten Guidelines: I. Social and Emotional Development Domain 1
Child shows preferences (favorite color; themselves. awareness of areas favorite food; “I like to…”). provides opportunities for of competence and describes self using specific children to draw self portraits describes self competencies (“I can buckle my and describe themselves. positively in what shoes.” “I’m good at drawing.”). reads aloud and discusses he is able to do. describes self in terms of being books about self awareness. a member of different points out observations of communities (family; progress in children’s growing classroom; school). competence. Child may I.A.3. The child: The teacher: overestimate or Child shows exercises appropriate caution sets appropriate safety limits for underestimate own reasonable opinion in clearly dangerous situations. children’s age level. abilities. of his own abilities requests help from adults when provides help kindly when and limitations. appropriate. requested. declines help politely when not encourages children to do as needed (“No, thanks, I can do it much as they are able myself.”). independently. points out and compliments children when they use good judgment (“Jasmine, I’m glad to see you carrying those scissors so carefully.” “Thank you, Derrick, for wiping up that spilled water so no one will slip and fall.”). models and encourages practice of self-help skills child has not yet mastered. Child shows initiative I.A.4. The child: The teacher: in trying new Child shows is eager to try out new activities provides a variety of learning activities, but may not initiative in and materials. centers and activities that meet persist in solving independent participates in a variety of the needs and interests of problems. situations and individual activities and tasks. different children. persists in selects centers or activities gives children opportunities to attempting to solve based on personal preferences. make independent decisions problems. plans and sustains independent about which learning center or play sequences. materials to work with. tries several strategies to solve models appropriate use of a problem before seeking adult materials for independent work assistance. or play.
Prekindergarten Guidelines: I. Social and Emotional Development Domain 2 comments on the contributions of children in activities, tasks, and play. teaches and encourages children to solve problems and persist at challenging tasks. B. Self Control Regulation Skills Preschool children feel safer and function more successfully in the classroom when rules and routines are consistently followed. A well organized classroom with well prepared activities helps children extend their attention span and build self-control and personal responsibility. As they encounter and overcome new and various social obstacles when playing with peers, guidance from teachers will enable them to learn acceptable and unacceptable ways of dealing with social and emotional stress and/or excitement. Early experiences influence brain development, establishing the neural connections that provide the foundations for language, reasoning problem solving, social skills, behavior and emotional health.
1. Behavior Control By around 48 End of Examples of Child Behaviors Examples of Instructional months of age Prekindergarten Strategies Year Outcomes Child follows simple I.B.1.a. The child: The teacher: rules and routines Child follows participates in the development involves children in creating when assisted by classroom rules of classroom rules. classroom rules and adults. and routines with transitions from one activity to expectations so they feel sense occasional another. of ownership. reminders from comments on the sequence of consistently refers to and uses teacher. the day’s events (“After centers the rules and routines to it’s time to go outside.”). structure the day. goes to the daily schedule chart establishes signals (finger and points out what comes plays; songs; chants, etc.) to next. help children transition from one activity to another. uses a daily schedule chart to help children follow the day’s activities. Child is able to I.B.1.b. The child: The teacher: manage a small Child takes care of appropriately handles provides demonstrations and number of materials and manages materials during activities. reminders of appropriate use with support. classroom cleans up and puts materials of materials. Prekindergarten Guidelines: I. Social and Emotional Development Domain 3 materials. away in appropriate places establishes signals (clean-up (places a puzzle back into its song) to help children clean labeled spot). up. puts away his belongings in provides adequate time for his personal space. cleaning up materials. labels materials to make them accessible for children. provides a space for each child to store his personal belongings. introduces new materials and shows children how to use them before placing the materials in a learning center.
Child needs adult I.B.1.c. The child: The teacher: guidance to help Child regulates his responds to signals for establishes and uses signals manage her behavior. own behavior with transitioning from one activity to help transition from one occasional to another. activity to another. reminders or communicates appropriately to responds to a child’s request assistance from make needs known. for assistance in a timely teacher. waits for her turn (waits manner. patiently at the water fountain uses center signs to help for a classmate to finish structure the number of drinking; selects another children in a center. learning center when the reads aloud and discusses learning center of her first books that show characters choice is full). regulating behavior. refrains from impulsive intervenes promptly when responding (waits turn to be child’s behavior begins to called on during group escalate. discussion; requests materials rather than grabbing them). refrains from aggressive behavior toward peers or self.
