Area Two: Social and Emotional Development

Other Virginia Early Learning and Development Standards sets

• Area Five: Cognitive Development
• Area Four: Health and Physical Development
• Area One: Approaches to Play and Learning
• Area Three: Communication, Literacy, and Language Development

Watches, observes, and listens to adults and other childrenSED2.1a

Responds to interactions from familiar caregiver (e.g., smiles when caregiver smiles, turns head when hears familiar voice)SED2.1b

Shows a range of emotions (e.g., shares in wonders, amazement, delight, and disappointment)SED2.1c

Begins to have a greater awareness of own emotions (e.g., says or gestures “no” to refuse, babbles or laughs when happy)SED2.1d

Imitates emotions of others (e.g., pats a child or adult when upset)SED2.1e

Recognizes and labels own feelings with adult supportSED2.1f

Recognizes emotions of others (e.g., "mama sad," "papa happy")SED2.1g

Identifies complex emotions in a book, picture, or on a person’s face (e.g., frustrated, confused, excited)SED2.1h

Begins to recognize their own emotions before reacting (e.g., pauses and takes deep breath when mad) SED2.1i

Communicates how other children or adults may be feeling and why (e.g., states that a peer is sad because their toy was taken away)SED2.1j

Expresses feelings through facial expressions, body movements, crying and vocalizing, often depending on adults for emotional comfortSED2.2a

Begins to spontaneously make emotional gestures and facial expressions that match the situation (e.g., happiness, sadness, anger, fear)SED2.2b

Recognizes and expresses emotion toward a familiar person (e.g., shows emotion by hugging a sibling)SED2.2c

Uses gestures and symbolic actions to demonstrate feelings and needs (e.g., lays head on caregiver’s lap when tired)SED2.2d

Names some emotions, (e.g., “me sad”)SED2.2e

Uses movement or facial expressions to show an emotion (e.g., jumps up and down or shows wider smiles when excited, stomps feet when upset, shows bigger eyes when surprised)SED2.2f

Demonstrates an emotional response to a situation (e.g., throws toy because told to clean up; smiles and cheers when it is time to go outside)SED2.2g

Begins to express complex emotions such as pride, gratitude, embarrassment, shame, and guiltSED2.2h

Expresses feelings that are appropriate to the situationSED2.2i

Begins to recognize and express own emotions using words or visuals rather than actions (e.g., uses a communication board to point to picture of sad face)SED2.2j

Recognizes appropriate reaction to situationsSED2.2k

Uses words and respectful language to express thoughts and emotions (e.g., “I’m frustrated because Jay won’t let me play” or “I’m excited to play with my cousin Santiago tomorrow.”)SED2.2l

Signals for needs (e.g., cries when hungry, arches back in discomfort)SED2.3a

Communicates with a wide range of signals as crying diminishes (e.g., smiles, gestures, uses words)SED2.3b

Uses verbal and nonverbal communication to signal the need for their caregiver (e.g., calls by name, crawls into a familiar adult’s lap)SED2.3c

Communicates wants and needs verbally or through alternative communication (e.g., “pick me up” or raises up arms) SED2.3d

Uses appropriate communication skills when expressing needs, wants, and feelings (e.g., uses an appropriate method of communication to tell adults when they are hungry) SED2.3e

Demonstrates confidence in meeting own needsSED2.3f

Seeks and accepts help when neededSED2.3g

Uses preferred adult to help sootheSED2.4a

Disengages when overstimulated (e.g., turns head, pushes hand away from body, falls asleep)SED2.4b

Self-soothes more effectively (e.g., sucks thumb, holds favorite toy)SED2.4c

Uses caregiver’s facial cues, voice tones, or other body language to assist in novel and uncertain situations (e.g., hides behind parent until encouraged to interact with an unfamiliar person)SED2.4d

Expresses strong feelings without regulationSED2.4e

Engages in pretend play to manage uncertainty and fear (e.g., comforts stuffed animal and puts on Band-Aid after a “fall” or “cut”) SED2.4f

Uses some self-comfort strategiesSED2.4g

Accepts adult suggestions for managing feelings by themselvesSED2.4h

Seeks caregiver support when feeling overwhelmed by emotion; may reject supportSED2.4i

Begins to respond to an adult’s cues about regulating their emotions (e.g., “The slide looks scary, but I think you can do it.”)SED2.4j

Begins to demonstrate acceptable reaction to situations (e.g., does not shout when upset) SED2.4k

Begins to understand the impact of their emotional behavior (e.g., asks to join in peer play rather than angrily grabbing toy)SED2.4l

Increasingly uses a variety of strategies to self-soothe or solve problems (e.g., goes to a quiet area or uses a fidget toy when upset) SED2.4m

Exhibits emotional control with or without adult support (e.g., follows group activities although upset) SED2.4n

Looks attentively when others show they are happy, sad, or fearful by their facial expressions, voices, or actionsSED2.5a

Responds to others' emotional expressions, often by sharing an emotional reaction (e.g., looks sad when another child is crying)SED2.5b

Tries to comfort another child or an adult who is upset (e.g., brings a comfort object, pats the person on the back)SED2.5c

Expresses empathy toward other children who are crying by showing concerned attention; tries to comfort them with words or actionsSED2.5d

Expresses empathy toward adults who are sad by comforting them with words or actionsSED2.5e

Recognizes the needs of others and responds appropriately, with support from adults (e.g., asks Abraham to play after the teacher points out he is by himself) SED2.5f

Relates complex emotions to self and others (e.g., sees a friend is sad and offers a toy to share) SED2.5g

Shows care and concern for others, including comforting others in distressSED2.5h

