Social Emotional Development (SED)

Other California PTK DRDP: An Early Childhood Developmental Continuum sets

• Approaches to Learning (ATL)
• English Language Development (ELD)
• Foundational Language Development (FLD)
• Health (HLTH)
• Math (MATH)
• Physical Development (PD)
• Science (SCI)

Responds toothersEarlier

Uses senses and movement to explore self and othersLater

Responds to their own name or nicknameEarlier

Communicates own needs and wantsLater

Expresses simple ideas about self and connection to othersEarlier

Describes self, based on aspects of their physical appearance related to specific identities (e.g., race, ethnicity,gender, height, clothing) Middle

Describes several of own preferencesLater

Compares own preferences, feelings, or cultural practices to those of othersEarlier

Describes self, based on perceived personal qualities related to specific situations or contexts (e.g., "I'm shyat school")Middle

Identifies strengths and weaknesses by comparing self with others Later

Demonstrates one ofthe following: Earlier

Demonstrates two ofthe following: Middle

Demonstrates all three of the following:Later

Responds to faces, voices, or actions of other people Earlier

Anticipates what familiar people will do in repeated experiences such as care routinesLater

Shares a common focus with another personEarlier

Acts in response to what they think another person wantsLater

Communicates about others' feelings, behaviors,or preferencesEarlier

Communicates that others' behaviors are related to their thoughts or feelingsMiddle

Communicates that others' behaviors are related to their consistent preferences or past experiencesLater

Acknowledges that the thoughts or feelings of others can be different from child's own Earlier

Demonstrates understanding that others' nonverbal cues (e.g., body language, tone of voice) communicate how they feelMiddle

Celebrates others' success and offers peers solutions to problems, sometimes with adult encouragementLater

Demonstrates one of the following:Earlier

Demonstrates two of the following:Middle

Demonstrates all three of the following:Later

Responds to faces, voices, or actions of people nearbyEarlier

Shows interest in familiar adultsLater

Shows a preference for interacting with familiar adults over unfamiliar adults Earlier

Participates in familiar routines and activities with familiar adultsLater

Interacts for extended periods with familiar adults in a variety of situations Earlier

Engages with familiar adults in ways that indicate an emerging understanding ofthe adult's feelings or preferencesMiddle

Engages in back-and-forth interactions with a familiar adult to agree on activities they may want to do together in the short termLater

Works cooperatively withfamiliar adults, over sustained periods, to plan and carry out mutually enjoyable activitiesEarlier

Acknowledges or accepts the communicated interests, preferences, or goals offamiliar adults even when different from ownMiddle

Initiates cooperative interactions that follow the intentions or goals of familiar adults even when in conflict with ownLater

Demonstrates one of the following:Earlier

Demonstrates two ofthe following: Middle

Demonstrates all three of the following:Later

Shows awareness of other people, including childrenEarlier

Shows interest in nearby childrenLater

Indicates interest in being near peers and orients own activity to a peer's activityEarlier

Engages with peers in brief back-and-forth of objects, actions, or wordsLater

Plays together with various peers for brief amounts of time, when initiated or supported by an adultEarlier

Initiates or joins cooperative play with peers or preferred peersMiddle

Maintains cooperative play with peers or preferred peers for extended amounts of timeLater

Co-creates games or tasks with peers that involve clear, simple rules (e.g., turn-taking) and rolesEarlier

Chooses preferred peers or peers to play or work with and compromises with them to achieve goalsMiddle

Works with preferred peers or peers to achieve shared goals, including using concepts of fairness or justice to resolve conflict with themLater

Demonstrates one of the following:Earlier

Demonstrates two of the following:Middle

Demonstrates all of the following:Later

Calms in response to care from a familiar adultEarlier

Orients to a familiar adult when distressed and responds when comforted by themLater

Shows preference for certain familiar adults for comfort and care Earlier

Comforts self or seeks comfort from familiar adultsLater

Seeks out familiar adults for support when experiencing an emotionEarlier

Recognizes basic emotions (e.g., happy, mad) in selfMiddle

Makes connections for reasons behind basic emotions, sometimes with adult supportLater

Uses a few strategies to process their emotions, sometimes with adult supportEarlier

Makes connections between some of their emotional experiences and sensory experiencesMiddle

Uses numerous or varied strategies to process their emotions in different situationsLater

Demonstrates one of the following:Earlier

Demonstrates one of the following:Middle

Demonstrates one of the following:Later