Prekindergarten Guidelines: I. Social and Emotional Development Domain 4 2. Emotional Control By around 48 End of Examples of Child Behaviors Examples of Instructional months of age Prekindergarten Strategies Year Outcomes Child expresses a I.B.2.a. The child: The teacher: range of emotions. Child begins to expresses emotions that are uses activities that involve understand congruent with situations children in discussions about difference and (disappointment when plans are emotions and how to react to connection changed; happiness and pride them ( books; role playing; between at mastering a challenging puppets). emotions/feelings task). engages children in discussions and behaviors. uses words to express feelings of difference between feelings about specific events (“It makes and behaviors (“It is great to me mad when you take my toy!” feel excited, but you may not “I love to paint!”). jump off furniture.” “It is okay to verbalizes understanding that feel angry, but you may not hit all feelings are okay even people because it hurts them.”). though some behaviors may not models and encourages be okay. children to express and act out uses sign language, a picture different feelings in the dramatic system or an adaptive/assistive play center while role playing. device as appropriate. models appropriate verbalization of emotions during everyday events. acknowledges children’s emotions. Child becomes I.B.2.b. The child: The teacher: familiar with basic Child is aware of has been exposed to a variety provides classroom materials feeling words (happy, own feelings most of words to describe feelings that introduce feeling words sad, mad, scared) of the time. Child is familiar with a variety of (posters; books). and begins to be able can communicate feeling words (happy; sad; helps children label their own to identify faces their basic mad/angry; scared; proud; feelings. reflecting basic emotions/feelings. worried; excited). models labeling of own feelings. can identify feelings of feelings (“Maria, I am so proud characters in storybooks. of you – You wrote your whole can usually label own feelings name today!”; “Please sit down when prompted. Diego, I am worried that you might fall.” “We cannot go outside because it is raining.”). reads books and sings songs Prekindergarten Guidelines: I. Social and Emotional Development Domain 5
that pertain to feelings. prompts children to identify characters’ feelings in storybooks, and to explain why characters might be having those feelings. Child needs adult I.B.2.c. The child: The teacher: assistance to Child is able to uses appropriate strategies to establishes consistent signals modulate level of increase or decrease level of distress to prompt children to become emotional intensity. decrease intensity (requests help when feeling quiet and listen to instructions. of emotions more frustrated with a task; seeks models and prompts children consistently, comfort from teacher when to use effective strategies for although adult feeling sad). calming down when they are guidance is responds positively to adult too excited (introducing quiet sometimes guidance in using calming game or activity; spending time necessary. strategies (suggestions to alone in quiet area of the room; separate self from frustrating breathing slowly and deeply). situation; takes a deep breath; creates a daily schedule that etc.). balances quiet and active enjoys participating in activities times, and allows children that stimulate positive emotions opportunities to expend
(playground games; musical and physical energy and be noisy. singing activities that require arranges the classroom to alternation of loud/quiet, provide areas for quiet, calm fast/slow). activities. provides supportive assistance to children during situations that may be emotionally challenging, such as separating from family members in the morning. provides opportunities for children to practice modulating levels of emotion and intensity, such as songs and games that alternate fast/slow, loud/soft.
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3. Control of Attention By around 48 End of Examples of Child Behaviors Examples of Instructional months of age Prekindergarten Strategies Year Outcomes Child focuses I.B.3.a. The child: The teacher: attention on one task Child sustains selects an activity or book to arranges the classroom to at a time but may not attention to look at and completes it before facilitate children’s access to, stay with it to personally chosen selecting a different activity. and selection of, sets of completion. or routine (teacher makes and carries out a materials with which to directed) tasks until sequence of dramatic play complete a task (access to they are completed. plans with a peer. paint, paper, smock, and follows familiar/routine 3-step paintbrushes in the creativity directions correctly (“Go wash center; access to pencils, your hands, get your lunch kit, paper, letter stamps, and ink and find a seat at the table.”). pads in the writing center). encourages children to continue with their planned activity until it is completed. refrains from distracting or redirecting children’s attention from their chosen activity/play unless it is clearly necessary to do so. provides assistance to a child who needs support to continue focusing on a task or activity (praising effort; offering encouragement; offering help if needed; suggesting expansions to child’s play idea; offering additional related props or materials). provides opportunities to practice following multi-step directions.
