La. Admin. Code tit. 28 § CLIX-711
Subdomain: Social Relationships | ||||
Standard SE 1: Develop healthy relationships and interactions with peers and adults. | ||||
Infants (Birth to 11 months) | Young Toddlers (9-18 months) | Older Toddlers (16-36 months) | Three-Year-Olds (36-48 months) | Four-Year-Olds (48-60 months) |
SE 1 Indicators | ||||
Notice and pay attention to others. (0.1) Notice how others respond to his/her behaviors. (0.2) Explore a variety of things in the environment (e.g., reach for a toy, put a rattle in mouth). (0.3) Participate in simple back and forth play and interaction with adults. (0.4) Attend and respond to familiar adults. (0.5) Become frightened or distressed when separated from familiar caregiver. (0.6) Move or cry to seek attention and comfort from familiar adults. (0.7) Touch, smile, or babble to other infants. (0.8) | Recognize and react to feelings in others (e.g., offers toy to crying peer). (1.1) Repeat actions that elicit social responses from others (e.g., smiles at others or begins to babble). (1.2) Show interest in a variety of things, people, and objects. (1.3) Play alongside another child (parallel or mirror play) for brief periods. (1.4) Become frightened or distressed when separated from familiar caregiver. (1.5) Show preference for familiar caregivers (e.g. following caregiver around the room, cry when caregiver leaves). (1.6) Use familiar adults as "secure base" by glancing back to caregiver while playing. (1.7) Enjoy playing next to or close to other children. (1.8) Interact briefly with other children by gesturing or offering a toy. (1.9) | Sometimes recognize the feelings of others and respond with words and/or behaviors to express care and concern (e.g., "Becky is crying"). (2.1) Make connection between choice and consequence that follows. (2.2) Notice differences in others, objects, and environment. (2.3) Engage in social play alongside other children and, on occasion, with other children. (2.4) Follow adult guidance to respond to conflict. (2.5) Show affection for adults that care for him/her on a regular basis. (2.6) Willingness to explore, but will seek help from trusted adults in new situations or when fearful. (2.7) Interact more regularly with one or two familiar children. (2.8) | Sometimes recognize the feelings others are expressing and acts appropriately when others are happy, sad, angry or afraid (e.g., comforts a friend who gets hurt). (3.1) Develop a growing understanding of how his/her actions affect others and begin to accept consequences of their actions. (3.2) Demonstrate emerging awareness and respect for differences between people (culture, ethnicity, abilities, and disabilities). (3.3) Work or play cooperatively with other children with some direction from adults. (3.4) Resolve conflict with peers by following suggestions from an adult. (3.5) Show affection for adults that care for him/her on a regular basis. (3.6) Demonstrate interactions with a few adults who are less familiar. (3.7) Occasionally play with the same one or two children for a short time. (3.8) Describe one or two children as their friends. (3.9) Join in with a small group of children. (3.10) | Recognize and respect the feelings, needs, and rights of others (e.g., using polite language, sharing with others). (4.1) Express empathy and sympathy for others. (4.2) Demonstrate understanding of how one's words and actions affect others. (4.3) Demonstrate awareness of and respect for differences among people (culture, ethnicity, abilities, and disabilities). (4.4) Play cooperatively with small group of peers for a sustained time. (4.5) Demonstrate cooperation with peers by sharing, taking turns, etc. (4.6) Resolve conflict with peers on their own sometimes. (4.7) Seek help from adults when in conflict with peer, if needed. (4.8) Demonstrate positive relationships by seeking out trusted adults for emotional support, physical assistance, social interaction, approval, and problem-solving. (4.9) Develop and maintain positive relationships with peers. (4.10) |
Subdomain: Self-Concept and Self-Efficacy | ||||
Standard SE 2: Develop positive self-identify and sense of belonging. | ||||
Infants (Birth to 11 months) | Young Toddlers (9-18 months) | Older Toddlers (16-36 months) | Three-Year-Olds (36-48 months) | Four-Year-Olds (48-60 months) |
SE 2 Indicators | ||||
Show awareness of body parts of self and others. (0.1) Express preferences for objects, activities and people. (0.2) Respond to his/her own name by movements or facial expressions. (0.3) | Recognize self in mirror. (1.1) Develop preferences to food, toys, games, textures, etc. (1.2) Express own desires and preferences. (1.3) | Express own desires and preferences. (2.1) Identify self in photographs. (2.2) Express self-awareness using "Me" or "mine." (2.3) | Recognize self in terms of basic preferences, characteristics, and skills. (3.1) | Describe self, referring to characteristics, preferences, thoughts, and feelings. (4.1) |
