Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 7 - Social-Emotional Development › Section CLIX-711 - Social-Emotional Development Standards

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard 1: Develop healthy relationships
				and interactions with peers and adults
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)
B.
				Standard 2: Develop positive self-identify and sense of belonging.
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)
C.
				Standard 3: Express feelings and beliefs that he/she is capable of successfully
				making decisions, accomplishing tasks, and meeting goals.
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)
D.
				Standard 4: Regulate own emotions and behavior.
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)
E.
				Standard 5: Regulate attention, impulses, and behavior.
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)
F.
				Strategies for Social-Emotional Development
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.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10).