Begins to recognize the emotions of peers and responds with empathy and compassion  SED2.5i

Begins to understand the reasons for others’ emotions and responds appropriately (e.g., a child comforts a peer who is upset that they have to clean up their toys)SED2.5j

Responds differently to familiar and unfamiliar adultsSED3.1a

Develops trust and attachment toward significant adults (e.g., stops crying when familiar caregiver picks child up)SED3.1b

Needs additional comforting (e.g., swaddling in a blanket when being held by an adult)SED3.1c

Looks to familiar adults for emotional support and encouragementSED3.1d

Reacts or may become distressed when separated from familiar adultsSED3.1e

Expresses joy and mutual enjoyment in interactions with familiar adults (e.g., giggles during peek-a-booSED3.1f

Continues to need the security of a trusted adult; asks for help, if needed, in verbal and non-verbal ways (e.g., returns to familiar adult when at the playground)SED3.1g

Uses different words or signs to refer to self and others (e.g., joyously shouts “titi!” when sees aunt) SED3.1h

Imitates and attempts to please familiar adults (e.g., puts plates on table before lunch)SED3.1i

Engages in positive interactions in a wide variety of situations with familiar adultsSED3.1j

Looks to or seeks familiar adults for comfort when distressed or tiredSED3.1k

Develops positive relationships and interacts comfortably with familiar adultsSED3.1l

Begins to interact with less familiar adults (e.g., substitute educator or neighbor)SED3.1m

Shows enjoyment in interactions with trusted adults while also demonstrating skills in separating from these adultsSED3.1n

Comfortable with being with less familiar adults in a safe setting (e.g., engages with visitor to home or classroom)SED3.1o

Notices peers by looking, touching, or making sounds directed toward the child (e.g., while lying on a blanket close to them)SED3.2a

Recognizes familiar others by making sounds, facial expressions, or behavior (e.g., reaches up arms, or touches others’ face)SED3.2b

Shows interest in peers who are playing nearby and interacts with them brieflySED3.2c

Interacts with a familiar child in simple back-andforth exchanges (e.g., makes similar sounds) SED3.2d

Participates in simple back-and-forth interactions with another childSED3.2e

Interacts with a few children on a regular basis, knows some of their names, knows their likes or dislikesSED3.2f

Interacts with a few children on similar activities (e.g., runs after a child or plays next to other children) SED3.2g

Enjoys playful interactions and social exchange gamesSED3.2h

Plays alongside peers and engages in simple turn-taking (e.g., takes turns on the slide at the playground)SED3.2i

Interacts with a few children on shared activities and understands simple social interaction rules (e.g., “your turn” or “my turn”)SED3.2j

Responds to others’ questions in social interactions with words or actionsSED3.2k

Begins to initiate interactions with other children in shared play activitiesSED3.2l

Builds social relationships and becomes more connected to other children (e.g., has a favorite friend at library story time)SED3.2m

Shows preference for particular playmates, such as greeting friends by nameSED3.2n

Makes friends and is able to name friends when asked by an adult or othersSED3.2o

Expresses interest in participating in a group activity by initiating or respondingSED3.2p

Engages in shared activities or play with shared toy or materialSED3.2q

Demonstrates strategies for participating in social play with peers (e.g., asks to join in game or brings new item to add to existing play)SED3.2r

Plays with peers in a coordinated manner including assigning roles, materials, and actions (e.g., sets up and assigns roles in restaurant in dramatic play area)SED3.2s

Maintains friendships over timeSED3.2t

Responds to the needs of others and tries to help others with simple tasksSED3.2u

Engages in unoccupied play, practicing movements of their arms, hands, legs, feet, and head (e.g., when safely situated on the floor or in a crib)  SED3.3a

Engages in solitary play when exploring toys and safe objects in indoor and outdoor settingsSED3.3b

Plays social games like peek-a-boo with a familiar adultSED3.3c

Begins to engage in solitary play with materials, and observes other people’s use of objectsSED3.3d

Imitates simple actions (e.g., claps hands together, covers eyes with hands) SED3.3e

Observes playful actions of familiar adults and imitates themSED3.3f

Engages in solitary play, watching other children nearby while continuing to play alone (e.g., putting a puzzle together or stacking blocks) SED3.3g

Pretends to talk on toy phone with familiar adultSED3.3h

Engages in parallel play, playing near or beside other children using similar materials (e.g. playing in the sand box using shared objects)SED3.3i

Plays simple games (e.g., Simon Says/ Follow the Leader, Hide and Seek or the Hokey Pokey) led by familiar adultsSED3.3j

Engages in associative play (e.g., playing in housekeeping with each child assuming individual roles)SED3.3k

Begins to engage in cooperative play, playing with a few other children to carry out familiar roles SED3.3l

Includes familiar adults in dramatic playSED3.3m

Builds on cooperative play, communication, and working memory skills by engaging in dramatic play with several other children, each taking on a particular role in a shared themeSED3.3n

Begins to solve social problems when facilitated by an adultSED3.4a

Identifies and describes common social problems and may suggest some solutionsSED3.4b

Uses problem-solving strategies with adult assistance (e.g., waits turn after adult reminds them how many children can be in art area) SED3.4c

Engages in prosocial behavior such as cooperating, compromising, turntaking, and resolving social conflictSED3.4d

Expresses feelings and needs in conflict situations (e.g., “I’m feeling upset because you have the truck I need for my racetrack.”)SED3.4e

Uses problem-solving strategies independently or with adult prompting when feeling angry or frustrated (e.g., asks peer to trade toys because they want the one-of-a-kind toy)SED3.4f