Subdomain: Self-Concept and Self-Efficacy | ||||
Standard SE 3: Express feelings and beliefs that he/she is capable of successfully making decisions, accomplishing tasks, and meeting goals. | ||||
Infants (Birth to 11 months) | Young Toddlers (9-18 months) | Older Toddlers (16-36 months) | Three-Year-Olds (36-48 months) | Four-Year-Olds (48-60 months) |
SE 3 Indicators | ||||
Show that she/he expects results from own actions (e.g., repeat loud noise to gain attention, hit toy over and over to produce sound). (0.1) Express pleasure at things she/he has done (e.g., wiggle, coo, laugh). (0.2) Actively explore toys, and objects in the environment. (0.3) Express preferences for objects, activities and people. (0.4) | Try new tasks with encouragement from adults. (1.1) Show joy, pleasure, and/or excitement over accomplishments. (1.2) Demonstrate a willingness to explore the environment and try experiences in the presence of a familiar caregiver. (1.3) Express certain preferences. (1.4) Make simple choices with guidance from adults. (1.5) | Demonstrate confidence when completing familiar tasks. (2.1) Express preferences and may have strong emotions and/or actions (e.g., may say "no" to adult). (2.2) Use some language to express feelings of pleasure over accomplishments (e.g., says "I did it!" after using potty successfully). (2.3) Try new experiences with adult prompting and support. (2.4) Make simple choices with guidance from adults. (2.5) | Demonstrate confidence in completing familiar tasks. (3.1) Actively explore the environment and begin to try new experiences. (3.2) Make choices between two or three options (e.g., chooses milk or juice). (3.3) | Demonstrate confidence in range of abilities and express pride in accomplishments. (4.1) Attempt new experiences with confidence. (4.2) Make choices or decisions from a range of options. (4.3) |
Subdomain: Self-Regulation | ||||
Standard SE 4: Regulate own emotions and behavior. | ||||
Infants (Birth to 11 months) | Young Toddlers (9-18 months) | Older Toddlers (16-36 months) | Three-Year-Olds (36-48 months) | Four-Year-Olds (48-60 months) |
SE 4 Indicators | ||||
Respond to adult's expression of feelings (e.g., their facial and vocal expressions). (0.1) Calm down when held, rocked, or talked to by a familiar adult. (0.2) Use simple behaviors to comfort self or ease distress (e.g., turns away when overstimulated). (0.3) Express basic feelings (e.g., fear, anger, surprise) through facial expressions, body movements, crying, smiling, laughing, and/or cooing. (0.4) | Respond to adult's expression of feelings (e.g., their facial and vocal expressions). (1.1) Seek comfort in daily routines, activities, and familiar adults. (1.2) Use body to express emotions (e.g., hugging mother, throwing a toy when angry). (1.3) | Recognize feelings when named by an adult. (2.1) Find comfort in rituals and routines (e.g., uses special "lovey" or comfort object for naptime) with adult assistance as needed. (2.2) Express more complex emotions through behaviors, facial expression and some words. (2.3) | Recognize and name basic emotions (happy, mad, sad) in self. (3.1) Express own ideas, interests, and feelings through words or actions. (3.2) | Recognize and accurately label the feelings of self. (4.1) Express basic feelings, needs, and wants in a manner that is age-appropriate to the situation. (4.2) |
Subdomain: Self-Regulation | ||||
Standard SE 5: Regulate attention, impulses, and behavior. | ||||
Infants (Birth to 11 months) | Young Toddlers (9-18 months) | Older Toddlers (16-36 months) | Three-Year-Olds (36-48 months) | Four-Year-Olds (48-60 months) |
SE 5 Indicators | ||||
Respond to having needs met. (0.1) Respond to changes in adult's tone of voice, expression, and visual cues (e.g., shaking head). (0.2) | Respond to simple rules and routines. (1.1) Accept some redirection from adults. (1.2) Act on impulses (e.g., pull mother's hair or reach for another child's bottle). (1.3) Develop a capacity to wait for needs to be met when responded to promptly and consistently. (1.4) | Show some understanding of simple rules and routines with adult support. (2.1) Accept some redirection from adults. (2.2) Respond positively to choices and limits set by an adult to help control their behavior. (2.3) | With prompting and support, follow rules and routines. (3.1) With prompting and support, respond appropriately during teacher-guided and child- initiated activities. (3.2) Cooperate and begin to focus attention during teacher-guided and child-initiated activities. (3.3) With adult support and guidance, wait for short periods of time to get something she/he wants (e.g., waits her turn to play with a toy, etc.). (3.4) | Follow rules and routines and adapt to changes in rules and routines. (4.1) Demonstrate control over impulsive behaviors and focus attention in various settings but sometimes require adult support and guidance. (4.2) With adult support and guidance, wait for short periods of time to get something he/she wants (e.g., waits her turn to play with a toy, etc.). (4.3) |