Child sits and listens I.B.3.b. The child: The teacher: to stories and/or Child remains listens attentively to stories schedules large- and small- participates in large focused on and instructions during circle group activities with durations group activities for up engaging group times. matched to children’s attention Prekindergarten Guidelines: I. Social and Emotional Development Domain 7 to 10-15 minutes at a activities for about contributes verbal responses spans. time. 20 minutes at a that are appropriately related prepares ahead for group time. to the topic during group activities so that children are discussion. not left waiting with nothing to attends to peer responses do. during small- and large-group uses lively pacing of group discussion. activities and encourages children’s active participation to help children sustain attention. encourages children to attend to each other’s contributions rather than attending only when it is their turn. minimizes distractions (extraneous noise; toys left within children’s reach; adults entering and leaving the room frequently) during times when children are expected to attend to group activities. B. C. Social Competence Skills (Relationships with Others) As preschool children enter school they start forming relationships with the adults and other children in their environment. Teachers can help children develop meaningful and rewarding relationships by offering them facilitative support. During this developmental period, children often begin to develop special friendships with particular peers which increase their feelings of comfort, pleasure, and confidence in their social world. These experiences also help build a sense of empathy and caring for others. By around 48 End of Examples of Child Behaviors Examples of Instructional months of age Prekindergarten Strategies Year Outcomes Child forms warm I.C.1. The child: The teacher: relationships with Child uses positive greets teacher in the morning displays a warm, welcoming teachers. relationships as and says goodbye when attitude toward all children. modeled by his leaving. greets children by name at teacher for her own coordinates eye contact with arrival times and says goodbye pro-social communication (looks at at departure times. behaviors. teacher or peer during recognizes that in certain communicative exchanges). cultures, children’s averting eye Child uses positive engages in conversations with contact from adults may be communication or an adult about what he is doing considered a sign of respect for Prekindergarten Guidelines: I. Social and Emotional Development Domain 8
conversation skills (e.g., discusses what he is authority. to build painting at the easel). establishes consistent relationships with takes multiple turns during a classroom routines and rules. others. conversation. engages in conversations with views teacher as a helpful each child throughout the day. resource for information as well asks questions to scaffold as social support (approaches conversations with children. teacher to ask questions or allows ample wait time for solicit help when needed). children to respond or to ask enjoys sharing stories and questions. experiences from outside of the gets down to child’s level school with the teacher. (seated on floor or chair) during respects teacher’s authority conversation as often as (accepts limits and rules set by possible. teacher). remembers and responds to information specific to individual children (Lauren’s mom is about to have a baby; Jake’s grandfather died last week. Shana is adjusting to being in a new home.). Child feels I.C.2. The child: The teacher: comfortable and Child assumes cares for classroom materials teaches children how to confident within various roles and appropriately. properly care for classroom classroom responsibilities as recognizes that classroom materials and to clean up after environment. part of a classroom materials belong to everyone. themselves. community. readily accepts and carries out makes children part of decision “classroom helper” jobs. making processes (naming the respects other’s work spaces classroom pet). and time with shared materials. provides meaningful classroom takes turns with materials and “helper” jobs that allow each in activities. child to participate in the participates in individual, small-, classroom community. and large-group activities (sings provides time, space, and along with the group during materials that allow children to circle time; plays cooperatively work together in small and in the block center with large groups. classmates to build a tower). provides interactive songs and takes responsibility for cleaning activities to engage children up own spills and messes. during circle time.
