What should my child be able to know and do?  

Social / Emotional Development

We want to inform parents of what we are assessing across the course of 2 years of preschool (these are expectations for children leaving preschool for kindergarten). Here’s a summary of the skills children need to have mastered by the end of preschool in Language.  Sharing these expectations with parents, a child’s first teacher, is important to us, as we work together in order to better prepare children for Kindergarten (Source: Teaching Strategies GOLD: Objectives for Development & Learning: Birth Through Kindergarten, 2010.).

AREA #1:  The child regulates own emotions and behaviors.

1.  The child manages their feelings.

• The child no longer needs adult support to calm down, and doesn’t comfort themselves by seeking out a special object or person. 
• Instead, the child is able to look at a situation differently or to delay gratification.  For example, when the block area is full, they look to see what else they can do instead.  Or, they might say, “I didn’t get to paint this morning, but I have an idea. I can paint after snack.”
• Advanced skill:  Controls strong emotions in an appropriate manner most of the time.  For example, says, “I’m mad. You’re not sharing the blocks.  I’m going to play with the ramps instead.” Or, “I’m so excited! We’re going to the zoo today!” while jumping up and down.

2.  The child follows limits and expectations

• The child can manage classroom rules, routines, and transitions with occasional reminders. For example, they clean up when music is played, they go to a rest area when the lights are dimmed. 
• Advanced skill: The child can apply social rules in new and similar settings. For example, they run and shout while at the park (totally appropriate), but can also use quiet voices and walk in the library.

3.  The child takes care of their own needs appropriately.

• The child no longer relies on adults and care takers only.
• Instead, the child demonstrates confidence in meeting their own needs.  For example they wash and dry their hands, they stay involved in activities of choice, they use materials appropriately, they put toys away, they volunteer to feed the fish or do other helpful things.
• Advanced: The child takes responsibility for their own well-being, such as waiting a turn for the slide, takes care of their coat and backpack on their own, tells why some foods are good / bad for you, completes tasks, etc.

 

AREA #2: The child establishes and sustains positive relationships

1. The child forms relationships with adults.

• The child no longer demonstrates a secure attachment to 1+ adults; and the child no longer uses the trusted adult as a secure base from which to explore the world.
• Instead, the child can manage separations from without distress and engages with trusted adults.
• Advanced: The child engages with trusted adults as resources and to share mutual interests.  For example, they may talk to the teacher every day about their pets or they bring a picture of their home garden to show the teacher.

2. The child responds to emotional cues.

• The goal is for children to accurately identify basic emotional reactions of others and what is causing this emotional reaction. For example, they might say, “He’s sad because his toy is broke,” or, “She’s happy because her mommy is here to pick her up.”
• Advanced Skill:  Recognizes that others’ feelings about a situation may be different than their own. They might say, “I like riding fast, but Jose doesn’t like it.”

3. The child interacts with peers.

• Instead of playing along-side peers, the child initiates, joins in, and sustains positive interactions with a small group of 2-3 peers.  For example, they may enter into an ongoing group who is playing dress up and they play cooperatively.  Or, they might see a group pretending to ride a bus and says, “Let’s go to the zoo on the bus!”
• Advanced Skill: The child can interact cooperatively in groups of 4-5 children on tasks/play with common goals and for extended periods of time.

4. The child makes friends.

• Instead of playing with 1 or 1-2 preferred friends at any one time, they are able to establish a special friendship with another child or a few friends, AND (advanced skill) they maintain this friendship for several months or more.

 

AREA #3: The child participates cooperatively and constructively in group situations.

1. The child balances the needs and rights of self and others.

• The child initiates the sharing of materials in the classroom and at outdoor play.  They may give another child the ball but ask to use it again when the other person is done.  They may invite another child to pull the wagon with them.
• Advanced Skill: The child cooperates and shares ideas and materials in socially acceptable ways.  They may leave enough space for another person to work at the table.  They may pay attention to group discussions, value the ideas of others, and contribute their own ideas.

2. The child solves social problems.

• The child, not only expresses feelings, they seek adult help, and they suggest solutions to social problems.  They might say, “You ride around the track once and then it’s my turn.” Or they might ask the teacher to make a waiting list to use the new toy.  Or they say, “Let’s make a sign to keep people from kicking down our sand castle.”
• Advanced: They are able to resolve social problems through negotiation and compromise. They might say, “If I let you use the ruler, will you let me use the hole-punch?” or “Hey! I know—you two can be the drivers to deliver the pizza and I will be the customer to order it!”