Strategies for Social-Emotional Development |
Infants |
Provide for attachment needs by establishing a primary caregiver system. Realize that young infants differ widely in their ability to quiet themselves when they are upset. The comfort you offer will need to be different for each child. Encourage young infants' expressions of pleasure by responding to them and following their lead in interactions. Be a partner in play with them. Talk with infants about the feelings they seem to be expressing, especially during caregiving times of feeding, dressing, and diapering. Create a personal relationship with each infant. Know the kind of cuddling, stroking, talking, and playing that bring good feelings to each individual infant. Realize that very young infants have limited resources for expression; crying may be all they are able to do at this early stage of emotional development. Caregivers should respond quickly and sensitively to infant's cries. This signals the infant that his/her needs are important and will be taken care of promptly. |
Toddlers |
Include plenty of materials in the environment to allow children to express feelings (e.g., dramatic play props, art, music/songs, puppets, and sand/water play for children over 18 months). Help young toddlers become more independent. Allow them to do more for themselves and offer them appropriate choices. Toddlers often respond with a loud "NO!" even when they really mean, "YES." Try not to ask questions that require a "yes" or "no" answer. For example, instead of saying "Would you like oatmeal for breakfast?" say, "Would you like oatmeal or cereal for breakfast?" Help toddlers deal with their fears by providing a safe environment and by offering them comfort when they are frightened. Provide words for the toddler's feelings (e.g., to Noah who breaks into a big smile as his father enters the room, say, "Noah, I can see you're happy to see Dad."). Know each child in your care and respond to his or her individual needs. Keep notes on children so you can provide the individual attention that each needs. Focus on children's positive qualities-their accomplishments and things they can do well (e.g., "You buttoned your coat all by yourself."). |
3-Year-Olds |
Provide opportunities for cooperative play like a rocking boat or a wheeled toy that accommodates two children. Comment on and encourage positive social interactions. Model positive and respectful communication between adults. Talk about feelings. Specifically comment on the child's feelings as well as the feelings of others. "You are dancing as if you are very happy." Focus on children's positive qualities-their accomplishments and things they can do well. Model the type of interactions with others you want children to develop: affection, empathy and gentleness (e.g., tell a child if you are angry but never react in anger by shaking or jerking). Include plenty of materials in the environment to allow children to express and share feelings and to role-play [e.g., dramatic play props (dolls, dress-up clothes, small people/figures), sand/water play; art, music and songs, puppets, books, etc.]. |
4-Year-Olds |
Clearly state behavior expectations and provide specific feedback when children behave well. Model self-control by using self-talk: "Oh, I can't get this lid off. I am feeling frustrated [take a deep breath]. That's better. I'll try again." Coach children to express their feelings verbally, using either their home language or English. Read books that include conflicts or problems requiring cooperation. Ask children to predict what will happen next, or after reading, ask them to provide alternative solutions. Help children who are having difficulty making friendships with others by planning cooperative activities like buddy painting or collages. Teach these children how to initiate and sustain peer interactions. Make sure the learning environment is welcoming to every child and reflects his/her identity and culture. Use photos of children and family members, displays of children's work, and their names for functional purposes like taking attendance, storing belongings, or assigning jobs. |
La. Admin. Code tit. 28, § CLIX-711