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enjoys seeing own work and self- displays children’s work, representations displayed in the names, play products, and classroom (artwork on the wall; pictures in the classroom. name and picture on charts and cubbies). Child shows interest I.C.3. The child: The teacher: in joint play but may Child shows participates spontaneously in a encourages children to show be less skilled at competence in variety of group activities, initiative rather than passivity initiating and joining initiating social tasks, and play. (inviting children to share their unstructured peer interactions. actively seeks out play opinions and preferences; play. partners and appropriately saying “Jesse, why don’t you invites them to play (starts a ask Mark if he wants a ride in game with classmates on the your wagon?”). playground). provides time, space, and materials that encourage children to work and play together in small and large groups. reads aloud and discusses books where the characters deal with a variety of social situations. Child enjoys parallel I.C.4. The child: The teacher: and associative play Child increasingly shares space and materials models positive interactions by with peers. interacts and with other children engaging in play with the communicates with comfortably. children. peers to initiate follows the lead of others arranges classroom to provide pretend play (enters a center and adapts to space for cooperative as well scenarios that the ongoing play of others). as individual play activities. share a common generates joint play goals and assists children in plan and goal. carries them out with at least communicating effectively with one other child at a time. each other and resolving demonstrates ability to conflicts appropriately. negotiate & compromise with encourages quieter/shy peers to achieve a cooperative children to connect with goal. others, providing assistance to do so when needed. Child seeks adult I.C.5. The child: The teacher: Update child/teacher help when Child initiates attempts to work out problems encourages children to columns with additional experiencing conflicts problem-solving with a peer independently communicate directly with examples
Prekindergarten Guidelines: I. Social and Emotional Development Domain 10 with another child. strategies and before seeking adult help. each other in respectful ways. seeks adult help asks an adult or peer for help models appropriate ways to when necessary. when needed (“Will you push ask for assistance. me on the swing?”). involves children in asks the teacher for help in discussions and activities resolving a conflict with a about how to get own needs classmate after attempting to met while respecting the solve the problem herself needs of others (books; role (“Mary won’t give me a turn on playing; puppets). the swing!”). helps children learn steps to follows conflict resolution steps take in conflict resolution. with teacher’s guidance to solve a dispute with a classmate. Child responds with I.C.6. The child: The teacher: concern when a child Child demonstrates shows emotions related to models concern for others. or adult is distressed. empathy and caring another’s experience acknowledges when children for others. (expresses sadness for a help each other. character in a book; shows uses activities that introduce excitement when a classmate children to the concept of crosses the finish line in a perspective-taking (the idea race). that others may see or feel demonstrates a desire to be things differently than they do). helpful (volunteers to help a uses activities that involve classmate clean up a spill). children in discussions about demonstrates concern for a the feelings of others (books; classmate (comforts a role playing; puppets). classmate who is crying; slows provides active opportunities down to walk with a classmate for children to be helpful and with a physical disability). caring (making get-well cards interacts with a variety of for a sick classmate; making peers regardless of race, gifts for family and friends at gender, or ability. holiday times; taking care of a classroom pet; pairing a child with a disability with a peer who can help). Child interacts easily I.C.7. The child: The teacher: with a variety of Child begins to talks with the friend to plan provides time, space, and playmates, may have have meaningful their play (planning to play materials that allow children to preferred friends. friends. house in the pretend and learn work and play together in
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center). small and large groups. Child interacts with seeks help for the friend (going leads activities that involve a variety of to the teacher for help when a children in discussions about playmates and friend falls down). friendship (books; role playing; may have preferred talks about the friend. puppets). friends. chooses to work with the acknowledges classmates who friend. are working together or copies the friend’s ideas or helping each other as doing behaviors at times. what friends do. expresses pleasure at respects child’s desire for spending time with the friend. proximity or pairing with a follows friend’s preferences or special friend when notices concerns at times. appropriate (wanting to sit expresses interest in playing together at lunch time; with the friend outside of partnering for a game). school. D. Social Awareness Skills Preschool children still need adult support and guidance in learning how to operate socially with others. In addition to facilitating peer group and adult-child interaction, teachers can help to reinforce understanding of social situations with rich, socially relevant educational material and thought-provoking questions. By around 48 End of Examples of Child Behaviors Examples of Instructional months of age Prekindergarten Strategies Year Outcomes Child notices (with I.D.1. The child: The teacher: Consider deleting this limited understanding) Child demonstrates describes others using specific uses graphic organizers to outcome; duplicative with how people are the an understanding characteristics (“Mrs. Smith compare and contrast children’s VII.A.1 in social studies same and different. that others have wears glasses.” “Calvin is the characteristics. specific tallest child in the class.”). models using descriptive words characteristics. to describe others. Child recognizes scaffolds children’s drawings of differences in each other or dictated physical descriptions to include more characteristics of characteristics. different people Child is interested in I.D.2. The child: The teacher: other people and their Child demonstrates uses visual cues from other models acceptance of feelings. an understanding children to identify how he is someone’s different perspective. that others have feeling. reads aloud and discusses perspectives and uses words to express own and books that show characters with feelings that are other’s preferences (“I like to differing perspectives.
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different from her paint with red, and Mary likes to has children identify the feelings own. paint with blue.”). of different story characters uses words to express own and during read-alouds. other’s feelings (“Michael thinks provides activities that promote that’s funny, but I don’t!”). respect for diversity (culture; asks questions that indicate ethnicity; special needs; and understanding that peers may language). have a different perspective introduces activities that give than themselves (“Do you like children concrete experiences raisins?” “Were you scared of with the concept of different that movie?”). perspectives (taking turns looking around through different colored lenses or through binoculars; having children pair up and sit back-to-back with their partner and describe what they can see from their position, then trade places). uses a graph to compare and contrast children’s preferences (favorite food, color, book).
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