Social-Emotional Social-Emotional Development DomainDevelopment Domain

California Preschool Learning FoundationsCalifornia Preschool Learning FoundationsVolume 1Volume 1

Published by the California Department of Education (2008)

Social-Social-Emotional Emotional DevelopmentDevelopment

California Preschool Learning California Preschool Learning Foundations Foundations

1. Describe typical development, under conditions appropriate for healthy development, rather than aspirational expectations for children's behavior.

2. Assume learning for all children occurs in everyday environments through social interactions, relationships, activities, and play.

3. Are guidelines and teaching tools, not a list of items to be taught or used for assessment.

California Preschool Learning California Preschool Learning FoundationsFoundationsAre intended to be representative of and

accessible to all learners, including children with disabilities and those learning English as a second language.

Incorporate universal design for learning by encouraging multiple and various means of:

• Representation• Engagement • Expression

Preschool Learning FoundationsPreschool Learning Foundationsin Social-Emotional Developmentin Social-Emotional Development

Describe behaviors in the domain of social-emotional development that are typical of children who are making good progress toward readiness for kindergarten.

Provide age-appropriate competencies or goals for older 3 and older 4 year olds.

Are intended to be guidelines and tools for instructional practice, not limits on the way teachers support children’s learning at different levels.

Children have different temperaments, personalities, family backgrounds, languages, cultures, values, and prior experiences.

These variances affect how individual children may demonstrate the skills and behaviors described in the foundations for social-emotional development.

Play is a central context for social and emotional development in early childhood (p.1, PLF, V1).

School ReadinessSchool ReadinessSocial-emotional competencies, as

well as other cognitive and motivational competencies, required for success in school (p. 1, PLF, V1).

Assumptions of the Foundations Assumptions of the Foundations

1. Children have access to social interactions, experiences, and environments that support healthy development.

Assumptions of the Foundations Assumptions of the Foundations

2. The foundations describe typical development, rather than aspirational expectations for children's behavior under the best possible conditions or behaviors to be instilled in children.

3. The foundations are not a list of items to be taught or used for assessment items; they are guidelines and teaching tools.

Foundations in Social-Emotional Foundations in Social-Emotional DevelopmentDevelopment

Self Social Interaction

Relationships

1.0 Self-Awareness2.0 Self-Regulation3.0 Social and Emotional Understanding4.0 Empathy and Caring5.0 Initiative and Learning

1.0 Interactions with Familiar Adults2.0 Interactions with Peers3.0 Group Participation4.0 Cooperation and Responsibility

1.0 Attachment to Parents2.0 Close Relationships with Teachers and Caregivers3.0 Friendships

SelfSelfIncludes the substrands

of self-awareness and self-regulation, social and emotional understanding, empathy and caring, and initiative and learning (p. xii, PLF, V1).

SelfSelf1.0 Self-Awareness

SelfSelf2.0 Self-Regulation

SelfSelf3.0 Social and Emotional Understanding

SelfSelf4.0 Empathy and Caring

SelfSelf5.0 Initiative in Learning

Social InteractionSocial InteractionIncludes the substrands of

interactions with familiar adults, interactions with peers, group participation, and cooperation and responsibility (p. xii, PLF, V1).

Social InteractionSocial Interaction1.0 Interactions with Familiar

Adults

Social InteractionSocial Interaction

2.0 Interactions with Peers

Social InteractionSocial Interaction3.0 Group Participation

Social InteractionSocial Interaction4.0 Cooperation and Responsibility

RelationshipsRelationshipsIncludes the

substrands of attachment to parents, close relationships with teachers and caregivers, and friendships (p. xii, PLF, V1).

RelationshipsRelationships1.0 Attachment to Parents

RelationshipsRelationships2.0 Close Relationships with Teachers and Caregivers

RelationshipsRelationships3.0 Friendships