Social-Emotional Development Domain California Preschool Learning Foundations Volume 1 Published by the California Department of Education (2008) Social- Emotional Development

California Preschool Learning 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 Foundations Are 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 Foundations in 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 Readiness Social-emotional competencies, as well as other cognitive and motivational competencies, required for success in school (p. 1, PLF, V1).

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

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 Development SelfSocial InteractionRelationships 1.0 Self-Awareness 2.0 Self-Regulation 3.0 Social and Emotional Understanding 4.0 Empathy and Caring 5.0 Initiative and Learning 1.0 Interactions with Familiar Adults 2.0 Interactions with Peers 3.0 Group Participation 4.0 Cooperation and Responsibility 1.0 Attachment to Parents 2.0 Close Relationships with Teachers and Caregivers 3.0 Friendships

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

Self 1.0 Self-Awareness

Self 2.0 Self-Regulation

Self 3.0 Social and Emotional Understanding

Self 4.0 Empathy and Caring

Self 5.0 Initiative in Learning

Social Interaction Includes the substrands of interactions with familiar adults, interactions with peers, group participation, and cooperation and responsibility (p. xii, PLF, V1).

Social Interaction 1.0 Interactions with Familiar Adults

Social Interaction 2.0 Interactions with Peers

Social Interaction 3.0 Group Participation

Social Interaction 4.0 Cooperation and Responsibility

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

Relationships 1.0 Attachment to Parents

Relationships 2.0 Close Relationships with Teachers and Caregivers

Relationships 3.0 Friendships